Results of a “Psychologically Wise” professional development to increase teacher use of proactive behavior management strategies

Abstract

AbstractProactive behavior management (PBM) has been shown to improve behavior in students with and without disabilities, yet teacher use of such strategies is often low. One barrier to the implementation of PBM is teacher beliefs that contradict a proactive approach to behavior management in favor of a punitive approach. The present study piloted a professional development program using “wise interventions” from social psychology to increase supportive beliefs and use of PBM in school personnel servicing children with disruptive classroom behavior with or at‐risk for disabilities. Twelve participants from a private special education program (SEP) and 10 participants from a public district met in small groups to review research, read testimonials, and engage in reflective writing about PBM. From before to after participation, SEP staff significantly increased their reported use of PBM and maintained these increases at 6‐month follow‐up. Public district participants also increased their reported use of PBM, however, this increase was not significant and declined 6 months later. A significant proportion of participants reported that the program changed how they think about behavior management. Implications for increasing teachers' supportive beliefs and use of PBM are discussed.