Abstract
Function-based interventions (FBIs) are techniques used to address student behavior and redirect it from something challenging to something more desirable. The purpose of this study is to determine the need for in-service professional development in FBIs among teachers and paraprofessionals. Specifically, it will use web-based training as a delivery mode to increase understanding of FBIs and FBI implementation. Measurement instruments will include pre-and post-tests related to perceived knowledge and skill level related to FBIs. In addition to the training, the study will include a concurrent implementation of FBI with target students identified for the study. Measurement instruments will capture data on target students regarding frequency and intensity of challenging behavior prior to and after the teachers and paraprofessionals attend the training and implement the FBIs.
Keywords: behavior support plan, function-based assessment, function-based intervention, paraprofessionals, teachers
Function-Based Intervention: Do Teachers and Paraprofessionals Need Additional Training?
Special education law requires functional behavior assessments (FBAs) be used in developing behavior support plans (BSPs). However, research shows that teachers and paraprofessionals still struggle with effectively implementing function-based supports and interventions (Walker & Snell, 2017; Strickland-Cohen, Kennedy, Berg, Bateman, & Horner, 2016). The knowledge and skill gap seems particularly wide for paraprofessionals who often spend a large amount of time working with students with challenging behaviors, but lack the training in the evidence-based practices to best manage the behavior (Walker, 2017). Strickland-Cohen et al. (2016) suggest that equipping more personnel with training in FBA/BSP can enable schools to better address persistent problem behavior issues when they first emerge.
Statement of the Problem
This study will evaluate the need for additional teacher and paraprofessional training in function-based interventions by measuring any change in incidences of student problem behaviors reported following in-service professional development.
Research Question/Hypothesis
The questions to be answered in this study are as follow:
1. To what extent do teachers and paraprofessionals indicate a need for in-service professional development related to function-based interventions?
2. To what extent do the teachers and paraprofessionals in the study report they were able to incorporate what they learned into their work with their students?
3. To what extend to the teachers and paraprofessionals who reported enacting FBI with their students report a change in incidences of student problem behavior?
Definition of Terms
1. Behavior Support Plan (BSP) – a plan that assists in developing positive behaviors to replace or reduce negative ones
2. Function-Based Assessment (FBA) – a method of determining factors that contribute to the development and maintenance of problem behaviors and then serve as a basis for developing behavior support plans
3. Function-Based Interventions (FBI), also called Functional Assessment Based Intervention (FABI) – an intervention that is individualized to a specific student and designed to meet his or her needs by addressing the reason(s) why he or she engages in a specific behavior and to replace the negative behavior with a more desirable one
Literature Review
Paraprofessionals Lack Necessary Training in Function-Based Interventions
Walker (2017) notes that paraprofessionals who work with students exhibiting challenging behavior are often the school personnel who are the least prepared in managing that behavior. Walker and Snell (2017) point out that paraprofessionals often accompany students from class to class and are in a better position to consistently implement FBIs if trained properly to do so. Their research shows that in-service training with paraprofessionals can lead to improved implementation fidelity and in-turn improvements in student behavior.
Gap in Teacher Training and Implementation of Function-Based Interventions
Implementing function-based interventions can be tricky for someone unfamiliar with them. This may create a situation where teachers who have had a workshop or class in FBAs/FBIs but no practical experience are unsure how to proceed and need additional support and/or training (Bethune & Wood, 2013). Lane, Oakes, Powers, Diebold, Germer, Common, and Brunsting (2015) conducted a four-day practice-based professional development on FBI with results that indicated that participants not only had a perceived increase in knowledge of the topic but had gained actual knowledge. Participants’ confidence in using FBI techniques also increased, and many of the participants were able to implement their interventions with students identified in the study. Borgmeier, Loman, Hara, and Rodriguez (2015) conducted research with 291 educators using simple pre-test and post-test evaluations on vignettes and showed that even with a very basic training, there were significant gains in understanding and developing function-based interventions. Each of these studies show that there is much that can be done to increase teacher knowledge and skill level related to FBIs.
Methodology
Participants
Researchers will solicit special education teachers and paraprofessionals through e-mail, with the approval of and introduction from their division superintendents. Participants will be fourth through sixth grade educators representing schools in rural south-central Virginia.
Settings and arrangements
The study will be web-based with pre- and post-testing as well as on-demand training modules and monthly webinar professional development.
Materials and equipment
In addition to the web-based pre-and post-tests, and the training materials, teachers and paraprofessionals will be provided with worksheets for making observations on student behavior for the target student they enlist for the purposes of the training and research study.
Data collection
Quantitative data on the pre- and post-test will capture familiarity with FBAs, and FBIs, frequency of FBI implementation, and comfort level with FBI implementation.
General Procedures
a. General procedures - Participants will select a student to observe during the research study and secure necessary parental and student permissions to include the student in the study (materials provided). This student will need to already have had a completed FBA, have one in process, or be able to have one done relatively quickly. Over the course of the next four months, participants will have access to a series of on-demand video trainings related to function-based behavior assessments and interventions. There will also be one hour-long webinars each month where the information will be presented “live” with a question and answer session. During this period, participants will implement student-specific function-based interventions with the target. At the end of the training period, participants will complete a final on-line survey where they report observations regarding their target student in the same way as they did before and answer the same questions as in the first survey. An additional section of questions will include the usefulness of the training and the degree to which the participants felt they were able to implement what they learned.
b. Baseline/probe – Prior to beginning the training, a second on-line survey will capture information from a series of reflections the teacher/paraprofessional has made over the course of a week on a provided worksheet. This information will reflect the number of incidences and the severity of disruptive or off-task behavior from the target student during two twenty minute observation periods each day for one week.
c. Independent variables – Participants will take part in four 1-hour webinar professional development sessions and have access to on-demand pre-recorded training modules.
General description of experimental design
The study involves assessing perceived knowledge and skill level related to FBI implementation prior to and following an in-service for teachers and paraprofessionals. During the training period, participants will implement what they learn and make observations regarding behavior of their target student. The study will also compare frequency and intensity of challenging behavior from the target students prior to and following the training.
Reliability/social validity
To calculate reliability, researchers will observe four of the participants in the classroom with their target students for four twenty minute periods before and after the training, making observations on teacher FBI implementation and student behavior to use as comparison data to the participant self-reported data. To ensure validity of feedback tools, a team of expert reviewers will assess them prior to use.
Protection of Human Rights
This research will be conducted with Institutional Review Board (IRB) approval from Liberty University in accordance with the American Educational Research Association (AERA) Code of Ethics and with endorsement by the Virginia Department of Education. Participants will sign appropriate consent documents.
Discussion
Function-based intervention is important in helping students manage challenging behaviors. However, research shows that FBI knowledge and implementation skills may be lacking among many teachers (Bethune & Wood, 2013) and paraprofessionals (Walker & Snell, 2017). This study aims to determine the need for additional training in FBI and the effectiveness of web-based training with tandem concurrent application. The study is limited with data being largely self-reported by participants. Additionally, the target student is monitored for only a short time period.
Implications for Future Research
Because the current study only involves monitoring student behavior for short 20-minute time periods, future research could involve a more in-depth study on student behavior maintenance across settings at both the start and conclusion of the study. It could also involve researching FBI implementation fidelity of the teachers and paraprofessionals during the study. Lastly, it would be interesting to note practitioner maintenance of FBI implementation after the training period is complete.
References
Bethune, K. S., & Wood, C. L. (2013). Effects of coaching on teachers’ use of function-based interventions for students with severe disabilities. Teacher Education and Special Education, 36(2), 97-114. doi:10.1177/0888406413478637
Borgmeier, C., Loman, S. L., Hara, M., & Rodriguez, B. J. (2015). Training school personnel to identify interventions based on functional behavioral assessment. Journal of Emotional and Behavioral Disorders, 23(2), 78-89. doi:10.1177/1063426614528244
Lane, K. L., Oakes, W. P., Powers, L., Diebold, T., Germer, K., Common, E. A., & Brunsting, N. (2015). Improving teachers' knowledge of functional assessment-based interventions: Outcomes of a professional development series. Education & Treatment of Children, 38(1), 93-120.
Strickland-Cohen, M. K., Kennedy, P. C., Berg, T. A., Bateman, L. J., & Horner, R. H. (2016). Building school district capacity to conduct functional behavioral assessment. Journal of Emotional and Behavioral Disorders, 24(4), 235-246. doi:10.1177/1063426615623769
Walker, V. L. (2017). Assessing paraprofessionals' perceived educational needs and skill level with function-based behavioral intervention. Exceptionality, 25(3), 157-13. doi:10.1080/09362835.2016.1196443
Walker, V. L., & Snell, M. E. (2017). Teaching paraprofessionals to implement function-based interventions. Focus on Autism and Other Developmental Disabilities, 32(2), 114-123. doi:10.1177/1088357616673561
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