Training Influence on Teacher Self-Efficacy of Behavior Intervention Plan Implementation

Student behavior influences classroom environments in multiple ways. Teachers are responsible for implementing strategies, both classroom-wide and individualized to mitigate student behaviors for promotion of a positive learning environment. Teachers experience a variety of obstacles when implementing student behavior intervention plans (BIP). One such obstacle is a lack of pre-service education and professional development in training teachers to address student behavior through BIPs. The purpose of this study was to evaluate the influence of a BIP training program on teacher self-efficacy for BIP implementation using a retrospective pretest-posttest design. The training program (Basic FBA to BIP) was provided to elementary school teachers in grades Kindergarten through 5th who are responsible for implementing student BIPs. The training occurred a series with a two-week gap for consultation with participants. Prior to each training a pretest was given and a posttest administered immediately following. Along with the first two posttests was a retrospective pretest asking participants to reflect on their pretest answers now that they had received the training. Participants also completed a third posttest two weeks after the training series concluded. Results found that the training resulted in increased self-efficacy for teachers when implementing BIPs across several time points. This notable improvement supports the need for additional teacher training in the area of student behavior, specifically in BIPs. Considerations for future research following the conclusion of this study include evaluating pre-service teacher training programs for preparation of implementing student BIPs as well as evaluating the effectiveness of a protocol to guide teacher teams with development and progress monitoring of BIP implementation.