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Developing Evidence-Based Behavioral Intervention Strategies Through Teacher Induction

Babusci, Anthony K. (2023) Developing Evidence-Based Behavioral Intervention Strategies Through Teacher Induction. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Preventing and responding to student misbehavior is an integral part of classroom management and one of the most important skills an educator can have. Despite its importance, many educators receive inadequate training in this area. Many leave their pre-service training lacking confidence in addressing behavior and do not receive training once hired into the field.
An educator’s inability to effectively prevent and respond to student misbehavior negatively affects student success and contributes to professional burnout. Lack of effective classroom management can also escalate into more aggressive behavior. These aggressive behaviors often result in missed instructional time for students and further disenfranchisement from the school. Exclusionary discipline practices continue to be applied inequitably to students from marginalized communities further contributing to inequities that exist outside of the school setting. Additionally, the other students in the school experience elevated levels of disruption to the learning environment which contributes to teachers feeling frustrated and inadequate. Those feelings of frustration and inadequacy may manifest as burnout and decreased job satisfaction.
The aim of this study was to analyze the effectiveness of a formal training program on the acquisition and application of evidence-based strategies for preventing and responding to student misbehavior. The content was delivered as part of the teacher induction process and was obtained from the Kansas Technical Assistance System. The information was based on the stages of behavior escalation established by Dr. Geoff Colvin and Dr. George Sugai (2005). The objective of the training was to help educators develop strategies to prevent and respond to misbehavior through an understanding of the seven stages of the escalation cycle.
The participants included fifteen educators who worked in a mid-Atlantic, suburban, middle school. They completed ten training modules that included self-paced videos and reflections and attended ten training sessions. Participants completed surveys at the beginning, middle, and end of the training and were assessed at the midpoint and conclusion. The analysis of the surveys and assessments indicate that the training resulted in more frequent use of evidence-based preventative measures and responses to misbehavior along with an appreciation of the practicality of the training.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Babusci, Anthony K.akb101@pitt.eduakb101
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKerr, Mary Margaretmmkerr@pitt.eduMMKERR0000-0002-2082-8812
Committee MemberArlotta-Guerrero,
Committee MemberWagner,
Date: 11 January 2023
Date Type: Publication
Defense Date: 9 November 2022
Approval Date: 11 January 2023
Submission Date: 30 November 2022
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 80
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Induction, De-Escalation, Deficit Thinking, Disproportionality, Implicit Bias, Student Behavior
Date Deposited: 11 Jan 2023 19:10
Last Modified: 11 Jan 2023 19:10


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