Title

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

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