Practising Family-Centred Positive Behaviour Support for Preservice Special Education Teachers: Early Intervention Professional Training in Taiwan

This study investigated the practice of family-centred positive behaviour support professional training for preservice special education teachers to understand the outcomes of implementing this training in the practical field. The emphasis of the first phase was to provide foundational knowledge, namely 14 hours of lectures and 7.5 hours of video modelling. The second phase involved implementing practical training in two preschools. Twelve students majoring in special education teaching programs and six families with children aged 4 − 5 years with disabilities agreed to participate in this study. The average scores of pre-tests and post-tests in the first phase were 65% and 73%, respectively. The Goal Attainment Scale and self-made checklists were used to assess the outcomes for each stage of training, specifically regarding technical skills and the ability to collaborate with families. The results revealed significant growth in all technical skills for all participants and positive outcomes for social validity.