Date of Award

Summer 8-5-2015

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

Committee Chair

Thelma J. Roberson

Committee Chair Department

Educational Leadership and School Counseling

Committee Member 2

David E. Lee

Committee Member 2 Department

Educational Leadership and School Counseling

Committee Member 3

James T. Johnson

Committee Member 4

Michael D. Mong

Committee Member 4 Department

Psychology

Abstract

This study explored the overall special education teachers’ knowledge of the discipline section of the Individuals with Disabilities Education Act (2004) as it relates to Functional Behavioral Assessments and Behavior Intervention Plans. The variables associated with this research included the special education teachers’ route of certification, level of education, years or experience, and the type, quality, and time of training associated with Functional Behavior Assessments and Behavior Intervention Plans. The participants were special education teachers in the state of Mississippi. The research revealed no significant differences or relationships between any of the variables identified above. However, even though the study showed no significant relationships or differences in the variables, the overall low knowledge score for the special education teachers surveyed indicated exceptionally poor understanding of The Individuals with Disabilities Education Act of 2004 as it relates to Functional Behavioral Assessments and Behavior Intervention Plans.