Perceived Skills and Training Needs among Singaporean School Personnel in Using Functional Behavior Assessments and Behavioral Interventions

Autor/inn/en	Dutt, Anuradha S.; Chen, Iris; Nair, Rahul
Titel	Perceived Skills and Training Needs among Singaporean School Personnel in Using Functional Behavior Assessments and Behavioral Interventions
Quelle	In: Teacher Education and Special Education, 42 (2019) 4, S.269-282 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406418806639
Schlagwörter	Educational Needs; Foreign Countries; Functional Behavioral Assessment; Intervention; Positive Behavior Supports; Special Education Teachers; Teacher Aides; Teacher Attitudes; Knowledge Level; Children; Students with Disabilities; Faculty Development; Autism; Pervasive Developmental Disorders; Intellectual Disability; Self Evaluation (Individuals); Singapore + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Lehrerverhalten; Wissensbasis; Child; Kind; Kinder; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Intellect; Verstand; Singapur
Abstract	The aim of this exploratory study was to investigate the level of skills and training needs reported by special educators and teaching associates in functional behavioral assessment (FBA) and behavioral interventions within special education (SPED) schools in Singapore. The Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI-FBAI), a self-report inventory, was administered to 378 special educators and 38 teaching support staff across seven SPED schools in Singapore. Perceived ratings across both groups were obtained across 13 items for skills and six items for training needs in FBA and behavioral interventions. The results suggested that special educators and teaching associates indicated relatively lower ratings on their perceived skill in more items related to conducting an FBA when compared with items related to behavioral interventions. In terms of training needs, both groups rated developing skills in FBA and behavioral interventions for managing severe challenging behaviors as a priority area for training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01