Effectiveness of In-Service Teacher Training Using On-Demand Lectures and Participant Group Work on Implementing the Functional Behavior Assessment

Abstract

In this study, four in-service teachers conducted functional assessments and developed behavior support plans, replicating Ohkubo et al. (2015) and further examining whether the behavior support plans that were developed by the participants effectively addressed the actual behavior problems their students exhibited. The results of this study showed that a procedure in which participants proceeded independently without the researcher’s direct intervention was similarly effective to the outcomes of previous studies in conducting functional assessments and developing behavior support plans for fictional cases. However, the effects on the students’ behavior problems exhibited by the students were partial, and issues remained to be addressed. The potential social validity of the study was generally highly evaluated. Finally, the contributions and limitations of this study and recommendations for future research are discussed.