Results of Practice-Based Professional Development for Supporting Special Educators in Learning How to Design Functional Assessment–Based Interventions

Hirsch, Shanna E.; Randall, Kristina N.; Common, Eric Alan; Lane, Kathleen Lynne

doi:10.1177/0888406419876926

Cited by 9 publications

(3 citation statements)

References 31 publications

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“…Despite the low levels at baseline, after the PLD, several variables increased significantly, including teacher's perceived knowledge, confidence, and usefulness related classroom behavior support practices. Although we are unable to make a causal inference between the PLD and improvement in scores, these results are similar to other PLD studies (e.g., Hirsch et al, 2020;Lane et al, 2015). In our study, there were significant differences between participants' perceived knowledge, confidence, usefulness, and actual knowledge scores before and after the PLD (see Table 2).…”

Section: Discussionsupporting

confidence: 82%

Professional Learning and Development for Special Educators Serving Students With Emotional and Behavioral Disorders in Self-Contained Settings

Hirsch

Griffith

Chow

et al. 2022

Behavioral Disorders

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The primary aim of professional learning and development (PLD) is to create a meaningful experience to build educator knowledge and practice that can positively affect student behavior. Yet few studies evaluate the role of PLD with special educators who work with students with emotional and behavioral disorders in self-contained settings. The results of the study indicate that the 4-day PLD in the summer significantly increased the special educators’ perceived knowledge, confidence, and usefulness of classroom behavior support practices. Data from follow-up observations confirmed the high rate of practices implemented. We conclude with a discussion of the limitations and suggestions for researchers and practitioners.

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Section: Discussionsupporting

confidence: 82%

Professional Learning and Development for Special Educators Serving Students With Emotional and Behavioral Disorders in Self-Contained Settings

Hirsch

Griffith

Chow

et al. 2022

Behavioral Disorders

Self Cite

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“…With the challenges that teachers report regarding their ability to teach writing, providing professional development on writing instruction is an important next step to solve this gap in teacher training. According to the evidence base, there are five key features of effective professional development [7,10]. First, professional development must have a content focus.…”

Section: Professional Development and Instructional Coachingmentioning

confidence: 99%

“…Fourth, it is critical that professional development be ongoing throughout the school year. Fifth, professional development should include collaboration, where teachers interact with one another and participate in professional development activities together [10,11].…”

Section: Professional Development and Instructional Coachingmentioning

confidence: 99%

Online PBPD and Coaching for Teaching SRSD Argumentative Writing in Middle School Classrooms

Ray,

Mason,

Connor

et al. 2024

Education Sciences

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Teachers report a need for professional development in order to feel more confident and be more effective in providing writing instruction and intensive intervention to support middle school students. This study investigates the impacts of online practice-based professional development (PBPD) and coaching for self-regulated strategy development (SRSD) argumentative writing instruction on teachers’ implementation of the instruction. Using a pre-test–post-test design, the study also examined the effects of the SRSD instruction on students’ argumentative writing from source texts. Five middle school teachers from three regions across the United States participated in the PBPD and implemented SRSD with 55 middle school students with high-incidence disabilities or below-proficient writing skills. Following PBPD, teachers implemented the SRSD argumentative writing instruction with high adherence to dosage, fidelity of implementation, and quality. Student writing was scored for argumentative genre elements, holistic quality, total words written, and transition words. Results demonstrate that students improved on all measures. In addition, students reported feeling confident in their argumentative writing abilities. Teachers and students reported high social validity for the intervention. The benefits found in this research study provide a strong foundation supporting the application of comprehensive online PBPD with follow-up coaching to support teacher implementation of SRSD.

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Applying behavioral analytic consultation to schools to assess and treat a student's elopement

Lill

Bassingthwaite

Cox

2021

Psychology in the Schools

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A team of behavioral consultants applied the Behavioral Analytic Consultation to Schools model while working with educators in a public school setting to evaluate and treat elopement behavior of an 11-year-old student with autism spectrum disorder. Assessment conducted by the consultants included interviews, descriptive analysis, preference assessment, trial-based functional analysis of elopement, and a reinforcer analysis conducted using an alternating treatment design. An acceptable behavior intervention was developed in consultation with educational staff and family. Consultants trained educational staff on procedures to implement the intervention and data collection. When intervention components were implemented as designed, the student's elopement in the classroom and out of the school building decreased. This study is an example of a successful application of the Behavioral Analytic Consultation to Schools model where consultants take primary responsibility for the evaluation, and collaborate with educational team members and family members to apply what was learned from the assessment to a successful intervention. The results of this application of the model provide continued support for evaluating the use of the model to improve outcomes for students engaging in severe behavior in public school settings.

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Results of Practice-Based Professional Development for Supporting Special Educators in Learning How to Design Functional Assessment–Based Interventions

Cited by 9 publications

References 31 publications

Professional Learning and Development for Special Educators Serving Students With Emotional and Behavioral Disorders in Self-Contained Settings

Professional Learning and Development for Special Educators Serving Students With Emotional and Behavioral Disorders in Self-Contained Settings

Online PBPD and Coaching for Teaching SRSD Argumentative Writing in Middle School Classrooms

Applying behavioral analytic consultation to schools to assess and treat a student's elopement

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