Search

Early childhood teachers receive some training related to overall classroom management but report receiving little training and support when working with children who engage in challenging behaviour. To alleviate the barriers to supporting students who engage in challenging behaviour, it may be helpful to implement a technology tool that provides early childhood teachers with evidence-based prevention and intervention supports for their students. One such tool, the Family Behavior Support App (FBSApp), has been previously used with families of young children who engage in challenging behaviour. The FBSApp has been shown to be effective in increasing families' use of strategies, but the effects of the app in educational settings are currently unknown. The purposes of this single-case study are to see if there is a functional relation between the use of the FBSApp-created behaviour plan and teachers' use of function-based behaviour strategies, as well as teachers' perceptions of the FBSApp.

Background: Students with behavioral support needs are educated in elementary classrooms daily. However, teachers receive limited training to support students, resulting in limited preventative and intervention services for such students. It is currently unclear what types of training preservice and inservice teachers receive, their perceptions of such training, and the quality of that training. Objective: The purpose of this systematic literature review was to identify the empirical evidence for various forms of classroom and behavior management training for preservice and inservice teacher training and participants' perceptions of such training. Method: A systematic literature review was conducted using PRISMA guidelines. Articles published between 2004 and 2022, based on IDEA 2004, were included. The start date of the reauthorization of IDEA in 2004 was chosen because of its implementation of positive behavior supports for students with and without disabilities. Results: Twenty-two studies were included in the literature review based on inclusion criteria. The included studies presented findings about classroom and behavior management programs or strategies, as well as survey data based on teachers' perceptions of classroom and behavior management training. Conclusion: Results indicated preservice teachers receive limited training related to overall classroom management during their teacher preparation programs, but no studies could be found showing they receive any training related to behavior management. Inservice teachers receive far more training related to both classroom and behavior management but indicate a need for more training related to both.