Preservice Special Education Teachers’ Levels of Knowledge of Behavior Modification Principles

Abstract

The current study investigated preservice special education teachers’ levels of knowledge of fundamental principles of behavior modification (BM), and its connection with some variables. The study’s sample was (171) preservice special education teacher. Researchers developed a (50) item instrument in order to assess participants’ levels of knowledge. The instrument was found to be valid and reliable. Results indicate the preservice special education teachers’ levels of knowledge of behavior modification fundamental principles were low, in general. Further, female participants were more knowledgeable than male ones. Additionally, statistical significant differences were found between participant on university, GPA rating, and semester students have had taken BM course variables, while there were no statically significant differences were found on type of disability preservice teacher teaching variable.