Preliminary Outcomes from a Group-Based Teacher Training of Trial-Based Functional Analysis
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| Title: | Preliminary Outcomes from a Group-Based Teacher Training of Trial-Based Functional Analysis |
|---|---|
| Language: | English |
| Authors: | Evelyn Lantz, Thomas J. Gross (ORCID |
| Source: | Assessment for Effective Intervention. 2026 51(3):123-130. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 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: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cooperative Learning, Preservice Teacher Education, Preservice Teachers, Professional Development, Functional Behavioral Assessment, Student Behavior, Undergraduate Students, Graduate Students, Special Education Teachers, Conferences (Gatherings), Workshops, Outcomes of Education, Training Methods |
| DOI: | 10.1177/15345084261427688 |
| ISSN: | 1534-5084 1938-7458 |
| Abstract: | Behavior needs in the classroom are a persistent problem for teachers. Teachers often need additional training to determine behavioral function so they can effectively promote student behavioral success. Trial-based functional analysis (TBFA) is a brief method for determining the function of a behavior, which aligns better with typical classroom routines. There is evidence that individual and small group trainings help teachers acquire TBFA implementation skills. However, large group training paradigms and outcomes have limited research. This study assessed the level of performance on outcomes from two separate, successive large group trainings on TBFA. Training 1 included 11 undergraduate and graduate students from a regional U.S. university. Training 2 included 18 in-service special education teachers who attended a conference workshop. Post-test assessments indicated generally accurate knowledge of TBFA procedures across trainings (range = 83%-100%). Descriptive comparisons between participants in Training 1 and Training 2 suggested similar levels of TBFA knowledge. However, adjustments were made based on the setting and participants that impacted outcomes. While large group training for TBFA is promising, more research is needed to improve delivery and apply it within schools. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505511 |
| Database: | ERIC |
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