Educators' Views of Professional Learning to Promote Use of Applied Behavior Analytic Principles in Tiered Systems

We conducted this usability and feasibility study to glean educators’ initial and subsequent reports on use and impressions of an Enhancing Ci3T Module: Understanding Behavior to Support Change – Principles of Behavior Science as part of Project ENHANCE- one of series of new professional learning materials design for educators implementing complex, integrated tiered systems of support such as Comprehensive, Integrated, Three-tiered (Ci3T). We analyzed school-site Ci3T Leadership Team members’ first impressions through levels of engagement with content and materials, as well as overall reported acceptability and usability of the modules in practice. Second, we examined shifts in perceptions over the course of the academic year. Third, we investigated educators' perceived knowledge, confidence, and the usefulness of module concepts (Three-term contingency, Operational Definition of Behavior, and Principles to Shape Behavior), and we compared perceived and actual knowledge of key principles of behavior science after educators had accessed module materials. Results evidenced consistent positive ratings on acceptability and usability of modules both at the beginning and end of the school year. Comparisons between proximal and distal ratings of nine educators generally found non statistically significant differences, yet the family school collaboration item rated lower sores at the close of the academic year meaning educators felt collaboration needed to use module materials was even less available. Interestingly, we also found self-perceptions of knowledge closely matched measures of actual knowledge on key Three Term Contingency and Principles of Behavior, yet educators overestimated their knowledge on Operational Definition of Behavior as evidenced by a moderate effect size of d = -0.54. We discussed limitations, implications for educators, and recommendations for future research.

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2023

Author dc:creator

• Perez, Paloma

Advisor dc:contributor.advisor

• Lane, Kathleen L.

• Education
• Behavioral sciences
• applied behavior analysis
• emotional and behavioral disorders
• evidence based practices
• professional learning
• tiered systems

Statement dc:rights

• Copyright held by the author.

Language dc:language.iso

en

Dc Identifier Other

http://dissertations.umi.com/ku:19096

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/38787