Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
2011
Thesis Director
Kristin Johnson-Gros
Thesis Committee Member
Linda Leal
Thesis Committee Member
Margaret Floress
Thesis Committee Member
Mike Havey
Abstract
Positive behavioral interventions and supports (PBIS) is a 3-tiered approach to eliminating problem behaviors by replacing them with appropriate behaviors. PBIS implementation differs depending on the tier. Implementation at Tier 1 focuses on school-wide prevention of problem behaviors. Tier 2 involves diminishing current problem behavior cases at the classroom-level. In Tier 3, a functional behavioral assessment (FBA) is conducted, which evaluates the problem behaviors and determines antecedents and consequences of the behaviors so that an intervention can be planned. Training educators to conduct FBAs is linked to appropriately and accurately implementing FBAs. This study examined pre and posttest scores to determine the effectiveness of a statewide FBA training given by five different trainers at seven sites across a southern state. In addition, the effects of the five different trainers on educator knowledge gained were also examined, as was the pretest/posttest's internal consistency. Results show that participants significantly increased their test scores from pretest to posttest and therefore increased their knowledge on FBAs as a result of receiving the FBA training. Additionally, these findings were consistent across all test sites and all trainers. This means the trainers did not account for any significant differences found among participants' test scores. Finally, results revealed that the test used to measure increased knowledge had moderate internal consistency.
Recommended Citation
Brading, Kendra L., "Effects Of Statewide Training On Functional Behavioral Assessment (Fba) Knowledge" (2011). Masters Theses. 612.
https://thekeep.eiu.edu/theses/612
