Building Site-Level Capacity for Functional Assessment-Based Interventions: Outcomes of a Professional Learning Series

Autor/inn/en	Common, Eric Alan; Lane, Kathleen Lynne; Oakes, Wendy Peia; Schellman, Liane E.; Shogren, Karrie; Germer, Kathryn A.; Quell, Ashley E.; Lane, Nathan Allen
Titel	Building Site-Level Capacity for Functional Assessment-Based Interventions: Outcomes of a Professional Learning Series
Quelle	In: Behavioral Disorders, 48 (2022) 1, S.44-61 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Common, Eric Alan) ORCID (Lane, Kathleen Lynne) ORCID (Oakes, Wendy Peia) ORCID (Lane, Nathan Allen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/01987429221101569
Schlagwörter	Faculty Development; Functional Behavioral Assessment; Intervention; Program Effectiveness; Teacher Competencies; Self Efficacy; Experiential Learning; Early Childhood Teachers; Elementary School Teachers; Secondary School Teachers; Behavior Problems; Student Behavior; Students with Disabilities; Teacher Attitudes; Value Judgment; Knowledge Level + Suchen Sie Ihr Suchwort? Lehrkunst; Self-efficacy; Selbstwirksamkeit; Experiental learning; Erfahrungsorientiertes Lernen; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Student behaviour; Schülerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Werturteil; Wissensbasis
Abstract	In this replication and extension study, we examined the effects of educators' participation in practice-based professional learning (PBPL) to design, implement, and evaluate functional assessment-based interventions (FABIs). We randomly assigned school-site teams (k = 69; N = 342) to cohorts trained by either university or state technical assistance providers. In a randomized cluster design, we replicated and extended previous research by examining procedural integrity, participant learning outcomes, completion and quality levels of PBPL-FABI activities, and student outcomes. Results provide (a) additional evidence to support PBPL-FABI in improving school-site teams' knowledge, confidence, and use and (b) initial evidence for its scalability, as evidenced by state technical assistance providers' high implementation levels comparable with university trainers. We conclude with a discussion regarding PBPL-FABI and considerations for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01