Effects Of Statewide Training On Functional Behavioral Assessment (Fba) Knowledge

Abstract

Positive behavioral interventions and supports (PBIS) is a 3-tiered approach to
eliminating problem behaviors by replacing them with appropriate behaviors. PBIS
implementation differs depending on the tier. Implementation at Tier 1 focuses on
school-wide prevention of problem behaviors. Tier 2 involves diminishing current
problem behavior cases at the classroom-level. In Tier 3, a functional behavioral
assessment (FBA) is conducted, which evaluates the problem behaviors and determines
antecedents and consequences of the behaviors so that an intervention can be planned.
Training educators to conduct FBAs is linked to appropriately and accurately
implementing FBAs. This study examined pre and posttest scores to determine the
effectiveness of a statewide FBA training given by five different trainers at seven sites
across a southern state. In addition, the effects of the five different trainers on educator
knowledge gained were also examined, as was the pretest/posttest's internal consistency.
Results show that participants significantly increased their test scores from pretest to
posttest and therefore increased their knowledge on FBAs as a result of receiving the
FBA training. Additionally, these findings were consistent across all test sites and all
trainers. This means the trainers did not account for any significant differences found
among participants' test scores. Finally, results revealed that the test used to measure
increased knowledge had moderate internal consistency.

Date of Award	2011
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Kristin Johnson-Gros (Supervisor)