Keywords

functional assessment, professional development, prekindergarten, paraprofessional, preschool teacher, behavior, behavior analysis, challenging behavior, positive behavior supports, behavioral intervention, video data collection

Abstract

The purpose of this study was to examine the effects of teaching functional assessment skills to three Prekindergarten teachers and their teaching assistants. The effects were measured by examining the behavior of the teachers and assistants, as well as the behaviors of the students; before, during and after the delivery of three, two-hour functional assessment classes. The teaching staff videotaped themselves and their students during a regular class time, predetermined by the researcher and each teacher prior to the onset of baseline data collection, over an approximate nine-week period. The video was taken in twelve-minute segments every day. Later, the video was coded for specific behaviors. Although there were gains in appropriate intervention strategies from teachers and assistants during the intervention phase, the interventions generally peaked a week or two after the classes ended and gradually declined. Teacher skills were retained however, as most ratios of appropriate interventions maintained at higher rates than baseline. Relationships between student behavior and correct teacher interventions were established and maintained. The intervention resulted in changes in staff behavior, but results did not sustain at high levels over time. The realization that escape maintained some student behavior, and teaching skills to "test" for function, were likely the most important concepts for many of the participants. Further research should include adding a behavior coach to assist in shaping the teaching staffs' emerging skills and to provide a sounding board when developing specific student interventions.

Notes

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Graduation Date

2008

Advisor

Cross, Lee

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Child, Family and Community Sciences

Degree Program

Education

Format

application/pdf

Identifier

CFE0002088

URL

http://purl.fcla.edu/fcla/etd/CFE0002088

Language

English

Release Date

June 2008

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Included in

Education Commons

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