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Training Future Teachers to Conduct Trial‐Based Functional Analyses Using Virtual Video Modeling and Video Feedback.

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Title: Training Future Teachers to Conduct Trial‐Based Functional Analyses Using Virtual Video Modeling and Video Feedback.
Authors: Sorrell, Jasmine R., Stratton, Kasee K., Bates‐Brantley, Kayla, Wildmon, Mark E.
Source: Behavioral Interventions. Feb2025, Vol. 40 Issue 1, p1-12. 12p.
Subjects: Teacher education, Elementary schools -- United States, Teachers -- United States, Functional assessment, Educational outcomes, Statistical sampling, Randomized controlled trials, Experimental design, Social skills, College teacher attitudes, Interpersonal relations, Comparative studies, Teacher-student relationships, Video recording
Geographic Terms: United States
Abstract: Students commonly engage in problem behaviors, yet teachers report handling difficult behavior as their biggest challenge. Over the last few decades, some research has used functional analyses (FAs) to determine the function of student's problem behavior and then developed function‐based interventions based on the FA findings. Despite the success of the studies, research has indicated that traditional FA methodologies are not always feasible for teachers and schools. Therefore, a need exists to develop better and more efficient ways to train teachers to conduct FAs. Thus, the study aimed to evaluate the effectiveness of using virtual video models to train future teachers to conduct trial‐based functional analyses (TBFAs) and assess if the skill could generalize into an in‐person setting. A concurrent multiple baseline design across participants was used, and results indicated that the videos effectively taught participants to conduct a TBFA. The virtual training generalized well into an in‐person setting, with only one participant needing additional feedback. Additionally, results indicate that the virtual intervention was socially valid for all participants. [ABSTRACT FROM AUTHOR]
Copyright of Behavioral Interventions is the property of Wiley-Blackwell 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: Training Future Teachers to Conduct Trial‐Based Functional Analyses Using Virtual Video Modeling and Video Feedback.
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  Data: Students commonly engage in problem behaviors, yet teachers report handling difficult behavior as their biggest challenge. Over the last few decades, some research has used functional analyses (FAs) to determine the function of student's problem behavior and then developed function‐based interventions based on the FA findings. Despite the success of the studies, research has indicated that traditional FA methodologies are not always feasible for teachers and schools. Therefore, a need exists to develop better and more efficient ways to train teachers to conduct FAs. Thus, the study aimed to evaluate the effectiveness of using virtual video models to train future teachers to conduct trial‐based functional analyses (TBFAs) and assess if the skill could generalize into an in‐person setting. A concurrent multiple baseline design across participants was used, and results indicated that the videos effectively taught participants to conduct a TBFA. The virtual training generalized well into an in‐person setting, with only one participant needing additional feedback. Additionally, results indicate that the virtual intervention was socially valid for all participants. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Behavioral Interventions is the property of Wiley-Blackwell 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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        Value: 10.1002/bin.70000
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        Text: English
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        PageCount: 12
        StartPage: 1
    Subjects:
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Elementary schools -- United States
        Type: general
      – SubjectFull: Teachers -- United States
        Type: general
      – SubjectFull: Functional assessment
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Statistical sampling
        Type: general
      – SubjectFull: Randomized controlled trials
        Type: general
      – SubjectFull: Experimental design
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: College teacher attitudes
        Type: general
      – SubjectFull: Interpersonal relations
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      – SubjectFull: Comparative studies
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      – SubjectFull: Teacher-student relationships
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      – SubjectFull: Video recording
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      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Training Future Teachers to Conduct Trial‐Based Functional Analyses Using Virtual Video Modeling and Video Feedback.
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            NameFull: Sorrell, Jasmine R.
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            NameFull: Bates‐Brantley, Kayla
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              M: 02
              Text: Feb2025
              Type: published
              Y: 2025
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