TY - JOUR
T1 - Improving educators’ knowledge, confidence, and usefulness of functional assessment-based interventions
T2 - Outcomes of professional learning
AU - Oakes, Wendy
AU - Schellman, Liane E.
AU - Lane, Kathleen Lynne
AU - Common, Eric Alan
AU - Powers, Lisa
AU - Diebold, Tricia
AU - Gaskill, Taryn
N1 - Publisher Copyright:
© 2018, West Virginia University Press. All rights reserved.
PY - 2018/11
Y1 - 2018/11
N2 - 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.
AB - 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.
KW - Behavior intervention plan
KW - Functional assessment-based intervention
KW - Functional behavior assessment
KW - Professional development
KW - Tier 3
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U2 - 10.1353/etc.2018.0028
DO - 10.1353/etc.2018.0028
M3 - Article
AN - SCOPUS:85055254480
SN - 0748-8491
VL - 41
SP - 533
EP - 566
JO - Education and Treatment of Children
JF - Education and Treatment of Children
IS - 4
ER -