Use of Staff Development by Teachers and Aides with Emotionally Disturbed and Behavior Disordered Students

Abstract

Staff development instruction to 45 teachers and aides with ED/BD students in 13 schools resulted in significantly improved classroom performance of participants in schools with adequate to exemplary administrative support. In schools with inadequate administrative support no participant attained the criterion performance level. Area of prior educational preparation and entry-level performance were related to outcome performance scores. Variables not related significantly to performance outcomes were prior teaching experience in special or general education, highest degree, instructional hours of lecturelworkshop, and instructional hours of individual classroom observation and feedback.