Des Moines Independent School District staff perceptions of readiness and capability in the implementation of the Challenging Behavior Initiative (Iowa)

Initiatives intended to improve academic and behavioral outcomes are common to public schools. Political agendas, economic conditions and popular educational practices frequently fuel efforts at change. Legal mandates can promote change initiatives as well. In the winter of the 1999–2000 school year, the Des Moines, Iowa Independent School District implemented the Challenging Behavior Initiative in response to Individuals with Disabilities Education Act (IDEA) amendments. These amendments state that a student's Individualized Educational Plan (IEP) team must consider appropriate strategies, supports and intervention to address behavior that might place the student at risk for suspension. The Challenging Behavior Initiative is comprised of functional assessment methods, forms and tools designed to satisfy IDEA guidelines and promote best practice among staff.; The current study investigated staff perceptions of the Challenging Behavior Initiative. It was proposed that such a change initiative was more likely to be successful when open to inquiry and efforts of continuous improvement. Staff members from the Des Moines Independent School District that had experienced the Challenging Behavior Initiative were provided the opportunity to participate in this study. Fifty-three respondents completed the Survey of Change Perceptions and the Challenging Behavior Initiative. This survey is a 48-item five-point liken scale that measures constructs of district readiness, individual capability and group capability. Respondent comments were also included in the data analysis.; Select findings revealed that groups of special education administrators and psychologists rated items of individual capability significantly higher than teacher subjects. Only six teachers participated in the study despite responsibilities of implementation. Staff with job responsibilities that crossed geographic zones rated perceptions of individual capability higher than staff centered in a specific zone. Subjects who had more years of experience in the Des Moines Schools and in their job assignment tended to rate survey items with less agreement than subjects with fewer employment years. Subjects rated quality of communication between various staff groups, training sufficiency, and implementation time as important to the success of the initiative. Results indicated need for additional staff training, attention to time issues and delineation of staff roles important to the success of the Challenging Behavior Initiative.