Background

Students with behavioral support needs are educated in elementary classrooms daily. However, teachers receive limited training to support students, resulting in limited preventative and intervention services for such students. It is currently unclear what types of training preservice and inservice teachers receive, their perceptions of such training, and the quality of that training.

Objective

The purpose of this systematic literature review was to identify the empirical evidence for various forms of classroom and behavior management training for preservice and inservice teacher training and participants’ perceptions of such training.

Method

A systematic literature review was conducted using PRISMA guidelines. Articles published between 2004 and 2022, based on IDEA 2004, were included. The start date of the reauthorization of IDEA in 2004 was chosen because of its implementation of positive behavior supports for students with and without disabilities.

Results

Twenty-two studies were included in the literature review based on inclusion criteria. The included studies presented findings about classroom and behavior management programs or strategies, as well as survey data based on teachers’ perceptions of classroom and behavior management training.

Conclusion

Results indicated preservice teachers receive limited training related to overall classroom management during their teacher preparation programs, but no studies could be found showing they receive any training related to behavior management. Inservice teachers receive far more training related to both classroom and behavior management but indicate a need for more training related to both.

中文翻译：

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课堂和行为管理培训需求和看法：文献的系统回顾

背景

有行为支持需求的学生每天在小学教室接受教育。然而，教师接受的支持学生的培训有限，导致为此类学生提供的预防和干预服务有限。目前尚不清楚职前和在职教师接受的培训类型、他们对此类培训的看法以及培训质量。

客观的

本系统文献综述的目的是确定各种形式的课堂和行为管理培训的实证证据，以供职前和在职教师培训以及参与者对此类培训的看法。

方法

使用 PRISMA 指南进行了系统的文献综述。2004 年至 2022 年间发表的基于 IDEA 2004 的文章也包括在内。之所以选择 2004 年重新授权 IDEA 的起始日期，是因为它对残疾和非残疾学生实施了积极的行为支持。

结果

根据纳入标准，22 项研究被纳入文献综述。纳入的研究展示了有关课堂和行为管理计划或策略的调查结果，以及基于教师对课堂和行为管理培训的看法的调查数据。

结论

结果表明，职前教师在他们的教师准备计划中接受了与整体课堂管理相关的有限培训，但没有研究表明他们接受了与行为管理相关的任何培训。在职教师接受了更多与课堂和行为管理相关的培训，但表示需要更多与这两者相关的培训。