Professional development on the basics of behavior assessment and intervention: training by school district staff for district staff

Abstract

AbstractResearch shows that schools struggle with conducting high quality functional behavior assessments (FBA) and implementing effective behavior intervention plans (BIP). Access to training is a documented challenge to effective implementation. One training with preliminary empirical support is Basic FBA. This pilot study extended the research on Basic FBA to determine whether the intervention could be implemented effectively by district staff. Fourteen staff working in an urban school district completed within-district training consisting of four modules on FBA/BIP with aligned between-session assignments; half were randomly assigned to receive coaching support. Participants increased their knowledge and skill in FBA/BIP and rated the training as socially acceptable. Differences in outcomes for coached and control groups were minimal, with some higher social validity ratings and more FBA/BIPS developed by those receiving coaching.Keywords: Behavior intervention plancoachingfunctional behavioral assessmentstaff training AcknowledgementsWe would like to thank the school district employees who participated in this study as well as the administrative support of Triada Frangou-Apostolou and the SEL Leadership Team. Special thanks for the project coaches, Nicole Bradley, Naomi Haaker, Tracey Swenson, and Lacey Hale who dedicated many hours to supporting the success of this project.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingFunding for this research was provided through the Office of the Provost at Assumption University.Notes on contributorsAllison Negron-CampbellAllison Negron-Campbell is District Focused Instructional Coach for Social Emotional Learning (SEL) in the Climate and Culture Department of the Worcester Public Schools in Worcester, Massachusetts. Her current research interests are multi-tiered systems of support in social emotional learning and behavior, school culture and climate, and functional behavior assessment and interventions.Samantha E. GoldmanSamantha Goldman is an associate professor of special education at Assumption University in Worcester, Massachusetts. Her research focuses on family-school partnership, alternative dispute resolution, supporting students with autism and challenging behavior, and special education teacher preparation.Nanho Vander HartNanho Vander Hart is the director and an associate professor of special education at Assumption University in Worcester, Massachusetts. Her current research interests are inclusive education, handwriting, writing instruction, and special education teacher preparation.