A Systematic Review of General Educator Training With Functional Behavior Assessments

Bibliographic Data

ID14985253
AuthorsMark D Samudre (0000-0003-1928-2231, University of South Carolina, Columbia, USA), Kera B Ackerman (University of Kentucky, Lexington, USA), R Allan Allday (0000-0003-2311-5620, University of Kentucky, Lexington, USA)
Year2020
Volume31
Issue1
Pages3-14
Publication date2020-06-01
Open AccessYes
TypeARTICLE
VenueJournal of Disability Policy Studies (JOURNAL)
Journal identifiersISSN: 1044-2073 • E-ISSN: 1538-4802
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/1044207319869938
LanguageEN
Citations received1
References cited42

Functional behavior assessment is a process that should have precedence in addressing behaviors that impact a student’s learning or the learning of others. A rigorous, comprehensive, and beneficial functional behavior assessment requires involvement from multiple school personnel who may have frequent contact with the student, such as general educators. However, general educators are often not trained to participate in the process. This review of the literature was conducted to identify training practices that have been used with general educators to conduct elements of a functional behavior assessment or implement interventions linked to findings from the assessment. The methodological rigor and evidence of effectiveness of studies that met inclusion criteria were evaluated using What Works Clearinghouse guidelines. Commonalities between training practices are provided. The number of studies that met criteria to be included in this review is limited and presents variable findings, but should draw attention to the need for empirically supported training packages aimed at preparing general educators to participate in the process. Doing so can help promote a school’s legal and humanistic obligation to meeting the unique needs of students who engage in problematic behavior

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