Article
Factors influencing satisfaction among teacher candidates and cooperating teachers in conducting a functional behavior assessment
Teaching and Teacher Education
(2017)
Abstract
Functional behavior assessments (FBAs) and Behavior Intervention Plans (BIPs) support learners with behavior problems, but it is unclear which factors enhance FBA/BIP development. University students (n = 81) in a behavior course and their field-based cooperating teacher (CT; n = 35) responded to a survey. Only 12% of CTs were highly satisfied, and a low percentage of students were highly satisfied with FBA or BIP development (26% and 21%, respectively). Variables correlating with CT satisfaction (R2 = 0.966) and student satisfaction (R2 = 0.952 and 0.963, respectively) and implications for FBA/BIP development, field placements, and university–school partnerships are discussed.
Keywords
- At-risk schools/students,
- Field experiences,
- Functional behavior assessment,
- Partnerships,
- Positive behavior supports,
- Teacher candidates,
- Pre-service training
Disciplines
Publication Date
January 11, 2017
DOI
10.1016/j.tate.2017.08.013
Citation Information
Nicole Megan Edwards and Joy Xin. "Factors influencing satisfaction among teacher candidates and cooperating teachers in conducting a functional behavior assessment" Teaching and Teacher Education Vol. 68 (2017) p. 161 - 169 Available at: http://works.bepress.com/nicole-edwards/2/