An evaluation of the efficacy of a practical functional behavioral assessment training model for personnel in schools

Simple item page
dc.contributor.authorLoman, Sheldon Lawrence, 1977-
dc.date.accessioned2011-05-04T23:39:31Z
dc.date.available2011-05-04T23:39:31Z
dc.date.issued2010-09
dc.descriptionxiv, 218 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.en_US
dc.description.abstractThe current study evaluated whether a manualized training in functional behavioral assessment (FBA) would result in typical school professionals being able to conduct a procedurally adequate FBA with a technically accurate summary statement for student behavior. Additionally, the study examined whether summary statements obtained by trained school staff were validated by formal functional analyses. The efficiency and social validity of the FBA training process was also investigated through use of an acceptability rating questionnaire and a log to document time expended by each participant. Twelve school professionals participated in Practical FBA trainings that consisted of four 1-hour training sessions guided by a training manual. A post-test analysis of FBA knowledge content indicated that the trainees ended training with the knowledge and skill needed to conduct FBAs. Ten of the 12 professionals completed formal FBAs that were then submitted to validation via functional analysis. Results of the 10 functional analyses confirmed that all 10 school professionals accurately identified the antecedents and maintaining function of student behavior. All FBAs conducted by trained school professionals were considered procedurally adequate. The average time expended by participants in completing an FBA was under 2 hours. Participants also indicated high acceptability of the Practical FBA tools and procedures. This research study presented preliminary findings supporting the efficacy of an FBA training program for school personnel. Further implications, limitations, and directions for future research are presented.en_US
dc.description.sponsorshipCommittee in charge: Robert Horner, Chairperson, Special Education and Clinical Sciences; K Brigid Flannery, Member, Special Education and Clinical Sciences; Richard Albin, Member, Special Education and Clinical Sciences; Renee VanNorman, Member, Special Education and Clinical Sciences; Jean Stockard, Outside Member, Planning Public Policy & Mgmten_US
dc.identifier.urihttps://hdl.handle.net/1794/11147
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2010;
dc.subjectFunctional behavioral assessmenten_US
dc.subjectPositive behavior supporten_US
dc.subjectSchool professionalsen_US
dc.subjectBehavioral psychologyen_US
dc.subjectSpecial educationen_US
dc.subjectTeacher educationen_US
dc.subjectTeachers -- Training of
dc.titleAn evaluation of the efficacy of a practical functional behavioral assessment training model for personnel in schoolsen_US
dc.typeThesisen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Loman_Sheldon_Lawrence_phd2010su.pdf
Size:
3.13 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 2 of 2
Name:
license.txt
Size:
2.13 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Name:
Loman_Sheldon.pdf
Size:
28.88 KB
Format:
Adobe Portable Document Format
Description:
author's permission
Download

Collections

Theses and Dissertations
Special Education Theses and Dissertations