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Knowledge and perception of functional behavioral assessment among preschool teachers and early interventionists.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Knowledge and perception of functional behavioral assessment among preschool teachers and early interventionists./
Author:	Martin, Kendra B.
Description:	1 online resource (56 pages)
Notes:	Source: Masters Abstracts International, Volume: 78-08.
Contained By:	Masters Abstracts International78-08.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369446180

Knowledge and perception of functional behavioral assessment among preschool teachers and early interventionists.
Martin, Kendra B.

Knowledge and perception of functional behavioral assessment among preschool teachers and early interventionists. - 1 online resource (56 pages)

Source: Masters Abstracts International, Volume: 78-08.

Thesis (M.A.)--Middle Tennessee State University, 2016.

Includes bibliographical references

This study examined the knowledge, perceptions, and self-efficacy of preschool teachers and early interventionists regarding functional behavioral assessments (FBAs). Twenty preschool teachers and 11 early interventionists from middle Tennessee completed an online or hard copy survey. Results found that both preschool teachers and early interventionists accurately responded to only about half of the items assessing knowledge of FBAs, with no significant differences between the two groups for knowledge, perception of FBA effectiveness, or self-efficacy for the FBA process. Results also indicated no significant relationship between knowledge of FBAs and self-efficacy of conducting FBAs. Results, however, did indicate a significant positive relationship between perceptions of FBAs and self-efficacy of conducting FBAs. These findings suggest that both preschool teachers and early interventionists may benefit from additional training in the FBA process due to their limited knowledge of FBAs and the lack of connection to their perceptions and self-efficacy of the FBA process.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781369446180Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Early interventionistsIndex Terms--Genre/Form:

554714
Electronic books.

Knowledge and perception of functional behavioral assessment among preschool teachers and early interventionists.
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520 $a This study examined the knowledge, perceptions, and self-efficacy of preschool teachers and early interventionists regarding functional behavioral assessments (FBAs). Twenty preschool teachers and 11 early interventionists from middle Tennessee completed an online or hard copy survey. Results found that both preschool teachers and early interventionists accurately responded to only about half of the items assessing knowledge of FBAs, with no significant differences between the two groups for knowledge, perception of FBA effectiveness, or self-efficacy for the FBA process. Results also indicated no significant relationship between knowledge of FBAs and self-efficacy of conducting FBAs. Results, however, did indicate a significant positive relationship between perceptions of FBAs and self-efficacy of conducting FBAs. These findings suggest that both preschool teachers and early interventionists may benefit from additional training in the FBA process due to their limited knowledge of FBAs and the lack of connection to their perceptions and self-efficacy of the FBA process.
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