Frequency and quality of the implementation of functional behavioral assessments as reported by educators.

Description:

The research investigation reported herein examined the quality and experience of the functional behavioral assessment (FBA) process as reported by educators working with students with emotional/behavioral disorders (EBD). The data accrued is based on a 30-item survey and participant telephone interviews examined the overall knowledge of the FBA process by educators and their general experience when conducting a FBA, specifically the procedural timeline, types of education professionals involved, and typical outcomes and results. Survey responses indicated two common barriers in the FBA implementation which often inhibit best practice: lack of true collaborative teamwork and insufficient communication among FBA team members. Survey responses also indicated a level of statistical significance from education professionals working in elementary school settings who self-rated positively higher when conducting a FBA than those education professionals working on either a secondary or special campus. Additionally, participant interviews indicated a growing awareness of the advantages of using the FBA as an early intervention process when dealing with challenging behaviors.

Creator(s): Moreno, Gerardo
Creation Date: December 2008
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Total Uses: 220
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Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: December 2008
  • Digitized: July 28, 2009
Description:

The research investigation reported herein examined the quality and experience of the functional behavioral assessment (FBA) process as reported by educators working with students with emotional/behavioral disorders (EBD). The data accrued is based on a 30-item survey and participant telephone interviews examined the overall knowledge of the FBA process by educators and their general experience when conducting a FBA, specifically the procedural timeline, types of education professionals involved, and typical outcomes and results. Survey responses indicated two common barriers in the FBA implementation which often inhibit best practice: lack of true collaborative teamwork and insufficient communication among FBA team members. Survey responses also indicated a level of statistical significance from education professionals working in elementary school settings who self-rated positively higher when conducting a FBA than those education professionals working on either a secondary or special campus. Additionally, participant interviews indicated a growing awareness of the advantages of using the FBA as an early intervention process when dealing with challenging behaviors.

Degree:
Level: Doctoral
Discipline: Special Education
Language(s):
Subject(s):
Keyword(s): PBS | behavioral disorders | FBA | BIP
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 436769323 |
  • ARK: ark:/67531/metadc9749
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Moreno, Gerardo
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.