Building School District Capacity to Conduct Functional Behavioral Assessment

Autor/inn/en	Strickland-Cohen, M. Kathleen; Kennedy, Patrick C.; Berg, Tricia A.; Bateman, Lisa J.; Horner, Robert H.
Titel	Building School District Capacity to Conduct Functional Behavioral Assessment
Quelle	In: Journal of Emotional and Behavioral Disorders, 24 (2016) 4, S.235-246 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426615623769
Schlagwörter	School Districts; Functional Behavioral Assessment; Student Behavior; Positive Behavior Supports; Intervention; Behavior Problems; Pilot Projects; Prosocial Behavior; At Risk Students; Behavior Disorders; Elementary School Teachers; Middle School Teachers; Regular and Special Education Relationship; Special Education Teachers; School Psychologists; School Counselors; Administrators; Emotional Disturbances; Questionnaires + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Student behaviour; Schülerverhalten; Pilot project; Modellversuch; Pilotprojekt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; School counselor; Beratungslehrer; Pädagogischer Berater; Gefühlsstörung; Fragebogen
Abstract	For decades, research has shown that function-based support is effective in reducing the frequency and severity of problematic student behaviors. One way for schools and districts to implement these supports effectively is by building local capacity to intervene with function-based interventions at the first signs of persistent problem behavior (i.e., when less intensive supports have proven ineffective), rather than waiting until problem behavior becomes more severe. In the present pilot study, a 6-hr comprehensive training package was used to train elementary- and middle school professionals to conduct "basic" (as opposed to "complex") functional behavioral assessment (FBA) and lead school-based teams in basic function-based behavior support methods and procedures. Findings indicate that the training was effective in increasing (a) participant knowledge related to function-based behavior support and (b) reported use of function-based supports by participating school-based professionals. In addition, school personnel rated the training materials and methods as acceptable and feasible for use in typical school contexts and provided descriptive data related to perceived enablers and barriers to implementing function-based support in schools. Limitations, practical implications, and future research needs are discussed. (As Provided).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01