TRAINING TEACHERS TO USE ANTECEDENT-BASED CLASSROOM MANAGEMENT STRATEGIES TO SUPPORT INCLUSION OF STUDENTS WITH INTELLECTUAL DISABILITIES: A FEASIBILITY STUDY

Research supports the interrelationship between teacher behavior, student behavior, and the teaching environment. One approach to increase pro-social student behavior, particularly for students with disabilities, is the implementation of antecedent-based classroom management strategies, which can include teacher behavior, the teaching environment, or a combination of the two. Although antecedent-based classroom management strategies are efficient and effective, research has not identified the level of training and support general education teachers need to implement them with fluency. This feasibility study examined the feasibility and effectiveness of a one-hour professional development to increase high school teachers’ use of antecedent-based classroom management strategies and the concomitant impacts on students with intellectual disabilities in general education classrooms. Results indicated that most teachers did not successfully increase their use of antecedent-based classroom management strategies and, as a result, no student-level change was found. The one teacher that increased her implementation also reported high levels of social validity. Initial implications are discussed.