The effectiveness of training educators on their ability to identify function of problem behavior
Doctor of Education (EdD)
Exceptional Student Education
First Advisor's Name
First Advisor's Committee Title
Second Advisor's Name
Patricia del Valle
Third Advisor's Name
Fourth Advisor's Name
Date of Defense
The purpose of this study was to investigate the effectiveness of training educators in the pre - behavioral intervention process of functional behavioral assessment. An original evaluation instrument was developed entitled, The Survey for Students Exhibiting Challenging Behavior. The instrument included measures of participating educators, knowledge of function of problem behavior and their ability to generate recommendations for a behavior intervention plan. The instrument was distributed to schools in a large urban district and completed by special educators. Educators trained and untrained in the functional behavioral assessment process were compared in the study.
The study incorporated a post - test only design. All instruments were analyzed using a factorial ANOVA. Those educators who were trained in the district functional behavioral assessment program answered general questions related to function of problem behavior significantly better than those who did not receive training. There is no significant difference between educators on their ability to generate recommendations for behavior intervention plans. It is important that educators receive training in functional behavioral assessment to gain an understanding of the basic notions being function of problem behavior. Current training does not translate into educators' ability to make strong recommendations for behavior intervention plans.
Dukes, Charles, "The effectiveness of training educators on their ability to identify function of problem behavior" (2002). FIU Electronic Theses and Dissertations. 3096.
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