Improving teachers’ knowledge of functional assessment-based interventions: Outcomes of a professional development series

Kathleen Lynne Lane, Wendy Oakes, Lisa Powers, Tricia Diebold, Kathryn Germer, Eric A. Common, Nelson Brunsting

Research output: Contribution to journalArticle

17 Scopus citations

Abstract

This paper provides outcomes of a study examining the effectiveness of a year-long professional development training series designed to support inservice educators in learning a systematic approach to functional assessmentbased interventions developed by Umbreit and colleagues (2007) that has met with demonstrated success when implemented with university supports. Forty-eight educators attended a 4-day, practice-based professional development series, with coaching and applied practice occurring between sessions. Participants completed pre- and post-training surveys to evaluate their perceived knowledge, confidence, and usefulness as well as actual knowledge of 15 concepts and strategies addressed in the training series. Outcomes as well as implications for professional development to support in-service teachers and school personnel in learning how to design, implement, and evaluate functional assessment-based interventions are offered. Results indicated statistically significant improvements in each concept and strategy measured. Findings are discussed in light of noted limitations, with recommendations offered to improve subsequent professional development efforts.

Original languageEnglish (US)
Pages (from-to)93-120
Number of pages28
JournalEducation and Treatment of Children
Volume38
Issue number1
DOIs
StatePublished - Feb 1 2015

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Improving teachers’ knowledge of functional assessment-based interventions: Outcomes of a professional development series'. Together they form a unique fingerprint.

  • Cite this