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

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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]
Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Improving Educators' Knowledge, Confidence, and Usefulness of Functional Assessment-based Interventions: Outcomes of Professional Learning.
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  Data: 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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  Data: <i>Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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