Educators' Perceptions of Professional Development on the Functional Behavioral Assessment Process

Autor/in	Capen, Mary Katherine
Titel	Educators' Perceptions of Professional Development on the Functional Behavioral Assessment Process
Quelle	(2018), (248 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-1742-3
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Faculty Development; Functional Behavioral Assessment; Qualitative Research; Semi Structured Interviews; Middle School Teachers; Regular and Special Education Relationship; Barriers; Federal Legislation; Educational Legislation; Disabilities; Equal Education; Student Behavior; Positive Behavior Supports; Rural Areas; Urban Areas; Adult Students; Emotional Disturbances; Behavior Disorders; Social Behavior; Minority Group Students; Disadvantaged Schools; Educationally Disadvantaged; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Qualitative Forschung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung; Student behaviour; Schülerverhalten; Rural area; Ländlicher Raum; Urban area; Stadtregion; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Gefühlsstörung; Social behaviour; Soziales Verhalten
Abstract	This qualitative semi-structured open-ended protocol research study provided information on middle school general educators' perceptions of barriers impeding completion of training on the FBA/PBIP, and the methods they perceived that could remove the barriers from the perspective of general educators as self-directed adult learners. The introduction of No Child Left Behind (2001) and the Individuals with Disabilities Education Act (2004) of students with disabilities to receive their education in general education classrooms led to an increase in students with social-emotional behavioral disorders in the general education setting. The Functional Behavior Assessment and the Positive Behavior Intervention Plan are required by 31 states to be implemented to address student behaviors when a student is qualified for services through the Exceptional Children's Department. However, general educators have been struggling because many general educators have not completed training on the FBA/PBIP. To explore the phenomena a qualitative study that included individual interviews with six middle school general educators and a focus group discussion with five middle school general educators was held. The site location was a Title I school in North Carolina that served students living in rural and urban environments. Data was uploaded into NVivo® qualitative software. The responses from the participants led to the identification of the following themes as barriers to training on the FBA/PBIP; the lack of understanding a general educator's role in the FBA/PBIP process, the absence of professional development provided on the FBA/PBIP, fractured communication, the unavailability of time for training, and funding not allotted by school or district administrators to pay for training related expenses. The absence of professional development on the FBA/PBIP affected the participants' responses to other questions throughout the study and opened the door for a discussion on adults as self-directed learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01