Disseminating evidence-based assessments to educators in South Africa and Vietnam through behavioural skills training

Abstract

Students’ interfering behaviour is a common concern among educators working in special and general education classrooms. Interfering behaviour can significantly compromise students’ educational experiences and educators’ ability to create a conducive learning environment. Evidence-based assessments and interventions for interfering behaviour in the classroom involve identifying the variables in the student’s immediate environment influencing these behaviours. There has been little to no dissemination of evidence based assessments for classroom management in developing nations such as South Africa and Vietnam. In the current study, we used a single-case design to assess the effectiveness and acceptability of behavioural skills training (BST) in teaching educators from South Africa and Vietnam how to assess students’ interfering behaviour in the classroom. The training was divided into four phases, with the different steps involved in teaching participants how to assess interfering behaviour. All participants successfully acquired the trained skills and demonstrated a shift in their explanation of the causes of interfering behaviour