探索新墨西哥州行为项目学校中特殊教育环境中学生的校内行为干预

School-based behavior interventions are essential in promoting positive behavior, improving student engagement, and fostering inclusive learning environments for learners with disabilities. This study explored the lived experiences of special education teachers in implementing school-based behavior interventions in a Behavior Program School in New Mexico. It examined classroom strategies, collaboration with administrators, parents, and stakeholders, and the role of school culture, resources, and policies. The dissertation described a qualitative phenomenological design involving ten special ed