View in EDS

Blending Practice-Based Professional Development with Mixed-Reality Simulation: Improving School Psychologists' Perceptions and Knowledge of FBA-Based Interventions

Saved in:
Bibliographic Details
Title: Blending Practice-Based Professional Development with Mixed-Reality Simulation: Improving School Psychologists' Perceptions and Knowledge of FBA-Based Interventions
Language: English
Authors: Catherine A. Griffith (ORCID 0000-0001-8701-7726), Shanna E. Hirsch (ORCID 0000-0003-3044-9338), Georgia McKown (ORCID 0000-0002-9920-3144), Nicholas Paxton (ORCID 0009-0000-4868-1077)
Source: Journal of Special Education Technology. 2026 41(2):252-266.
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: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: School Psychologists, Functional Behavioral Assessment, Knowledge Level, Attitudes, Intervention, Computer Simulation, Professional Development, Program Development, Program Implementation, Program Evaluation, Self Efficacy, Value Judgment, Artificial Intelligence, Program Effectiveness
DOI: 10.1177/01626434251379808
ISSN: 0162-6434
2381-3121
Abstract: Mixed-reality simulation (MRS) offers professional development providers with the option of enhancing practice-based professional development (PBPD) with realistic opportunities to practice a skill. Blending PBPD and MRS not only moves away from traditional lectures, but it focuses on supportive, low-stakes, and intentional practice opportunities. In this study, we used one group pretest-posttest study design and qualitative thematic analyses to examine the extent to which a PBPD and MRS was effective in teaching 24 school psychologists how to design, implement, and evaluate functional behavior assessments (FBA) and behavior intervention plans (BIP). We found participants' perceived knowledge, confidence, usefulness, and actual knowledge of FBA-BIP practices significantly increased. Additionally, participants provided positive ratings of PBPD and MRS on social validity measures, and several themes on MRS strengths, benefits, and drawbacks were identified.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501897
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1501897
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Blending Practice-Based Professional Development with Mixed-Reality Simulation: Improving School Psychologists' Perceptions and Knowledge of FBA-Based Interventions
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Catherine+A%2E+Griffith%22">Catherine A. Griffith</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8701-7726">0000-0001-8701-7726</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shanna+E%2E+Hirsch%22">Shanna E. Hirsch</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3044-9338">0000-0003-3044-9338</externalLink>)<br /><searchLink fieldCode="AR" term="%22Georgia+McKown%22">Georgia McKown</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9920-3144">0000-0002-9920-3144</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicholas+Paxton%22">Nicholas Paxton</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-4868-1077">0009-0000-4868-1077</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Technology%22"><i>Journal of Special Education Technology</i></searchLink>. 2026 41(2):252-266.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+Psychologists%22">School Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+Behavioral+Assessment%22">Functional Behavioral Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Judgment%22">Value Judgment</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/01626434251379808
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0162-6434<br />2381-3121
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Mixed-reality simulation (MRS) offers professional development providers with the option of enhancing practice-based professional development (PBPD) with realistic opportunities to practice a skill. Blending PBPD and MRS not only moves away from traditional lectures, but it focuses on supportive, low-stakes, and intentional practice opportunities. In this study, we used one group pretest-posttest study design and qualitative thematic analyses to examine the extent to which a PBPD and MRS was effective in teaching 24 school psychologists how to design, implement, and evaluate functional behavior assessments (FBA) and behavior intervention plans (BIP). We found participants' perceived knowledge, confidence, usefulness, and actual knowledge of FBA-BIP practices significantly increased. Additionally, participants provided positive ratings of PBPD and MRS on social validity measures, and several themes on MRS strengths, benefits, and drawbacks were identified.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1501897
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1501897
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/01626434251379808
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 252
    Subjects:
      – SubjectFull: School Psychologists
        Type: general
      – SubjectFull: Functional Behavioral Assessment
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Attitudes
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Program Development
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Value Judgment
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
    Titles:
      – TitleFull: Blending Practice-Based Professional Development with Mixed-Reality Simulation: Improving School Psychologists' Perceptions and Knowledge of FBA-Based Interventions
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Catherine A. Griffith
      – PersonEntity:
          Name:
            NameFull: Shanna E. Hirsch
      – PersonEntity:
          Name:
            NameFull: Georgia McKown
      – PersonEntity:
          Name:
            NameFull: Nicholas Paxton
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0162-6434
            – Type: issn-electronic
              Value: 2381-3121
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Special Education Technology
              Type: main
ResultId 1