TY - JOUR
T1 - Improving teachers’ knowledge of functional assessment-based interventions
T2 - Outcomes of a professional development series
AU - Lane, Kathleen Lynne
AU - Oakes, Wendy
AU - Powers, Lisa
AU - Diebold, Tricia
AU - Germer, Kathryn
AU - Common, Eric A.
AU - Brunsting, Nelson
N1 - Publisher Copyright:
© 2015, West Virginia University Press. All rights reserved.
PY - 2015/2/1
Y1 - 2015/2/1
N2 - This paper provides outcomes of a study examining the effectiveness of a year-long professional development training series designed to support inservice educators in learning a systematic approach to functional assessmentbased interventions developed by Umbreit and colleagues (2007) that has met with demonstrated success when implemented with university supports. Forty-eight educators attended a 4-day, practice-based professional development series, with coaching and applied practice occurring between sessions. Participants completed pre- and post-training surveys to evaluate their perceived knowledge, confidence, and usefulness as well as actual knowledge of 15 concepts and strategies addressed in the training series. Outcomes as well as implications for professional development to support in-service teachers and school personnel in learning how to design, implement, and evaluate functional assessment-based interventions are offered. Results indicated statistically significant improvements in each concept and strategy measured. Findings are discussed in light of noted limitations, with recommendations offered to improve subsequent professional development efforts.
AB - This paper provides outcomes of a study examining the effectiveness of a year-long professional development training series designed to support inservice educators in learning a systematic approach to functional assessmentbased interventions developed by Umbreit and colleagues (2007) that has met with demonstrated success when implemented with university supports. Forty-eight educators attended a 4-day, practice-based professional development series, with coaching and applied practice occurring between sessions. Participants completed pre- and post-training surveys to evaluate their perceived knowledge, confidence, and usefulness as well as actual knowledge of 15 concepts and strategies addressed in the training series. Outcomes as well as implications for professional development to support in-service teachers and school personnel in learning how to design, implement, and evaluate functional assessment-based interventions are offered. Results indicated statistically significant improvements in each concept and strategy measured. Findings are discussed in light of noted limitations, with recommendations offered to improve subsequent professional development efforts.
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U2 - 10.1353/etc.2015.0001
DO - 10.1353/etc.2015.0001
M3 - Article
AN - SCOPUS:84924370761
SN - 0748-8491
VL - 38
SP - 93
EP - 120
JO - Education and Treatment of Children
JF - Education and Treatment of Children
IS - 1
ER -