Abstract
The purpose of this research was to evaluate the effects of two trainings designed to increase the competencies of professionals to develop high quality positive behavior support plans for students that engage in problem behaviors that interfere with theirs and/or others' ability to learn. Training one consisted of training aendees on six key concepts of behavior analysis, and team functioning, that are supported by the research as best practice for effective behavior change. Training two concentrated on training aendees how to evaluate and rate the quality of PBS plans using an evidence-based rating instrument. Results of the professional trainings revealed that participants were nearly four times more likely to develop PBS plans that were rated as good or superior aer receiving training on how to evaluate and rate the quality of PBS plans than receiving training on the six key concepts alone. The implications for professional pre- and in-service training to enhance the skills of educators in developing PBS plans based on functional behavioral assessments are discussed.
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