Abstract
This study examined the contents of effective leadership training, in which a special support education coordinator(trainee) works with an untrained teacher to develop behavior support plans for children with developmental disabilities. The training included a lecture on the theory, method of functional assessment, and a method of studying with a teacher. The trainees developed behavior support plans in pairs with the classroom teachers. Training was introduced to two groups(8 pairs each)at different times, and the training effect was repeatedly analyzed. The results showed that training improved the information gathering and planning of trainees, which had not improved earlier. Although the quality of the behavior support plan was maintained even with non-trained teachers, there were cases where it was insufficient, and behavior change was observed in all target children with the validated behavior support plans. The results suggest that practical learning for trainees together with their classroom teachers, and confirming the quality of plans, are important for leadership training.
