Publication Date

12-2024

Date of Final Oral Examination (Defense)

10-2-2024

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Patricia Hampshire, Ph.D.

Supervisory Committee Co-Chair

Deb Carter, Ph.D.

Supervisory Committee Member

Keith Thiede, Ph.D.

Abstract

Reviews of functional behavior assessments (FBAs) and behavior intervention plans (BIPs) in schools indicate a lack of technical adequacy. Special educators and related service providers are some of the school personnel that complete FBAs and BIPs. While pre-service preparation programs lay the groundwork for a basic understanding of the FBA and BIP process, in-service training needs to provide professional development to support fluency in technical adequacy. Providing professional development that is both effective and efficient is key to supporting student outcomes and educators’ intent to remain in the field. This study investigates the effect of a virtual professional development intervention, delivered using a behavior skills training framework, on the skills and behaviors necessary to complete technically adequate FBAs and BIPs. A pretest posttest quasi experimental design was utilized to measure technical adequacy skills and behaviors. Qualitative methods were used to collect data regarding efficiency of intervention, acceptability, and social significance. Results suggest an increase in skills and behaviors related to technical adequacy, within the context of a meaningful and efficient professional development intervention.

DOI

https://doi.org/10.18122/td.2289.boisestate

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