Distance Training In Function-Based Interventions To Decrease Student Problem Behavior: Summary Of 74 Cases From A University Course

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 6 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% while 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 = 0.5 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.