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

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


Titill: Distance Training In Function-Based Interventions To Decrease Student Problem Behavior: Summary Of 74 Cases From A University Course
Höfundur: Petursdottir, Anna-Lind   orcid.org/0000-0002-3812-8881
Útgáfa: 2017-02-12
Tungumál: Enska
Umfang: 213-227
Háskóli/Stofnun: Háskóli Íslands
University of Iceland
Svið: Menntavísindasvið (HÍ)
School of Education (UI)
Birtist í: Psychology in the Schools;54(3)
ISSN: 0033-3085
1520-6807 (eISSN)
DOI: 10.1002/pits.21998
Efnisorð: Education; Developmental and Educational Psychology; Fjarkennsla; Distance Education; Háskólanemar; Hegðunarvandamál; Behavior problems; Functional behavioral assessment; Inclusion
URI: https://hdl.handle.net/20.500.11815/799

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Tilvitnun:

Pétursdóttir, A. (2017), Distance Training In Function-Based Interventions To Decrease Student Problem Behavior: Summary Of 74 Cases From A University Course. Psychol. Schs., 54: 213-227. doi:10.1002/pits.21998

Útdráttur:

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.

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