Teachers' Self-Efficacy and Acceptability of Evidence-Based interventions for Aggressive Behaviors: A Comparison of Three Conditions
Document Type
Thesis
Degree Name
Specialist in School Psychology (SSP)
Department
Psychology and Special Education
Date of Award
Spring 2012
Abstract
Current research indicates that many evidence-based behavior interventions are highly effective in the classroom (Landrum, T.J., Cook, B.G., Tankersley, M., & Fitzgerald, S., 2007). However, they are underused by teachers because they are not seen as applicable, the teachers may lack the self-efficacy for implementing them, or both (Andreou & Rapti, 2010; Landrum et al., 2007). Certified teachers who were also students at Texas A&M University-Commerce were given a packet containing an intervention formatted in one of three different ways as well as a student scenario, a self-efficacy scale, a treatment acceptability scale, a feasibility scale and a demographic questionnaire. The purpose of this study was to investigate general education and special education teachers' sense of self-efficacy, treatment acceptability and feasibility of classroom behavior interventions with students who display aggressive behaviors based on the format of the intervention.
Advisor
Jennifer Schroeder
Subject Categories
Education | Educational Psychology
Recommended Citation
Anderton, Megan Elizabeth, "Teachers' Self-Efficacy and Acceptability of Evidence-Based interventions for Aggressive Behaviors: A Comparison of Three Conditions" (2012). Electronic Theses & Dissertations. 89.
https://digitalcommons.tamuc.edu/etd/89
