[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-578483-105":59,"doc-detail-578483-en":122},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":115,"head_meta":117,"extra_data":119,"updated_unix":121},105,"en","no-sugar-coating-advice-for-future-teachers-of-students-with-behavioral-challenges","No Sugar-Coating: Advice for Future Teachers of Students with Behavioral Challenges","","The article examines how students identified with emotional disturbance eligibility often present substantial classroom behavioral challenges, including internalizing and externalizing behaviors, which disrupt learning time and correlate with weaker academic and social outcomes. It argues that teacher preparation programs frequently provide insufficient, non-targeted instruction in behavior management, leaving preservice teachers unable to apply needed strategies. The discussion highlights gaps in coursework coverage and calls for comprehensive preparation, professional development, learning communities, and coaching to build sustained competence.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/no-sugar-coating-advice-for-future-teachers-of-students-with-behavioral-challenges/578483/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/no-sugar-coating-advice-for-future-teachers-of-students-with-behavioral-challenges/578483.png","ImageObject",300,407,{"name":92,"@type":93},"Hazel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What solutions does the article suggest to address behavior management gaps?","Question",{"text":112,"@type":113},"It calls for comprehensive preparation programs, professional development, professional learning communities, and coaching to build and maintain effective behavior-management skills.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},578483,1792457774,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":26,"preview_page_count":4},137441390410,"https://ap-avatar.wpscdn.com/avatar/2000252f4ab5702993?_k=1776741390130283984","Journal of Educational Research and Innovation  \n\n| Volume 12 | Article 5 |\n| --- | --- |\n| 2024\u003Cbr>No Sugar-Coating: Advice for Future Teachers of Students with Behavioral Challenges\u003Cbr>Carolyn C. Mitchell\u003Cbr>University of Northern Colorado, [mitc4157@bears.unco.edu](mitc4157@bears.unco.edu)\u003Cbr>Steven J. Kenis\u003Cbr>University of Northern Colorado, [keni2990@bears.unco.edu](keni2990@bears.unco.edu)\u003Cbr>Tracy Gershwin\u003Cbr>University of Northern Colorado, [tracy.gershwin@unco.edu](tracy.gershwin@unco.edu)\u003Cbr>Follow this and additional works at: [https://digscholarship.unco.edu/jeri](https://digscholarship.unco.edu/jeri)\u003Cbr> Part of the Special Education and Teaching Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nMitchell, Carolyn C.; Kenis, Steven J.; and Gershwin, Tracy (2024) \"No Sugar-Coating: Advice for Future Teachers of Students with Behavioral Challenges,\" Journal of Educational Research and Innovation: Vol.  \n12, Article 5.  \nAvailable at: [https://digscholarship.unco.edu/jeri/vol12/iss1/5](https://digscholarship.unco.edu/jeri/vol12/iss1/5)  \nThis Article is brought to you for free and open access by UNCOpen. It has been accepted for inclusion in Journal of Educational Research and Innovation by an authorized editor of UNCOpen. For more information, please contact [Nicole.Webber@unco.edu](Nicole.Webber@unco.edu).  \nNo Sugar-Coating: Advice for Future Teachers of Students with Behavioral Challenges  \nCarolyn C. Mitchell  \nUniversity of Northern Colorado  \nSteven J. Kenis  \nUniversity of Northern Colorado  \nTracy Gershwin  \nUniversity of Northern Colorado  \nAs of the 2021-2022 school year, 7.3 million students ages three through 21 received special education services. Of those 7.3 million students, approximately 5%, or 365,000, were served under the Emotional Disturbance (ED) eligibility (National Center for Education Statistics, 2023) . Students identified with ED often display significant behavioral challenges in the classroom. Challenging behavior may include internalizing behaviors (e.g., withdrawal, anxiety) and externalizing behaviors (e.g., verbal and physical aggression) (Kauffman & Landrum, 2013) . Such behaviors disrupt the learning environment, resulting in lost instructional time and loss of learning students (Olivier et al., 2020) . In addition, students with ED often display academic and social skills deficits and experience poor outcomes, with a dropout rate twice that of their nondisabled peers (Mitchell et al., 2019) . These findings indicate a need for teacher preparation to address such challenging behaviors. Gilmour et al. (2023) analyzed the preparation of special education teachers. The analysis revealed that in 2016,  \njust 68% of special education teachers graduated from a special education preparation program, while the remaining 32% attended alternate certification programs (Gilmour et al., 2023). Notably, areview of 74 teacher preparation programs found that 39% of alternative certification programs and just over 50% of university general education programs offered behavior management coursework (Flower et al., 2017). This finding is concerning as effective behavior management is a necessary yet complex skill set that requires intentional education and training, such as comprehensive preparation programs, professional development, professional learning communities, and coaching to develop and maintain such skills (State et al., 2019) .  \nPreservice Preparation Programs: Lack of Targeted Behavior Instruction  \nTeacher preparation programs typically offer instruction in basic classroom management techniques with a notable absence of training geared toward addressing more serious behavioral issues  \nPublished by UNCOpen, 2024 1  \n(Flower et al., 2017; McGuire et al., 2023; Shank & Santiague, 2022) . Consequently, teachers often lack the necessary skills to effectively address significant behaviors in schools (McGuire et al., 2023) .  \nState et al. (2","cbCaiuEV43BMNOYq","https://ap.wps.com/l/cbCaiuEV43BMNOYq","pdf",303834,24,"English","# Preservice Preparation Programs: Lack of Targeted Behavior Instruction\n## Deficits in behavior management coursework\n## Findings on program coverage and teacher preparedness\n## Need for intentional training, development, and coaching","[{\"question\":\"What solutions does the article suggest to address behavior management gaps?\",\"answer\":\"It calls for comprehensive preparation programs, professional development, professional learning communities, and coaching to build and maintain effective behavior-management skills.\"}]","No Sugar-Coating: Advice for Future Teachers of Students with Behavioral Challenges | PDF",1792033834]