Improving Educators' Knowledge, Confidence, and Usefulness of Functional Assessment-based Interventions: Outcomes of Professional Learning.

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Bibliographic Details
Title:	Improving Educators' Knowledge, Confidence, and Usefulness of Functional Assessment-based Interventions: Outcomes of Professional Learning.
Authors:	Oakes, Wendy Peia, Schellman, Liane E., Lane, Kathleen Lynne, Common, Eric Alan, Powers, Lisa, Diebold, Tricia, Gaskill, Taryn
Source:	Education & Treatment of Children (West Virginia University Press). Nov2018, Vol. 41 Issue 4, p533-565. 33p.
Subjects:	Training of special education teachers, Functional assessment of problem children, Behavioral assessment, Professional education, Training, Acquisition of data, Surveys
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. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
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. [ABSTRACT FROM AUTHOR]
ISSN:	07488491
DOI:	10.1353/etc.2018.0028