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Improving Educators’ Knowledge, Confidence, and Usefulness of Functional Assessment-based Interventions: Outcomes of Professional Learning
- Education and Treatment of Children
- West Virginia University Press
- Volume 41, Number 4, November 2018
- pp. 533-565
- 10.1353/etc.2018.0028
- Article
- Additional Information
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Abstract:
In this replication study, we examined the effect of educators’ participation in a practice-based professional learning series for designing, implementing, and evaluating Functional Assessment-based Interventions (FABI; Umbreit, Liaupsin, Ferro, & Lane, 2007) on their actual knowledge and perceived knowledge, confidence, and usefulness of concepts taught. Participants completed the Knowledge, Confidence, and Use Survey prior to and at the conclusion of the six-part learning series. Consistent with earlier inquiry, results indicated participants demonstrated statistically significant improvements in the constructs measured. This study extended previous research by examining the extent to which school-based teams attending this professional learning series completed each step in this systematic approach to FABI. Implications for supporting educators in applying FABIs to assist students with challenging behaviors using a practice-based professional learning series are discussed along with considerations for future research.