Building Site–Level Capacity for Functional Assessment-Based Interventions: Outcomes of a Professional Learning Series

IF 2.1 4区 心理学 Q1 EDUCATION, SPECIAL Behavioral Disorders Pub Date : 2022-11-01 DOI:10.1177/01987429221101569
E. A. Common, K. Lane, W. Oakes, Liane E. Schellman, K. Shogren, K. Germer, Ashley Quell, N. A. Lane
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引用次数: 2

Abstract

In this replication and extension study, we examined the effects of educators’ participation in practice-based professional learning (PBPL) to design, implement, and evaluate functional assessment-based interventions (FABIs). We randomly assigned school-site teams (k = 69; N = 342) to cohorts trained by either university or state technical assistance providers. In a randomized cluster design, we replicated and extended previous research by examining procedural integrity, participant learning outcomes, completion and quality levels of PBPL-FABI activities, and student outcomes. Results provide (a) additional evidence to support PBPL-FABI in improving school-site teams’ knowledge, confidence, and use and (b) initial evidence for its scalability, as evidenced by state technical assistance providers’ high implementation levels comparable with university trainers. We conclude with a discussion regarding PBPL-FABI and considerations for future research.
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建立基于功能评估的干预措施的现场级能力:专业学习系列的结果
在这项复制和扩展研究中,我们检验了教育工作者参与基于实践的专业学习(PBPL)对设计、实施和评估基于功能评估的干预措施(FABI)的影响。我们将学校现场团队(k=69;N=342)随机分配到由大学或州技术援助提供者培训的队列中。在随机分组设计中,我们通过检查程序完整性、参与者学习结果、PBPL-FABI活动的完成程度和质量水平以及学生结果,复制和扩展了先前的研究。研究结果提供了(a)额外的证据来支持PBPL-FABI提高学校现场团队的知识、信心和使用,以及(b)其可扩展性的初步证据,国家技术援助提供者的高实施水平与大学培训师相当。最后,我们讨论了PBPL-FABI以及对未来研究的考虑。
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来源期刊
CiteScore
3.90
自引率
0.00%
发文量
11
期刊介绍: Behavioral Disorders is sent to all members of the Council for Children with Behavioral Disorders (CCBD), a division of the Council for Exceptional Children (CEC). All CCBD members must first be members of CEC.
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