Functional Assessment-based Interventions: Results of a Professional Learning Series to Build Educators’ Knowledge, Confidence, and Perceived Use

In this study, we replicated the work of Lane et al. (2015), examining the impact of a practice-based professional learning series to support educators in designing, implementing, and evaluating Functional Assessment-based Interventions using the model developed by Umbreit, Ferro, Liaupsin, and Lane (2007). We examined shifts in participants’ actual knowledge and perceived knowledge, confidence, and use of concepts taught over the course of the professional learning series using a pre/post measure. Results replicated previous findings, as statistically significant improvements were found across the constructs measured. This study extended previous research by examining FABI completion levels of school-based teams attending the training series. Implications for supporting educators’ in functional assessment-based interventions using a practice-based professional learning series were discussed along with considerations for future research.

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2016

Author dc:creator

• Johl, Liane Elizabeth

Advisor dc:contributor.advisor

• Lane, Kathleen L

• Special education
• Teacher education
• Functional Assessment-based Interventions
• Professional Development

Statement dc:rights

• Copyright held by the author.

Language dc:language.iso

en

Dc Identifier Other

http://dissertations.umi.com/ku:14824

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/22382