Proactive behavior management (PBM) has been shown to improve behavior in students with and without disabilities, yet teacher use of such strategies is often low. One barrier to the implementation of PBM is teacher beliefs that contradict a proactive approach to behavior management in favor of a punitive approach. The present study piloted a professional development program using “wise interventions” from social psychology to increase supportive beliefs and use of PBM in school personnel servicing children with disruptive classroom behavior with or at-risk for disabilities. Twelve participants from a private special education program (SEP) and 10 participants from a public district met in small groups to review research, read testimonials, and engage in reflective writing about PBM. From before to after participation, SEP staff significantly increased their reported use of PBM and maintained these increases at 6-month follow-up. Public district participants also increased their reported use of PBM, however, this increase was not significant and declined 6 months later. A significant proportion of participants reported that the program changed how they think about behavior management. Implications for increasing teachers' supportive beliefs and use of PBM are discussed.

中文翻译：

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“心理明智”专业发展的结果，以增加教师对主动行为管理策略的使用

主动行为管理 (PBM) 已被证明可以改善残疾和非残疾学生的行为，但教师对此类策略的使用率通常较低。实施 PBM 的一个障碍是教师的信念与积极的行为管理方法相矛盾，而赞成惩罚性方法。本研究试行了一项专业发展计划，使用来自社会心理学的“明智干预”，以增加支持性信念和 PBM 的使用，以便学校人员为有破坏性课堂行为的儿童或有残疾风险的儿童提供服务。来自私人特殊教育计划 (SEP) 的 12 名参与者和来自公共区的 10 名参与者以小组形式会面，以审查研究、阅读推荐书并参与有关 PBM 的反思性写作。从参与前到参与后，SEP 工作人员显着增加了他们报告的 PBM 使用，并在 6 个月的随访中保持了这些增加。公共地区参与者也增加了他们报告的 PBM 使用，但是，这种增加并不显着，并且在 6 个月后下降。很大一部分参与者报告说，该计划改变了他们对行为管理的看法。讨论了增加教师支持信念和使用 PBM 的意义。