Graduate Program

Special Education

Degree Name

Master of Science (MS)

Semester of Degree Completion

2011

Thesis Director

Kathlene Shank

Thesis Committee Member

Jennifer Stringfellow

Thesis Committee Member

Christina Edmonds-Behrend

Abstract

This study investigated special education teachers' perspectives of the functional behavior assessment (FBA) process including assessment methods, behaviors warranting an FBA, and perceptions. It also explored FBA training, time commitments, and participants. Ninety-eight special education teachers who graduated from a special education program at a state regional comprehensive university two or more years ago completed a survey designed for this study. Results indicated FBA training and time commitments as concerns. Overall, assessment methods and behaviors leading to FBA development were similar; however, some variances were found when compared by grade levels. Significant statistical differences were found in the use of student interviews as assessment techniques and student absences/truancy leading to FBA development. Study limitations, implications, and suggestions for future research are also discussed.

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