ABSTRACT

This study aims to evaluate the effectiveness of the ‘2024 Training Program for Behavior Intervention Specialists for Students with Disabilities’ by measuring improvements in teachers’ intervention procedures, efficacy and classroom management skills. This teacher training program has been conducted since 2021 by the College of Education’s Teacher Training Institute at P University, commissioned by the Provincial Office of Education, to enhance special education teachers’ expertise in behavior intervention. The training program consisted of a 150-hour blended learning course, including a foundational course (online training), an advanced course (in-person training) and a practicum course (online training), designed for practical application in the field. A total of 189 special education teachers participated in the program, which lasted approximately six months. This study employed a pre- and post-survey design to compare changes in special education teachers’ implementation of behavior intervention procedures, teaching efficacy and classroom management skills before and after the training. Additionally, a program evaluation survey was conducted to assess participants’ satisfaction with the training and its practical applicability in their professional settings. Based on the results of the pre- and post-surveys, first, special education teachers showed statistically significant improvements in the implementation of behavior intervention procedures, teacher efficacy and classroom management skills. Second, after the completion of the program, both overall satisfaction and workplace applicability among special education teachers were found to be very high. A qualitative analysis of participants’ reflections and suggested improvements supported the quantitative findings. Based on these results, this study discusses strategies for enhancing the quality of teacher training programs aimed at cultivating experts in behavior intervention.

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