The Perception of Special Education Teachers on the Importance and the Implmentability of Individualized Positive Behavior Support in Inclusive Middle School

Abstract

The purpose of this study was to investigate the perception of middle school special education teachers on importance and implementability of the individualized positive behavior support, and to find out what administrative support is needed for positive behavior support in inclusive middle school setting. Specific research questions were as follows. First, what is the perceptions of special education teachers on the importance of the individualized positive behavior support in inclusive middle school? Second, what is the perceptions of special education teachers on implementability of individualized positive behavior support in inclusive middle schools? Third, what support is necessary to implement and manage the individualized positive behavior support in inclusive middle school? Paired Sample t-test and Repeated Measures ANOVA methods were operated, utilizing IBM SPSS 25 for quantitative data analysis. Open questions were also included to know the needed support for teachers. The results of the study were as follows: First, it was found that the special education teachers perceived functional behavior assessment, intervention, and crisis intervention plan being important factors mostly. Secondly, teachers had been implemented functional behavior assessment, prioritizing target behavior defining and crisis intervention plan at school. Lastly, it is necessary to provide administrative support for teachers like enough time for intervention, school culture change and professional help like applied behavior analysis for positive behavior intervention support in inclusive middle school.