DISTANCE TRAINING IN FUNCTION‐BASED INTERVENTIONS TO DECREASE STUDENT PROBLEM BEHAVIOR: SUMMARY OF 74 CASES FROM A UNIVERSITY COURSE

Anna‐Lind Pétursdóttir

doi:10.1002/pits.21998

Abstract

In this study, 188 master‐level students received training through a distance education course to conduct functional behavioral assessments (FBAs) and behavior support plans with 68 boys and six girls (aged 3–20 years) displaying persistent behavior problems in inclusive preschools, elementary, and secondary schools. In the course, master‐level students’ scores on an FBA knowledge test increased from 13.2% to 68.8% correct. Changes in pupils’ target behaviors were evaluated with a total of 114 AB single‐subject designs and combined data with one‐group pretest–posttest designs. Comparing medians of means, disruptive behaviors decreased by 77.8% and aggressive behaviors by 88.7%, whereas task engagement increased by 91.5% after intervention. Nonparametric Wilcoxon signed‐ranks tests for related samples showed that changes were statistically significant for all groups with sufficient sample sizes. Adjusted effect sizes ranged from d = .5 to 1.6. Results indicate that positive changes in student behavior problems can be attained with function‐based interventions conducted by teams trained through a distance education course.

Highlights

In this study, 188 master-level students received training through a distance education course to conduct functional behavioral assessments (FBAs) and behavior support plans with 68 boys and 6 girls displaying persistent behavior problems in inclusive preschools, elementary and secondary schools
After lectures, reading and practice in conducting FBAs and planning intervention, knowledge increased to an average of 68.8% correct
Tests on FBA and BSP knowledge showed a distinct increase after graduate students participated in the course

Summary

Introduction

188 master-level students received training through a distance education course to conduct functional behavioral assessments (FBAs) and behavior support plans with 68 boys and 6 girls (aged 3-20 years) displaying persistent behavior problems in inclusive preschools, elementary and secondary schools. Function-based interventions have been found to effectively decrease behavior problems and/or increase task engagement of students in general education environments at different school-levels: preschool (Blair, Fox, & Lentini, 2010; Blair, Umbreit, Dunlap, & Jung, 2007; Wood, Ferro, Umbreit, & Liaupsin, 2011), elementary school (Gage et al, 2012; Lane, Umbreit, & Beebe-Frankenberger, 1999; O’Neill & Stephenson, 2009; Petursdottir, 2011; Reid & Nelson, 2002) and high-school (Lane, Kalberg, & Shepcaro, 2009; Majeika et al, 2011; Whitford, Liaupsin, Umbreit, & Ferro, 2013). Function-based interventions can reduce the need for segregated placements and serve as useful tools for inclusion (Benazzi, Horner, & Good, 2006)

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