Enhancing Teacher Training: Understanding Educators’ Knowledge of Evidence-Based Practices for Emotional and Behavioral Disorders

Abstract

Students with emotional and behavioral disorders face significant challenges in inclusive educational settings, yet research on effective strategies for supporting these students remains limited. Many educators receive inadequate training in managing the unique needs of students with emotional and behavioral disorders, creating barriers to effective classroom management and instruction. This mixed-methods study aims to explore educators\u27 knowledge of evidence-based practices and high leverage practices for students with emotional and behavioral disabilities. Specifically, researchers used survey research to investigate New York educators\u27 understanding of evidence-based practices, the relationship between evidence-based practice knowledge and perceptions of inclusive practices, and whether educator characteristics impact evidence-based practice knowledge. Content analysis was used to examine participant responses, utilizing meaning units, codes, and categories to identify patterns in evidence-based practice knowledge. Frequency counts were used to track the number and types of evidence-based practices recognized by participants. This research aims to provide valuable insights for enhancing teacher preparation and improving inclusive practices for students with emotional and behavioral disorders in general education classrooms.https://orb.binghamton.edu/research_days_posters_2025/1016/thumbnail.jp