Results of Practice-Based Professional Development for Supporting Special Educators in Learning How to Design Functional Assessment-Based Interventions

Autor/inn/en	Hirsch, Shanna E.; Randall, Kristina N.; Common, Eric Alan; Lane, Kathleen Lynne
Titel	Results of Practice-Based Professional Development for Supporting Special Educators in Learning How to Design Functional Assessment-Based Interventions
Quelle	In: Teacher Education and Special Education, 43 (2020) 4, S.281-295 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hirsch, Shanna E.) ORCID (Common, Eric Alan) ORCID (Lane, Kathleen Lynne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406419876926
Schlagwörter	Faculty Development; Program Effectiveness; Intervention; Functional Behavioral Assessment; College School Cooperation; Professional Development Schools; Behavior Modification; Classroom Techniques; Special Education Teachers; Rural Schools; Knowledge Level; Self Efficacy; Teacher Attitudes; Allied Health Personnel; Individual Characteristics + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Klassenführung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Content-focused practice-based professional development (PBPD) with active learning is one avenue to support teachers in learning new strategies, practices, and programs. This type of professional development moves away from traditional lectures. In this descriptive study, the authors used a pre-post group design to examine the extent to which a PBPD was effective in teaching participants how to design, implement, and evaluate functional assessment-based interventions. Results indicate participants increased perceived knowledge, confidence, and usefulness and made gains in actual knowledge. The authors conclude with implications, limitations, and suggestions for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01