Improving Preservice Teachers’ Knowledge and Application of Functional Behavioral Assessments Using Multimedia

Abstract

Functional behavioral assessment (FBA) is an empirically supported intervention associated with decreasing problem behavior and increasing appropriate behavior. To date, few studies have examined multimedia approaches to FBA training. This paper provides the outcomes of a randomized controlled trial across three university sites and evaluates whether preservice teachers can learn the core features of the FBA process through short multimedia vignettes compared to a traditional method (i.e., in-person lecture with PowerPoint). Based on our previous research, we hypothesized that the multimedia group (n = 97) would outperform the traditional method group (n = 102). Results indicated statistically significant differences in FBA knowledge favoring the students who participated in the multimedia condition, F(1, 198) = 9.61, p = .002, d = 0.45. Findings are discussed along with implications for practice and subsequent research.

Evaluating the Effect of Embedded Responses in Multimedia-Based Instruction With Preservice Teachers

“…We reviewed Hirsch et al (2015) to compare the participant scores. The Hirsch et al (2015) measure included 26 items whereas ours included 25. Due to a large percentage of participants missing one item, we elected to calculate the percentage of correct answers out of the total number of questions the participant answered.…”

“…However, to date, studies have yet to examine the effects of specific components, such as the segmenting principle with active embedded questions. Thus, this study aims to extend previous studies (e.g., Hirsch et al, 2015;Kennedy et al, 2016) by isolating the effects of a specific, theory-driven component of the CAP-T that aligns with calls to conduct studies as a method to better understand the features of an intervention (Coyne et al, 2016;Therrien et al, 2016).…”

“…Research to date on the use of CAP-Ts with preservice teachers has shown CAP-Ts as an effective tool to promote knowledge of a topic related to teaching students with disabilities (e.g., Hirsch et al, 2015; Kennedy et al, 2011, 2015). In 2014, CAP-Ts were designated as an evidence-based practice for improving preservice teachers’ knowledge and learning (Dieker et al, 2014).…”

“…In 2014, CAP-Ts were designated as an evidence-based practice for improving preservice teachers’ knowledge and learning (Dieker et al, 2014). To date, there are 15 published CAP-T randomized controlled trials with significant effects aimed at improving preservice teachers’ knowledge about topics such as phonological awareness (Kennedy et al, 2013), curriculum-based measures (Kennedy et al, 2015), vocabulary instruction (Peeples et al, 2018), positive behavior supports (Kennedy et al, 2011), and FBAs (Hirsch et al, 2015; Kennedy et al, 2016). Kennedy et al (2016) served as a pilot study for the current research.…”

“…In a replication, Hirsch et al (2015) tested the efficacy of CAP-Ts to teach key concepts of the FBA process to preservice teachers across three universities. The procedures were the same as Kennedy et al (2016); however, modifications to CAP-Ts were made based on expert feedback.…”