Acceptability of Functional Behavioral Assessment Procedures to Special Educators and School Psychologists
This survey study assessed the acceptability of a variety of functional behavioral assessment (FBA) procedures (i.e., functional assessment interviews, rating scales/questionnaires, systematic direct observations, functional analysis manipulations) to a national sample of 123 special educators and a...
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| Veröffentlicht in: | Behavioral disorders 2015-11, Vol.41 (1), p.51-66 |
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| creator | O’Neill, Robert E. Bundock, Kaitlin Kladis, Kristin Hawken, Leanne S. |
| description | This survey study assessed the acceptability of a variety of functional behavioral assessment (FBA) procedures (i.e., functional assessment interviews, rating scales/questionnaires, systematic direct observations, functional analysis manipulations) to a national sample of 123 special educators and a state sample of 140 school psychologists. Results indicated that special educators and school psychologists reported generally positive perceptions regarding their willingness to participate in, the appropriateness of, the usefulness of, and the feasibility of the FBA procedures. Special educators were significantly more likely to endorse the use of systematic direct observation and functional analysis manipulation strategies than school psychologists, although no differences were found regarding the social desirability of FBA procedures for individuals exhibiting mild and severe problem behaviors. School psychologists were also more likely than special educators to express concerns about the amount of time that can be entailed in FBA procedures. We discuss implications for practice and future research. |
| doi_str_mv | 10.17988/0198-7429-41.1.51 |
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Results indicated that special educators and school psychologists reported generally positive perceptions regarding their willingness to participate in, the appropriateness of, the usefulness of, and the feasibility of the FBA procedures. Special educators were significantly more likely to endorse the use of systematic direct observation and functional analysis manipulation strategies than school psychologists, although no differences were found regarding the social desirability of FBA procedures for individuals exhibiting mild and severe problem behaviors. School psychologists were also more likely than special educators to express concerns about the amount of time that can be entailed in FBA procedures. 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Results indicated that special educators and school psychologists reported generally positive perceptions regarding their willingness to participate in, the appropriateness of, the usefulness of, and the feasibility of the FBA procedures. Special educators were significantly more likely to endorse the use of systematic direct observation and functional analysis manipulation strategies than school psychologists, although no differences were found regarding the social desirability of FBA procedures for individuals exhibiting mild and severe problem behaviors. School psychologists were also more likely than special educators to express concerns about the amount of time that can be entailed in FBA procedures. We discuss implications for practice and future research.</description><subject>Applied Behavior Analysis</subject><subject>Attitudes</subject><subject>Behavior disorders</subject><subject>Behavior Patterns</subject><subject>Behavior Problems</subject><subject>Behavioral assessment</subject><subject>Classrooms</subject><subject>Comparative Analysis</subject><subject>Differences</subject><subject>Education</subject><subject>Evaluation Utilization</subject><subject>Functional Behavioral Assessment</subject><subject>Intervention</subject><subject>Interviews</subject><subject>Methods</subject><subject>Observation</subject><subject>Practice</subject><subject>Psychologists</subject><subject>Rating Scales</subject><subject>School Psychologists</subject><subject>Severity (of Disability)</subject><subject>Social Desirability</subject><subject>Special Education Teachers</subject><subject>Student 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| subjects | Applied Behavior Analysis Attitudes Behavior disorders Behavior Patterns Behavior Problems Behavioral assessment Classrooms Comparative Analysis Differences Education Evaluation Utilization Functional Behavioral Assessment Intervention Interviews Methods Observation Practice Psychologists Rating Scales School Psychologists Severity (of Disability) Social Desirability Special Education Teachers Student Behavior Studies Surveys Teachers Time Validity Violations |
| title | Acceptability of Functional Behavioral Assessment Procedures to Special Educators and School Psychologists |
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