Factors influencing general education teachers to implement effective strategies for students with emotional and behavioral problems

2015-03-20Approximately 20% of our country’s children and youth suffer from some level of emotional and/or behavioral problem, yet only 25-35% of these particular students have been identified to receive the support necessary to meet their unique learning needs (Herman, Reinke, Parkin, Traylor & Agarwal, 2009; New Freedom Commission on Mental Heath, 2003). Research indicates that symptoms of emotional and/or behavioral problems greatly impact academic functioning (Herman et al., 2009; Maag & Reid, 2006; Owens, Stevenson, Hadwin, & Norgate, 2012; Ward, Sylva, & Gresham, 2010). Fortunately, the implementation of effective supports for these particular students can lead to greater success in school (Levitt, Saka, Romanelli, & Hoagwood, 2007). As our nation’s population of children and youth with emotional and/or behavioral problem persists, it is crucial that general education teachers are well equipped with the skills and knowledge necessary to implement effective strategies to support these particular students’ learning needs. ❧ The purpose of this study was to investigate the factors that general education teachers, in a school‐wide positive behavior support (SWPBS) environment, perceived to have influenced their use of effective instructional strategies to support the learning needs of students with varying levels of emotional and behavioral problems. Furthermore, this study attempted to reveal strategies successful general education teachers were implementing within their classrooms to support the learning needs of these particular students. Finally, this study sought to discover where these teachers learned such strategies. ❧ A conceptual framework was presented to better understand the factors that appear to influence teachers’ successful implementation of effective strategies for students with varying levels of emotional and behavioral problems. Five general education teachers from an urban public elementary school located in the Western part of the United States participated in this qualitative case study. Data was triangulated through interviews and observations of each participating teacher. Findings from this study suggest that teachers perceived school norm and teacher beliefs to be primary factors influencing their successful implementation of effective instructional strategies. Common strategies found in all five participating teachers’ classrooms included increased opportunities to respond (OTR), positive teacher praise from teacher, curricular modifications, school‐wide behavioral management plan, and verbal explanations for redirections. Data revealed that teachers learned such strategies during routine on-site discussions with teachers and administrators, as well as in their personal classrooms through the process of trial and error. ❧ The implications from this study can help teachers gain knowledge of effective instructional strategies that support the learning needs of students with varying levels of emotional and behavioral problems. This study’s findings can also help administrators and developers of teacher pre‐service and professional development programs to better understand what factors influence educators to implement effective instructional strategies that support the learning needs of these particular students