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| School Consultation: Supporting Educator Training and Evaluation of Behavior Approaches in Schools |
| Sunday, May 26, 2024 |
| 8:00 AM–9:50 AM |
| Marriott Downtown, Level 5, Grand Ballroom Salon E |
| Area: EDC/AUT; Domain: Applied Research |
| Chair: Camilla Woodard (Philadelphia College of Osteopathic Medicine ) |
| Discussant: Lisa Kemmerer (STAR Autism Support Inc.) |
| CE Instructor: Lisa Kemmerer, Ph.D. |
| Abstract: Behavior consultation continues to be a leading approach for supporting students with educational needs and behavioral challenges in schools. Behavior consultation has also been an avenue for increasing educator training and building capacity within school systems to support students with educational disabilities and Individual Education Programs (IEPs). This symposium will discuss the evaluation of educator training in the areas of identification of professional training needs, classroom management and implementation of individualized student support. Presentation topics will place emphasis on educator training and expanding their skill development to use behavior analytic strategies to support students at the district, school, class, and individual levels. Presentation topics will cover instructional delivery of teacher training for Functional Behavior Assessments (FBAs), Behavior Intervention Plans (BIPs), and Positive Behavior Interventions. Outcomes from a statewide, multi-component training model developed to support the implementation of high-quality FBAs and BIPs will be reviewed. Presentation topics will also discuss the impact of consultation in self-contained public special education preschool classrooms and using a Classroom Needs Assessment (CNA) to identify areas of strengths and needs in the classroom. |
| Instruction Level: Advanced |
| Keyword(s): Educator Training, Needs Assessment, School Consultation |
| Target Audience: Graduate student |
| Learning Objectives: 1. Identify behavior consultation models to support teachers and school administrators at the system, classroom, and individual levels.
2. Identify the impact of instructional delivery on teaching training for individualized student support.
3. Identify behavior approaches for prioritizing professional training needs. |
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| Training In-Service Teachers in Functional Behavior Assessment and Positive Behavior Interventions: A Scoping Review |
| ANURADHA DUTT (National Insitute of Education, Nanyang Technological University), Mo Chen (National Insitute of Education, Nanyang Technological University), Rahul Nair (National Insitute of Education, Nanyang Technological University) |
| Abstract: Functional behavior assessment (FBA) and positive behavior interventions are empirically validated interventions employed in schools. Teachers play a necessary role in the development and implementation of these individualized behavior plans to prevent and manage student challenging behavior. The current study sought to conduct a scoping review on the content and instructional delivery of FBA and positive behavior interventions’ training for in-service teachers. We employed methods consistent with standards for systematic review and meta-analysis (e.g., Preferred Reporting Items for Systematic Reviews and Meta-Analyses [PRISMA]). The methodological rigor of included studies was also evaluated using Cochrane’s tool for assessing the risk of bias and What Works Clearinghouse guidelines for group and single case experimental design studies, respectively. Our initial search yielded 20,827 articles, of which nine studies were included based on this study’s inclusion criteria. Implications of findings for future research and practice directions in in-service teacher professional development are further discussed. |
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| A Systematic Approach to Identifying Training Needs of Educators to Support Inclusive Classroom Environments |
| BRENDA J. BASSINGTHWAITE (Munroe-Meyer Institute; University of Nebraska Medical Center), Daphne Snyder (Western Michigan University; University of Nebraska Medical Center - Munroe-Meyer Institute), Alexandria C. Robers (University of Minnesota), Jessie Kaye Weber (Munroe-Meyer Institute at University of Nebraska Medical Center) |
| Abstract: The Individuals with Disabilities Education Act mandates that students with disabilities receive special education services in the least restrictive environment. Historically, general and special education teachers have reported a need for additional training to be able to support the academic and behavioral needs of students with disabilities in their classrooms (e.g., Buell et al., 2010; Dutt et al., 2016; Knight et al., 2019; Locke et al., 2022; Pindiprolou et al., 2007; Stough et al., 2015). We worked with three elementary schools and their leadership teams to conduct a needs assessment and to develop a targeted training plan for their educators. Included in the needs assessments were interviews with the leadership teams, a 20-item survey of all staff regarding their prioritized training needs, and observations of classrooms. During observations, we evaluated key behaviors associated with best practices in teaching for supportive classrooms: the use of schedules and routines, the physical design of the environment, teacher/student interactions, instructional strategies, and student communication systems. We will present the results obtained through the needs assessment and how this impacted the designed training for each school. We will also discuss the lessons we learned throughout this process to aid in replication by others. |
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| Evaluating A Statewide Training Model to Promote High-Quality Functional Behavior Assessments and Behavior Intervention Plans |
| MATTHEW SANTINI (Vanderbilt University), Michelle Mahoney Hopton (Vanderbilt University - Nashville, TN), John E. Staubitz (Vanderbilt University Medical Center, TRIAD), Adithyan Rajaraman (Vanderbilt University Medical Center), Blair Lloyd (Vanderbilt University) |
| Abstract: Broad federal mandates for functional behavior assessments (FBAs) and behavior intervention plans (BIPs) have been in place for many years (IDEIA, 2004). However, states continue to put forth new regulations that provide more pointed guidance on ‘the when, who, what, and how’ of developing, implementing, and documenting FBAs and BIPs (Collins & Zirkel, 2017; Zirkel, 2016). With such further guidance comes a need to train and support school professionals to develop, implement, and document high-quality FBAs and BIPs that are compliant with state regulations. We evaluated effects of a statewide, multi-component training model for improving FBAs and BIPs using a pre-post design. Training participants included 104 educators representing 80 of 147 districts across the state of Tennessee. The training series involved completing asynchronous online modules, attending an in-person interactive workshop, and attending monthly targeted follow-up sessions via video conference. Outcome measures aligned to state regulations included a knowledge assessment consisting of 25 questions, de-identified FBAs and BIPs submitted by participants and scored on compliance indicators, and a self-report rating of competence and confidence. Results provided descriptive evidence of improvement post-training and informed which aspects of FBAs and BIPs (e.g., replacement behavior goals, progress monitoring) warranted further targeted supports. |
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| An Evaluation of Behavioral Consultation in Self-Contained Public School Special Education Preschool Classrooms |
| DEVA CARRION (School Consultation Program at Marcus Autism Center), Camilla Woodard (School Consultation Program, Marcus Autism Center), Leonora Ryland (School Consultation Program, Marcus Autism Center ) |
| Abstract: The need for educator training and implementation of behavioral analytic strategies is increasing for special education preschool programs. The aim of this pilot is to evaluate the impact of a school consultation training model in self-contained public school special education preschool classrooms. Class Needs Assessment (CNA) was developed as a progress monitoring tool to measure the classroom strengths and needs to determine goals for consultation and support. The measure is repeated every 4-6 weeks to assess the effectiveness of consultation on the implementation of behavior analytic strategies used in the classroom. Participants include 7 special education teachers across 2 school districts. All classrooms are self-contained special education preschool programs with 3 to 9 students. Each teacher receives 1-4 consultation visits per month once consultation is introduced, and include observation, recommendations, modeling, and skill transfer to classroom staff. Research directions and implications of this pilot will inform behavioral approaches for school consultation and educator training to support the instructional, behavioral, and developmental needs of preschool students with educational disabilities. |
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