Building Site–Level Capacity for Functional Assessment-Based Interventions: Outcomes of a Professional Learning Series

Eric Alan Common, Kathleen Lynne Lane, Wendy Peia Oakes, Liane E. Schellman, Karrie Shogren, Kathryn A. Germer, Ashley E. Quell, Nathan Allen Lane

Research output: Contribution to journalArticlepeer-review

Abstract

In this replication and extension study, we examined the effects of educators’ participation in practice-based professional learning (PBPL) to design, implement, and evaluate functional assessment-based interventions (FABIs). We randomly assigned school-site teams (k = 69; N = 342) to cohorts trained by either university or state technical assistance providers. In a randomized cluster design, we replicated and extended previous research by examining procedural integrity, participant learning outcomes, completion and quality levels of PBPL-FABI activities, and student outcomes. Results provide additional evidence to support PBPL-FABI in improving school-site teams’ knowledge, confidence, use, and initial evidence for its scalability, as evidenced by state technical assistance providers’ high implementation levels comparable with university trainers. We conclude with a discussion regarding PBPL-FABI and considerations for future research.

Original languageEnglish (US)
JournalBehavioral Disorders
DOIs
StateAccepted/In press - 2022

Keywords

  • functional assessment-based interventions
  • functional behavior assessment
  • professional development
  • technical assistance

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

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