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Efficacy and Social Validity of Teaching Special Educators in China to Implement Trial-Based Functional Analysis: A Multiple Probe across Participants Design Study

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Title: Efficacy and Social Validity of Teaching Special Educators in China to Implement Trial-Based Functional Analysis: A Multiple Probe across Participants Design Study
Language: English
Authors: Zhe An (ORCID 0000-0001-8093-6500), Xiaoyi Hu, Yunxuan Sun, Yu Guo
Source: Teacher Education and Special Education. 2025 48(4):311-329.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Special Education Teachers, Teacher Educators, Teacher Educator Education, Functional Behavioral Assessment, Intervention, Instructional Effectiveness, Teaching Methods, Program Implementation
Geographic Terms: China
DOI: 10.1177/08884064251388600
ISSN: 0888-4064
1944-4931
Abstract: The purpose of this study was to assess the efficacy and social validity of a training and coaching intervention for Chinese special education teachers implementing trial-based functional analysis (TBFA). Four lead teachers from a special education elementary school in China participated. A multiple-probe across participants design was used to evaluate the functional relationship between the intervention and the accuracy of TBFA implementation for three teachers. Results demonstrated a functional relationship across these three participants, indicating that the intervention was effective in teaching TBFA implementation. Maintenance was assessed 1 week after the TBFA assessments, and generalization was evaluated in multiple ways, including one of the three main participants teaching a fourth teacher to conduct TBFA. Findings showed that all three primary participants maintained and generalized the skills taught. In-depth qualitative and quantitative social validity data were collected before, during, and after the intervention. The data suggested that all teachers were satisfied with the intervention and showed increased confidence in implementing the TBFA. Nevertheless, they reported feeling stressed when conducting TBFA in real classrooms. Implications for future research and practice are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492586
Database: ERIC
FullText Text:
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  Data: Efficacy and Social Validity of Teaching Special Educators in China to Implement Trial-Based Functional Analysis: A Multiple Probe across Participants Design Study
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Zhe+An%22">Zhe An</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8093-6500">0000-0001-8093-6500</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xiaoyi+Hu%22">Xiaoyi Hu</searchLink><br /><searchLink fieldCode="AR" term="%22Yunxuan+Sun%22">Yunxuan Sun</searchLink><br /><searchLink fieldCode="AR" term="%22Yu+Guo%22">Yu Guo</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+and+Special+Education%22"><i>Teacher Education and Special Education</i></searchLink>. 2025 48(4):311-329.
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  Label: Availability
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Label: Page Count
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  Data: 19
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educator+Education%22">Teacher Educator Education</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+Behavioral+Assessment%22">Functional Behavioral Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/08884064251388600
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0888-4064<br />1944-4931
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to assess the efficacy and social validity of a training and coaching intervention for Chinese special education teachers implementing trial-based functional analysis (TBFA). Four lead teachers from a special education elementary school in China participated. A multiple-probe across participants design was used to evaluate the functional relationship between the intervention and the accuracy of TBFA implementation for three teachers. Results demonstrated a functional relationship across these three participants, indicating that the intervention was effective in teaching TBFA implementation. Maintenance was assessed 1 week after the TBFA assessments, and generalization was evaluated in multiple ways, including one of the three main participants teaching a fourth teacher to conduct TBFA. Findings showed that all three primary participants maintained and generalized the skills taught. In-depth qualitative and quantitative social validity data were collected before, during, and after the intervention. The data suggested that all teachers were satisfied with the intervention and showed increased confidence in implementing the TBFA. Nevertheless, they reported feeling stressed when conducting TBFA in real classrooms. Implications for future research and practice are discussed.
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
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  Data: EJ1492586
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1492586
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        Value: 10.1177/08884064251388600
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      – Text: English
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      Pagination:
        PageCount: 19
        StartPage: 311
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Teacher Educator Education
        Type: general
      – SubjectFull: Functional Behavioral Assessment
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      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: China
        Type: general
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      – TitleFull: Efficacy and Social Validity of Teaching Special Educators in China to Implement Trial-Based Functional Analysis: A Multiple Probe across Participants Design Study
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              Y: 2025
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