An Investigation of the Perception of Special Education Teachers’ Feelings of Preparedness to Manage the Behaviors of Students with Emotional Disabilities

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dc.contributor.advisorDula, Mark
dc.contributor.authorCable, Tanya
dc.date.accessioned2023-04-24T13:22:21Z
dc.date.available2023-04-24T13:22:21Z
dc.date.issued2023-04-19
dc.description.abstractThe purpose of this study was to examine special education teachers’ feelings of readiness to manage the behaviors of students with emotional disabilities. Specifically, the study investigated how prepared special education teachers feel to meet the behavioral needs of students with emotional disabilities. The study’s qualitative data pecial education teachers representing seven different schools in a district in northeast Tennessee. Special education teachers currently teaching in interventionist, resource, self-contained, or behavior settings participated in the study. Data were analyzed using Creswell’s (2013) six-step approach for qualitative analysis. Once all data was collected and coded, three themes emerged in the findings: (1) Behavior Interventions and Strategies, (2) Where Special Education Teachers Learn Behavior Interventions and Strategies, and (3) Supports and Barriers.en_US
dc.identifier.urihttp://hdl.handle.net/11558/7325
dc.language.isoen_USen_US
dc.subjectEmotional disabilitiesen_US
dc.subjectPositive Behavior Interventions and Supportsen_US
dc.subjectTrauma Informed Careen_US
dc.subjectAdverse Childhood Experiences (ACES)en_US
dc.subjectSpecial Education
dc.titleAn Investigation of the Perception of Special Education Teachers’ Feelings of Preparedness to Manage the Behaviors of Students with Emotional Disabilitiesen_US
dc.typeDissertationen_US

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