Training school psychologists to conduct culturally informed Functional Behavior Assessment interviews.

Abstract

Exclusionary discipline is a racialized mechanism through which schools systematically remove racially and ethnically minoritized youth from the learning environment. Although the development of Functional Behavior Assessments (FBAs) and linked behavior support plans have been identified as an alternative practice, school psychologists often do not ask questions about the cultural and contextual factors that may influence students' behavior during FBA interviews. Therefore, training is warranted. Unfortunately, staff often have limited time and resources to devote to professional development; therefore, it is critical to ensure that training procedures that require more time offer better outcomes than those that require fewer resources. The present study compared the effectiveness of high intensity training (e.g., behavioral skills training) versus a low intensity training procedure (e.g., self-training) procedures on school psychologists' ability to facilitate simulated FBA interviews grounded in cultural humility with caregivers before and after exposure to one of two training conditions. Findings from regression analyses indicated that self-training adequately prepared school psychologists to adhere to the questions on the protocol, however, behavioral skills training improved the quality of interview delivery. Implications for future research and training are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).