ERIC Number: EJ1021417
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Reference Count: 34
Examining the Efficacy of a Basic Functional Behavioral Assessment Training Package for School Personnel
Loman, Sheldon L.; Horner, Robert H.
Journal of Positive Behavior Interventions, v16 n1 p18-30 Jan 2014
This study evaluated the effects of manualized training in "Basic" functional behavioral assessment (FBA) for typical school professionals on the ability of these professionals to complete technically adequate FBAs. Twelve school professionals participated in four 1-hr training sessions using the Basic FBA training handbook. After documenting knowledge competencies, 10 of the 12 professionals each completed a formal FBA with a student from their school. The technical adequacy of these 10 FBAs was assessed with functional analyses. Results from the 10 functional analyses confirmed that all 10 school professionals accurately identified the antecedents and consequences controlling student problem behavior. The efficiency and social validity of the Basic FBA training process was also investigated. These preliminary findings suggest a role for behavior specialists to train typical school personnel in Basic FBA procedures. Implications, limitations, and directions for future research are presented.
Descriptors: Functional Behavioral Assessment, School Personnel, Training, Staff Development, Knowledge Level, Program Effectiveness, Behavior Problems, Student Behavior, Elementary Schools, Educational Environment, School Counselors, Principals, Assistant Principals, Specialists, Elementary School Teachers, Pretests Posttests, Check Lists, Interviews, Observation, Intervention, Skill Development, Fidelity
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education
Authoring Institution: N/A