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Educators' Perceptions of Professional Development on the Functional Behavioral Assessment Process.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Educators' Perceptions of Professional Development on the Functional Behavioral Assessment Process./
Author:	Capen, Mary Katherine.
Description:	1 online resource (248 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355817423

Educators' Perceptions of Professional Development on the Functional Behavioral Assessment Process.
Capen, Mary Katherine.

Educators' Perceptions of Professional Development on the Functional Behavioral Assessment Process. - 1 online resource (248 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

Includes bibliographical references

This qualitative semi-structured open-ended protocol research study provided information on middle school general educators' perceptions of barriers impeding completion of training on the FBA/PBIP, and the methods they perceived that could remove the barriers from the perspective of general educators as self-directed adult learners. The introduction of No Child Left Behind (2001) and the Individuals with Disabilities Education Act (2004) of students with disabilities to receive their education in general education classrooms led to an increase in students with social-emotional behavioral disorders in the general education setting. The Functional Behavior Assessment and the Positive Behavior Intervention Plan are required by 31 states to be implemented to address student behaviors when a student is qualified for services through the Exceptional Children's Department. However, general educators have been struggling because many general educators have not completed training on the FBA/PBIP. To explore the phenomena a qualitative study that included individual interviews with six middle school general educators and a focus group discussion with five middle school general educators was held. The site location was a Title I school in North Carolina that served students living in rural and urban environments. Data was uploaded into NVivoRTM qualitative software. The responses from the participants led to the identification of the following themes as barriers to training on the FBA/PBIP; the lack of understanding a general educator's role in the FBA/PBIP process, the absence of professional development provided on the FBA/PBIP, fractured communication, the unavailability of time for training, and funding not allotted by school or district administrators to pay for training related expenses. The absence of professional development on the FBA/PBIP affected the participants' responses to other questions throughout the study and opened the door for a discussion on adults as self-directed learners.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355817423Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Educators' Perceptions of Professional Development on the Functional Behavioral Assessment Process.
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504 $a Includes bibliographical references
520 $a This qualitative semi-structured open-ended protocol research study provided information on middle school general educators' perceptions of barriers impeding completion of training on the FBA/PBIP, and the methods they perceived that could remove the barriers from the perspective of general educators as self-directed adult learners. The introduction of No Child Left Behind (2001) and the Individuals with Disabilities Education Act (2004) of students with disabilities to receive their education in general education classrooms led to an increase in students with social-emotional behavioral disorders in the general education setting. The Functional Behavior Assessment and the Positive Behavior Intervention Plan are required by 31 states to be implemented to address student behaviors when a student is qualified for services through the Exceptional Children's Department. However, general educators have been struggling because many general educators have not completed training on the FBA/PBIP. To explore the phenomena a qualitative study that included individual interviews with six middle school general educators and a focus group discussion with five middle school general educators was held. The site location was a Title I school in North Carolina that served students living in rural and urban environments. Data was uploaded into NVivoRTM qualitative software. The responses from the participants led to the identification of the following themes as barriers to training on the FBA/PBIP; the lack of understanding a general educator's role in the FBA/PBIP process, the absence of professional development provided on the FBA/PBIP, fractured communication, the unavailability of time for training, and funding not allotted by school or district administrators to pay for training related expenses. The absence of professional development on the FBA/PBIP affected the participants' responses to other questions throughout the study and opened the door for a discussion on adults as self-directed learners.
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650 4 $a Adult education. $3 555548
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