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Dissertation Information
Title: Balancing Efficacy And Efficiency In Functional Behavior Assessment And Behavior Intervention Plan Educator Professional Development
Program: Doctor of Education in Curriculum and Instruction
Advisor: Dr. Deb Carter, College of Education
Committee Members: Dr. Patricia Hampshire, Teacher Education and Leadership (Co-Chair) and Dr. Keith Thiede, Curriculum, Instruction, and Foundational Studies
Abstract
Reviews of functional behavior assessments (FBAs) and behavior intervention plans (BIPs) in school districts indicate a lack of technical adequacy. While pre-service preparation programs lay the groundwork for a basic understanding of the FBA and BIP process, in-service training needs to provide professional development to support fluency in technical adequacy. Providing professional development that is both effective and efficient is key to supporting student outcomes and educators’ intent to remain in the field. This study investigates the balance between efficiency and efficacy of a virtual professional development opportunity supporting technical adequacy of FBAs and BIPs for educators. A pretest-posttest quasi-experimental design was utilized. Results suggest an increase in technical adequacy scores while positive participant feedback suggests acceptability and efficiency. Further results, limitations, and future directions are explored and discussed.