Date of Conferral

2020

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Dr. Walter Frazier

Abstract

The original purpose of this study was to conduct a quantitative quasi-experimental study to compare a treatment group of teachers with training in the cognitive behavioral ABC model to a control group and examine differences in the average count of referrals to school counselors for students who exhibited disruptive behaviors. However, due to lack of participation, this study examined teacher perceptions of their confidence to use behavioral interventions with students who are disruptive in the classroom and the relationship to the number of referrals teachers made to the school counselor. This study included 99 teachers from pre-K through 12th grade from one parish in the state of Louisiana. Data were collected using the Survey of Behavior Management Practices. A multiple linear regression analysis was conducted to evaluate the prediction of age of teacher, number of years teaching, teacher perception of support from parents, and teacher perception ease in contacting a disruptive student’s parent to the number of referrals to the school counselor. The results of the analysis revealed that the age of teacher and number of years teaching were not statistically significant predictors. However, the association between teachers’ perception of support from parents and how easy it was to contact parents revealed a statistically significant relationship. These findings support the importance of understanding how behavior management strategies can enhance teacher perceptions of their confidence to use behavioral interventions with students. The implications for positive social change are that parental contact and support in the learning process may help positively impact the classroom environment and student learning outcomes and reduce school counselors’ workloads.

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