A Systematic Review of General Educator Training With Functional Behavior Assessments

Abstract

Functional behavior assessment is a process that should have precedence in addressing behaviors that impact a student’s learning or the learning of others. A rigorous, comprehensive, and beneficial functional behavior assessment requires involvement from multiple school personnel who may have frequent contact with the student, such as general educators. However, general educators are often not trained to participate in the process. This review of the literature was conducted to identify training practices that have been used with general educators to conduct elements of a functional behavior assessment or implement interventions linked to findings from the assessment. The methodological rigor and evidence of effectiveness of studies that met inclusion criteria were evaluated using What Works Clearinghouse guidelines. Commonalities between training practices are provided. The number of studies that met criteria to be included in this review is limited and presents variable findings, but should draw attention to the need for empirically supported training packages aimed at preparing general educators to participate in the process. Doing so can help promote a school’s legal and humanistic obligation to meeting the unique needs of students who engage in problematic behavior.

Functional Communication Training in Inclusive School Settings for Students With Intellectual and Developmental Disabilities: A Literature Review

“…In fact, Lory and colleagues (2020) found that the role of the interventionist moderated student outcomes, with behavior change significantly greater when natural school interventionists (e.g., teachers, paraprofessionals) implemented behavioral interventions in inclusive settings. Together, these findings highlight the importance of providing general education team members, particularly general education teachers and paraprofessionals, adequate training to implement function-based interventions (Samudre et al, 2020;Walker et al, 2021).…”

How Do Teachers, Trained in Techniques of Functional Behavior Assessment, Use Their Knowledge and Skills in the Classroom? A Follow-up Study

“…What is not clear is if once trained in FBA and function-based behavior intervention techniques teachers use those skills in the school after the training activities and support has ceased. Samudre et al (2020), in their review of research on FBA training for general educators, found those studies they reviewed did not include follow-up information with the participants when researchers were no longer providing support. Strickland-Cohen et al (2016) included a followup phase when implementing a training package to teach 36 educators to conduct FBA and create behavior support plans.…”