Research-Based Approaches to Supporting General and Special Education Teachers’ Effective Classroom and Behavior Management

Traditional professional development often lacks impact on teachers’ behavior management practices. This session shares research on PD features that general and special educators find most useful, along with results from a small-group PD model linked to significant reductions in student challenging behavior. Participants will be able to: 1. Identify key features of effective professional development (PD) that general and special educators report as most helpful in improving behavior management practices, including collaborative learning, coaching, and feedback. 2. Describe the impact of a small-group PD model on teacher behavior and student outcomes, including its role in reducing challenging behavior in students with autism. 3. Apply at least two evidence-based strategies to improve behavior management in their own practice or context, such as setting up peer PD structures and implementing research-supported classroom strategies.