Ample evidence supports functional behavioral assessments (FBA) and function-based behavior intervention plans (BIP) as an efficacious intervention method under controlled and supportive research conditions for general education students with ongoing patterns of serious challenging behavior. Yet, insufficient information exists to verify FBAs and BIPs as similarly effective when applied by school practitioners in real-world general education settings. I surveyed 144 general education teachers about FBAs and BIPs for use with elementary-aged, general education students without disabilities. Specifically, I asked teachers to report their perceptions about knowledge and confidence, appropriateness and usefulness, willingness to implement given an optimal teaching situation with ample time and resources, ability to implement given resources available within existing teaching position, and supports most needed for successful implementation. Overall teachers reported they were neutral to somewhat confident about conducting FBAs and implementing BIPs, and somewhat agreeable about appropriateness, usefulness, and willingness to implement given an optimal teaching situation. Teachers generally reported insufficient time, training, and supports were available within their current teaching position, which interfered with their ability to implement FBAs and BIPs, and all additional supports were very important and needed. I offer potential explanations for these findings, and implications for policy makers and school practitioners.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-12052016-154452 |
| Date | 06 December 2016 |
| Creators | Crnobori, Mary Elizabeth |
| Contributors | Vicki S. Harris, Ph.D., Jennifer Ledford, Ph.D., Blair P. Lloyd, Ph.D., Joseph H. Wehby, Ph.D. |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-12052016-154452/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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