A Class-wide PBIS Tier 1 Training for Inclusive Teachers in China: Effectiveness and Cultural Adaptation becomes clinically important the moment a team has to turn good intentions into reliable action inside school teams and classroom routines, busy classrooms and teacher-managed routines. In A Class-wide PBIS Tier 1 Training for Inclusive Teachers, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Tennessee Association for Behavior Analysis
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Join Free →China is significantly expanding inclusive education to meet more needs and enforce higher expectations of quality (Deng, M., & Zhu, Z., 2007; Deng, M., & Zhu, X., 2016). The 2017 revision of the Regulations on the Education for People with Disabilities mandates that general education schools admit all students with disabilities. Therefore, Chinese general education teachers in inclusive classrooms are increasingly responsible for managing students with diverse learning and behavioral needs. However, many teachers lack adequate training in effective behavior management strategies, contributing to high levels of stress, burnout, and negative perceptions of students with disabilities (Xiong, 2024; Zhang et al., 2025; Diao, 2024). There is limited PBIS research and practice in China (Feng et al., 2024; Luh et al., 2025). The paper will highlight key intervention features of the PBIS program, utilizing Behavior Skills Training (BST) methodology. Detailed attention will be given to training components, including classroom expectations, prompts, opportunities to respond, disability inclusion strategies, modeling, role-play scenarios, immediate feedback, and guided practice sessions delivered through virtual platforms. The presentation will showcase the cultural adaptation process and evaluation methods. Data include self-reported pre- and post-surveys measuring teacher confidence and competency, as well as the PBIS implementation documents in Chinese, which researchers and Chinese teachers created together to meet their specific needs. This study addresses a critical gap in China's educational system while contributing to the broader understanding of remote behavioral intervention training in inclusive education. The findings will inform practice regarding teacher preparation and support in Chinese settings.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
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224 research articles with practitioner takeaways
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