Improving educators’ knowledge, confidence, and usefulness of functional assessment-based interventions: Outcomes of professional learning

Wendy Oakes, Liane E. Schellman, Kathleen Lynne Lane, Eric Alan Common, Lisa Powers, Tricia Diebold, Taryn Gaskill

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

In this replication study, we examined the effect of educators’ participation in a practice-based professional learning series for designing, implementing, and evaluating Functional Assessment-based Interventions (FABI; Umbreit, Liaupsin, Ferro, & Lane, 2007) on their actual knowledge and perceived knowledge, confidence, and usefulness of concepts taught. Participants completed the Knowledge, Confidence, and Use Survey prior to and at the conclusion of the six-part learning series. Consistent with earlier inquiry, results indicated participants demonstrated statistically significant improvements in the constructs measured. This study extended previous research by examining the extent to which school-based teams attending this professional learning series completed each step in this systematic approach to FABI. Implications for supporting educators in applying FABIs to assist students with challenging behaviors using a practice-based professional learning series are discussed along with considerations for future research.

Original languageEnglish (US)
Pages (from-to)533-566
Number of pages34
JournalEducation and Treatment of Children
Volume41
Issue number4
DOIs
StatePublished - Nov 1 2018

Keywords

  • Behavior intervention plan
  • Functional assessment-based intervention
  • Functional behavior assessment
  • Professional development
  • Tier 3

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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