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The ways caregivers perceive and respond to challenging behavior (CB) could depend, in part, on their cultural and ethnic backgrounds. Yet, limited research is available on the definitions, perceptions, and response strategies of CB across cultural groups, particularly among caregivers of young children with disabilities. In this exploratory multimethod study, data were collected from four diverse caregiver groups (i.e., Black, Korean American, Mexican American, and White) with young children with disabilities to understand (a) what behaviors they considered challenging and (b) how they responded to those behaviors. Data revealed similarities and differences in the types of behaviors reported and indicated caregivers rely on preplanned consequence strategies and unplanned responses.

AbstractBefore implementing individualized interventions for students exhibiting challenging behaviors, special education teachers must be equipped to assess behavioral functions. However, many school personnel have been found to be unprepared to conduct evidence-based functional behavioral assessments (FBA). This situation highlights a potential gap in pre-service training. The purpose of this pilot study was to explore the preparation of Illinois pre-service special education teachers for conducting FBAs. Public data were collected on 33 traditional special education licensure programs and their affiliated institutes of higher education. Nine of the 33 participated in the study, with innovation configurations used to analyze special education program course syllabi and questionnaires completed by program faculty. The authors found variability among the sample of programs regarding content delivery and faculty perceptions of pre-service teachers’ skills and knowledge. The study’s results leave many considerations for district leaders as they hire and mentor special education teachers. [ABSTRACT FROM AUTHOR]