Special Education Teachers' Perspectives Of The Functional Behavior Assessment Process

Abstract

This study investigated special education teachers' perspectives of the functional
behavior assessment (FBA) process including assessment methods, behaviors warranting
an FBA, and perceptions. It also explored FBA training, time commitments, and
participants. Ninety-eight special education teachers who graduated from a special
education program at a state regional comprehensive university two or more years ago
completed a survey designed for this study. Results indicated FBA training and time
commitments as concerns. Overall, assessment methods and behaviors leading to FBA
development were similar; however, some variances were found when compared by
grade levels. Significant statistical differences were found in the use of student interviews
as assessment techniques and student absences/truancy leading to FBA development.
Study limitations, implications, and suggestions for future research are also discussed.

Date of Award	2011
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Kathlene Shank (Supervisor)