| Autor: |
Common, Eric Alan, Lane, Kathleen Lynne, Oakes, Wendy Peia, Schellman, Liane E., Shogren, Karrie, Germer, Kathryn A., Quell, Ashley E., Lane, Nathan Allen |
| Zdroj: |
Behavioral Disorders; November 2022, Vol. 48 Issue: 1 p44-61, 18p |
| Abstrakt: |
In this replication and extension study, we examined the effects of educators’ participation in practice-based professional learning (PBPL) to design, implement, and evaluate functional assessment-based interventions (FABIs). We randomly assigned school-site teams (k= 69; N= 342) to cohorts trained by either university or state technical assistance providers. In a randomized cluster design, we replicated and extended previous research by examining procedural integrity, participant learning outcomes, completion and quality levels of PBPL-FABI activities, and student outcomes. Results provide (a) additional evidence to support PBPL-FABI in improving school-site teams’ knowledge, confidence, and use and (b) initial evidence for its scalability, as evidenced by state technical assistance providers’ high implementation levels comparable with university trainers. We conclude with a discussion regarding PBPL-FABI and considerations for future research. |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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