Training School Personnel to Identify Interventions Based on Functional Behavioral Assessment

Over 15 years after passage of legislation requiring the use of functional behavioral assessment (FBA) to inform the development of positive behavior support plans (BSPs) in special education, schools are still struggling to implement BSPs based on FBA and the function of behavior. A primary concern...

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Bibliographic Details
Published in:Journal of emotional and behavioral disorders 2015-06, Vol.23 (2), p.78-89
Main Authors: Borgmeier, Chris, Loman, Sheldon L., Hara, Motoaki, Rodriguez, Billie Jo
Format: Article
Language:English
Subjects:
Administrators
Barriers
Behavior
Capacity Building
Disability Identification
Educational Strategies
Functional Behavioral Assessment
Geographic Location
Graduate Students
Intervention
Multiple Choice Tests
Participant Satisfaction
Positive Behavior Supports
Positive Reinforcement
Preservice Teachers
Pretests Posttests
Prior Learning
Professional Development
Program Implementation
Questionnaires
School Counselors
School Psychologists
Special Education
Special Education Teachers
Staff Role
Training Methods
Tukeys Test
Vignettes
Work Experience
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Summary:Over 15 years after passage of legislation requiring the use of functional behavioral assessment (FBA) to inform the development of positive behavior support plans (BSPs) in special education, schools are still struggling to implement BSPs based on FBA and the function of behavior. A primary concern is that school teams regularly fail to use function of behavior to generate behavioral interventions, even after completing an FBA and receiving training. The current study evaluated outcomes of an efficient 60-min training that taught explicit strategies for using function of behavior and FBA information to identify function-based intervention through modeling, guided practice, and feedback using student vignettes for escape-maintained and attention-maintained behaviors. The training yielded significant, positive results in participants’ ability to identify function-based interventions on behavioral vignettes. Future research and next steps are suggested for expanding the training to address the challenge of extending the science of FBA to guide the implementation of effective behavioral interventions in schools.
ISSN:1063-4266
1538-4799
DOI:10.1177/1063426614528244