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| Teaching Pre-service and In-service Teachers to Conduct Functional Behavior Assessment (FBA) and FBA-Based Interventions |
| Tuesday, June 1, 2004 |
| 11:30 AM–12:50 PM |
| Beacon A |
| Area: TBA/TPC; Domain: Applied Research |
| Chair: Robert L. Morgan (Utah State University) |
| Discussant: Stephanie M. Peterson (The Ohio State University) |
| Abstract: . |
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| Teaching Pre-Service Post-graduate Special Education Personnel to Develop Functional Intervention Plans |
| JO A. WEBBER (Texas State University, San Marcos) |
| Abstract: Historically, instructing pre-service personnel to conduct Functional Behavioral Assessments (FBA) and develop functional intervention plans has not resulted in generalized applications in the schools. In order to promote generalized uses of contextual assessments for behavior management purposes, it seems prudent to simplify the process and provide actual practice in the schools. Three strategies for teaching students to base behavior intervention plans on FBAs and generalize their knowledge will be presented: 1) simplified procedures and forms, 2) using summary statements as a bridge between assessment and planning, 3) actual application of the assessment and planning procedures in the schools. The speaker will present specific information about course structure, assessment and planning forms, sample student projects, and student perception data about the probability of using the procedures in generalized settings. |
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| Using a Flowchart to Help Teachers Link Behavioral Function to Intervention Strategies |
| HEATHER J. HUBER (University of South Florida), Jennifer L. Austin (University of South Florida) |
| Abstract: Educators recognize that managing inappropriate behavior is vital to the success of all students in the class. However, deficits in behavior management skills are prevalent and problematic for both new and experienced teachers. This study examined the effects of using a functional assessment flowchart as a performance aide to help teachers identify classroom factors affecting student behavior and subsequently develop functional interventions. Three participants (regular education elementary school teachers) attended a functional assessment training workshop. Following training, teachers were provided with a flowchart that guided them though the steps of functional assessment and intervention. Effects of the flowchart were discerned by presenting teachers with case studies to solve, as well as by examining their interactions with target children in their classrooms. Results were assessed using a multiple baseline design across participants combined with social validity measures. All participants showed an increase over baseline measures in their case study scores after the introduction of the flowchart. Effects on overt classroom behavior were less dramatic. Results will be discussed with regard to potential reasons for response differentiation, applicability of the procedures as an intervention tool for teachers, and directions for future research. |
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| Pre-service Teachers as Functional Behavior Assessment (FBA) Practitioners: Assessing Outcomes and Fidelity of Procedures |
| ROBERT L. MORGAN (Utah State University), Bryan J. Davey (Utah State University) |
| Abstract: Teachers are charged with the formidable responsibilities of conducting functional behavior assessment (FBA) and FBA-based interventions in public school settings. In practice, these tasks involve competency in direct observation, analysis of contextual variables, hypothesis generation and testing regarding the function of the behavior, identification of alternative behaviors aligned with function, and programming of antecedent events and reinforcement consequences. At a pre-service level, special education trainees from Utah State University conducted reinforcement-based interventions, FBA, and FBA-based interventions in a two-semester sequence of school-based experiences. University courses provided information to students who then carried out assignments in schools. This presentation will describe the courses, school-based assignments, and intervention outcomes. Examples of FBA-based interventions will be described. University supervisors conducted preliminary testing of a checklist instrument to assist pre-service teachers in monitoring fidelity of FBA steps (e.g., hypothesis generation, identification of alternative skills aligned with behavior function) and implementation of intervention in school-based experiences. This presentation will describe the instrument and summarize pilot data on fidelity of FBA and intervention activities. |
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