| dc.description.abstract | Special education teachers who work with students who exhibit challenging behavior rely on frequent and effective school behavior supports. The school system’s lack of behavior support not only impacts the teacher’s ability to teach the student exhibiting challenging behavior, but also the student’s safety and access to education. This study identified 1) the frequency and effectiveness of school behavior supports, and 2) factors that correlate with the frequency and effectiveness of school behavior supports. We utilized a national survey to gather the responses of 621 special educators, each of whom had at least one student with a Behavior Intervention Plan on their caseload. A section of our survey required special educators to rate the frequency and effectiveness of school behavior supports (i.e. professional development, paraprofessionals, administration, ed. specialists, and BCBAs). Two main findings emerged; first, special educators were only infrequently provided the five school-behavior supports, but, when present, most teachers found them to be effective to some degree. Second, the frequency of school behavior supports related to teaching in private/special schools and teaching lower grades, being more prepared for behaviors from one’s training program, having fewer students with a BIP on caseload, and higher intensity levels of challenging behavior. Higher effectiveness of school behavior supports is related to working at a private/special school vs. public school, feeling more prepared from teacher training programs, having greater numbers of students on caseload, and having greater numbers of students with BIPs. Implications for researchers and practitioners are discussed. | en_US |
