Senior Emotional and Behavioral Problems Intervention Teachers Try to Carry Out Positive Behavioral Support— Their Practices, Perspective and Roles

[[abstract]]The purposes of this study were to explore how the Senior Emotional and Behavioral Problems Intervention Teachers from Taipei City Students with Special Needs Emotional and Behavioral Problems Intervention Team help the school systems refer their clients to build positive behavioral support system, and to explore the perspective and roles supporting their ways of doing things. This study adopted qualitative research methods. Research objects were three senior Emotional and Behavioral Problems Intervention Teachers. Through a long period of participative observation, in-depth interviewing, review of archival data and research notes, the researcher arranges, analyzes, and generalizes the information. According to the research goal and methods, there were some conclusions of this research: Senior Emotional and Behavioral Problems Intervention Teachers adopt the helical circular model to proceed assessment and planning, receive consensus and afford assistance. They have keep the attitudes of assessment all the time, and they make a total plan of intervention strategies, strategical administration and adjustment in advance. After communicating and negotiating with the members of the special education team in school, they receive consensus. According to the consensus, they afford assistance afterward. The assistance includes the school team’s integration and division, integrating related professional teams, proceeding environment adjustment, increasing professional competencies, providing parental education, providing important related people’s emotional concern, striving for administrative supports, assisting transition, providing follow-up consultation, and so on. Senior Emotional and Behavioral Problems Intervention Teachers adopt their perspective based on the experiences to form the helical circular model . They assume themselves to be restricted practitioners. They adopt the way of team project cooperation either inside or outside of the team. They treat the problems with system views, intervene with the most efficient ways after assessment, and avoid frustration by taking action obtrusively. Senior Emotional and Behavioral Problems Intervention Teachers think their core characters were advocators of the client’s rights and interests. Under the hypothesis, they played the roles of assessors, strategy providers, cooperative teaching partners, communicators, motivating rousers, resources linkage persons, emotional and cooperative supporters. They avoided playing the roles of authorities, agents, endorsements, or even being the scapegoats. They would work hard to maintain the role function by managing their character images, reducing their personal emotional influence to the lowest, continuing to reflect from their experience,and gaining self-empowerment. According to the research results, proceeding discussion and proposing relevant suggestions, this research could be a good reference to teacher training organizations, referrals, emotional and behavioral problems intervention teams, emotional and behavioral problems intervention teachers, educational administrations, and further researchers.