Evidence-based strategies to address disruptive student behaviors: a special education teacher's perspective
Term
2011
Capstone
Thesis
Degree Name
MAT
Abstract
The research question addressed in this project is, what evidence-based teaching strategies best address disruptive student behavior issues in K-12 education? As educators strive to meet the national performance standards attached to the No Child Left Behind initiative, they need to identify teaching strategies to minimize disruptive student behaviors that interfere with academic and social learning in the classroom. The literature suggests that the number of students with behavioral needs is increasing and research strongly indicates that adopting prevention and intervention techniques to mitigate behavioral needs is far superior to special education referrals. Educational researchers have identified evidence-based teaching strategies that best support the behavioral and instructional needs of students. The future success of public education hinges upon the ability of educators to heed the advice of respected research results and adopt and implement those strategies within public school settings so that all students can learn.
Recommended Citation
Thompson, Susan M., "Evidence-based strategies to address disruptive student behaviors: a special education teacher's perspective" (2011). School of Education and Leadership Student Capstone Theses and Dissertations. 846.
https://digitalcommons.hamline.edu/hse_all/846