Students with mental health needs, behavioral support needs, and/or emotional disturbance can engage in internalizing behaviors, externalizing behaviors, or both. Preservice and induction phase elementary general education teachers are reported to have limited education in providing evidence-based behavior management strategies, especially for students who engage in internalizing and/or externalizing behaviors. There is little understanding as to the differences in elementary general education teachers’ knowledge, application, and self-efficacy in applying evidence-based behavior management strategies between preservice teachers, first-year teachers, second-year teachers, and third-year teachers. The purpose of this preliminary secondary data analysis was to examine differences in elementary general education teacher knowledge, application, and self-efficacy in evidence-based behavior management strategies from preservice to induction phase teaching. Results indicated third-year teachers had significantly less behavior management knowledge than preservice teachers. All other results were nonsignificant; however, there were practical differences when comparing the four groups on the knowledge and application measures. Implications for findings indicate the need for induction programs to focus on evidence-based behavior management strategies to support the development of behavior management for induction phase elementary education teachers as they progress through their first 3 years of teaching.

中文翻译：

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实施行为管理策略中的知识、应用和自我效能：二手数据初步发现的简要报告

有心理健康需求、行为支持需求和/或情绪障碍的学生可以进行内化行为、外化行为或两者兼而有之。据报道，职前和入职阶段的基础普通教育教师在提供循证行为管理策略方面受的教育有限，特别是对于从事内化和/或外化行为的学生。人们对初等教师、一年级教师、二年级教师和三年级教师在应用循证行为管理策略方面的知识、应用和自我效能差异了解甚少。这项初步的二次数据分析的目的是检查从职前到入职阶段教学的基础普通教育教师知识、应用和基于证据的行为管理策略的自我效能的差异。结果表明，三年级教师的行为管理知识明显少于职前教师。所有其他结果均不显着；然而，在比较四组的知识和应用措施时，存在实际差异。研究结果表明，入职计划需要注重循证行为管理策略，以支持入职阶段基础教育教师在前三年教学过程中行为管理的发展。