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THE EFFECTS OF THE ATTAINMENT OF FUNCTIONAL ASSESSMENT SKILLS BY PRESCHOOL TEACHERS AND THEIR ASSISTANTS ON STUDENTS' CLASSROOM BEHAVIOR

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Date Issued:
2008
Abstract/Description:
The purpose of this study was to examine the effects of teaching functional assessment skills to three Prekindergarten teachers and their teaching assistants. The effects were measured by examining the behavior of the teachers and assistants, as well as the behaviors of the students; before, during and after the delivery of three, two-hour functional assessment classes. The teaching staff videotaped themselves and their students during a regular class time, predetermined by the researcher and each teacher prior to the onset of baseline data collection, over an approximate nine-week period. The video was taken in twelve-minute segments every day. Later, the video was coded for specific behaviors. Although there were gains in appropriate intervention strategies from teachers and assistants during the intervention phase, the interventions generally peaked a week or two after the classes ended and gradually declined. Teacher skills were retained however, as most ratios of appropriate interventions maintained at higher rates than baseline. Relationships between student behavior and correct teacher interventions were established and maintained. The intervention resulted in changes in staff behavior, but results did not sustain at high levels over time. The realization that escape maintained some student behavior, and teaching skills to "test" for function, were likely the most important concepts for many of the participants. Further research should include adding a behavior coach to assist in shaping the teaching staffs' emerging skills and to provide a sounding board when developing specific student interventions.
Title: THE EFFECTS OF THE ATTAINMENT OF FUNCTIONAL ASSESSMENT SKILLS BY PRESCHOOL TEACHERS AND THEIR ASSISTANTS ON STUDENTS' CLASSROOM BEHAVIOR.
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Name(s): Wagner, Karen, Author
Cross, Lee, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2008
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study was to examine the effects of teaching functional assessment skills to three Prekindergarten teachers and their teaching assistants. The effects were measured by examining the behavior of the teachers and assistants, as well as the behaviors of the students; before, during and after the delivery of three, two-hour functional assessment classes. The teaching staff videotaped themselves and their students during a regular class time, predetermined by the researcher and each teacher prior to the onset of baseline data collection, over an approximate nine-week period. The video was taken in twelve-minute segments every day. Later, the video was coded for specific behaviors. Although there were gains in appropriate intervention strategies from teachers and assistants during the intervention phase, the interventions generally peaked a week or two after the classes ended and gradually declined. Teacher skills were retained however, as most ratios of appropriate interventions maintained at higher rates than baseline. Relationships between student behavior and correct teacher interventions were established and maintained. The intervention resulted in changes in staff behavior, but results did not sustain at high levels over time. The realization that escape maintained some student behavior, and teaching skills to "test" for function, were likely the most important concepts for many of the participants. Further research should include adding a behavior coach to assist in shaping the teaching staffs' emerging skills and to provide a sounding board when developing specific student interventions.
Identifier: CFE0002088 (IID), ucf:47575 (fedora)
Note(s): 2008-05-01
Ph.D.
Education, Department of Child Family and Community Sciences
Doctorate
This record was generated from author submitted information.
Subject(s): functional assessment
professional development
prekindergarten
paraprofessional
preschool teacher
behavior
behavior analysis
challenging behavior
positive behavior supports
behavioral intervention
video data collection
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0002088
Restrictions on Access: public
Host Institution: UCF

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