Abstract
American education has been threatened by low student achievement, high teacher attrition, and proficient teacher shortages for decades. Disruptive classroom behaviors are the primary contributor to teacher attrition and the interlinked dichotomy, but relative to special education, general education lacks both competent teacher preparation and constructive behavior remediation. The study found K–12 students with and without disabilities to exhibit different behavior profiles, but the quantity and quality of both profiles warrant the need for proper teacher preparation and implementation of structured behavior intervention systems. Study implications regarding public schools’ systematic challenges were discussed extensively with recommended next steps.
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