Teacher perceptions of knowledge, use, and confidence with evidence-based practices for teaching students with emotional and behavioral disorders (EBD) and challenging behaviors (CB)

The purpose of the current study was to investigate the knowledge, use, and confidence with evidence-based practices (EBPs) among general and special education teachers of students with EBD/CB. More specifically, the current study investigated the relationship between teachers’ knowledge and use of EBPs and their confidence in working with students with EBD/CB. Results were obtained and a comparison was made between the general and special education teachers. Results were obtained and analyzed for all teachers surveyed regarding their knowledge, use, and confidence with EBPs for this student population. Statistically significant differences were discovered that indicated general education teachers were significantly higher than special education teachers in their knowledge, use, and confidence with EBPs for students with EBD/CB. When considering the total number of teachers, regardless of whether they were categorized as general or special education, the findings showed that there existed a statistically significant positive correlation between teachers’ knowledge, use and teacher confidence. In all, teachers who had greater knowledge and use of EBPs were more confident to teach students with EBD/CB. The findings from the current study provide additional research in the field and give insight to teacher preparation programs and school district administrators on how to provide support to teachers of students with EBD/CB.