Universal Journal of Educational Research Vol. 5(9), pp. 1653 - 1665
DOI: 10.13189/ujer.2017.050923
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The Effect of Teacher Training on the Knowledge of Positive Behavior Support and the Quality of Behavior Intervention Plans: A Preliminary Study in Taiwan

Pei-Fang Wu ^*
Department of Special Education, National Kaohsiung Normal University, Taiwan

ABSTRACT

The purpose of this study was to investigate whether through a series of teacher training. The participants could acquire better knowledge on Positive Behavior Support (PBS), and develop high quality behavior intervention plans. Thirty-six teachers from three public schools participated in the study. The competency-based training consisted of 12 sessions based on several key concepts of PBS. The participants were divided into 7 groups, and each group was required to complete a section of behavior intervention plan after each training session, until all sections were completed. A group pretest-training-posttest pre-experimental design was used to compare the knowledge and the quality of behavior intervention plans before and after the training. Results showed the knowledge of PBS and the substantive quality of PBS plans can be improved with teacher training. The implications for future research and practices were discussed.

KEYWORDS
Behavior Intervention Plan, Positive Behavior Support, Teacher Training

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Pei-Fang Wu , "The Effect of Teacher Training on the Knowledge of Positive Behavior Support and the Quality of Behavior Intervention Plans: A Preliminary Study in Taiwan," Universal Journal of Educational Research, Vol. 5, No. 9, pp. 1653 - 1665, 2017. DOI: 10.13189/ujer.2017.050923.

(b). APA Format:
Pei-Fang Wu (2017). The Effect of Teacher Training on the Knowledge of Positive Behavior Support and the Quality of Behavior Intervention Plans: A Preliminary Study in Taiwan. Universal Journal of Educational Research, 5(9), 1653 - 1665. DOI: 10.13189/ujer.2017.050923.