Development and Expert Validation of a Behavioral Support Toolkit for Self-Contained elementary special education classrooms

Effective behavioral management is essential for creating supportive learning environments in self-contained elementary special education (SPED) classrooms. This study aimed to develop and validate a behavioral support toolkit integrating evidence-based strategies for addressing diverse behavioral and developmental needs. A developmental research design employing a quantitative-dominant mixed-methods approach was utilized. Ten purposively selected expert validators evaluated the toolkit in terms of alignment with evidence-based behavioral management practices, clarity, relevance, organization, and usefulness. Quantitative data were analyzed using means, standard deviations, and the Content Validity Index (CVI), while qualitative feedback was examined to identify strengths and areas for improvement. The developed toolkit comprised ten components encompassing positive behavioral support, visual systems, functional behavior assessment, intervention planning, reinforcement, self-regulation, data collection, crisis prevention, home-school collaboration, and progress monitoring. Results revealed favorable expert evaluations for alignment with evidence-based practices (M = 3.88), clarity (M = 3.90), relevance (M = 3.92), organization (M = 3.92), and usefulness (M = 4.00). All components achieved an Item-Level Content Validity Index of 1.00, with an overall Scale-Level Content Validity Index of 1.00, indicating unanimous agreement regarding content relevance. Expert feedback emphasized practical classroom materials and systematic organization while recommending clearer instructions, contextualized examples, and additional sensory regulation resources. The findings support the toolkit's content validity and perceived usefulness as a potential behavioral management resource. However, classroom implementation and effectiveness testing remain necessary to establish its impact on learner outcomes.