Efficacy and Social Validity of Teaching Special Educators in China to Implement Trial-Based Functional Analysis: A Multiple Probe across Participants Design Study
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| Title: | Efficacy and Social Validity of Teaching Special Educators in China to Implement Trial-Based Functional Analysis: A Multiple Probe across Participants Design Study |
|---|---|
| Language: | English |
| Authors: | Zhe An (ORCID |
| Source: | Teacher Education and Special Education. 2025 48(4):311-329. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Special Education Teachers, Teacher Educators, Teacher Educator Education, Functional Behavioral Assessment, Intervention, Instructional Effectiveness, Teaching Methods, Program Implementation |
| Geographic Terms: | China |
| DOI: | 10.1177/08884064251388600 |
| ISSN: | 0888-4064 1944-4931 |
| Abstract: | The purpose of this study was to assess the efficacy and social validity of a training and coaching intervention for Chinese special education teachers implementing trial-based functional analysis (TBFA). Four lead teachers from a special education elementary school in China participated. A multiple-probe across participants design was used to evaluate the functional relationship between the intervention and the accuracy of TBFA implementation for three teachers. Results demonstrated a functional relationship across these three participants, indicating that the intervention was effective in teaching TBFA implementation. Maintenance was assessed 1 week after the TBFA assessments, and generalization was evaluated in multiple ways, including one of the three main participants teaching a fourth teacher to conduct TBFA. Findings showed that all three primary participants maintained and generalized the skills taught. In-depth qualitative and quantitative social validity data were collected before, during, and after the intervention. The data suggested that all teachers were satisfied with the intervention and showed increased confidence in implementing the TBFA. Nevertheless, they reported feeling stressed when conducting TBFA in real classrooms. Implications for future research and practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492586 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to assess the efficacy and social validity of a training and coaching intervention for Chinese special education teachers implementing trial-based functional analysis (TBFA). Four lead teachers from a special education elementary school in China participated. A multiple-probe across participants design was used to evaluate the functional relationship between the intervention and the accuracy of TBFA implementation for three teachers. Results demonstrated a functional relationship across these three participants, indicating that the intervention was effective in teaching TBFA implementation. Maintenance was assessed 1 week after the TBFA assessments, and generalization was evaluated in multiple ways, including one of the three main participants teaching a fourth teacher to conduct TBFA. Findings showed that all three primary participants maintained and generalized the skills taught. In-depth qualitative and quantitative social validity data were collected before, during, and after the intervention. The data suggested that all teachers were satisfied with the intervention and showed increased confidence in implementing the TBFA. Nevertheless, they reported feeling stressed when conducting TBFA in real classrooms. Implications for future research and practice are discussed. |
|---|---|
| ISSN: | 0888-4064 1944-4931 |
| DOI: | 10.1177/08884064251388600 |
