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THE EFFECTS OF THE ATTAINMENT OF FUNCTIONAL ASSESSMENT SKILLS BY PRESCHOOL TEACHERS AND THEIR ASSISTANTS ON STUDENTS' CLASSROOM BEHAVIOR
| 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 |
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| 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. |
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| Subject(s): |
functional assessment professional development prekindergarten paraprofessional preschool teacher behavior behavior analysis challenging behavior positive behavior supports behavioral intervention video data collection |
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| Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0002088 | |
| Restrictions on Access: | public | |
| Host Institution: | UCF |
