2026-09-24T21:17:37Zhttps://shareok.org/server/oai/request

oai:shareok.org:11244/3210572020-05-21T17:20:42Zcom_11244_1col_11244_10476

DeBacker, Teresa Almutlaq, Hajar Williams Diehm, Kendra Baghdayan, Annie Hong, Ji Miller, Christina 2019-07-29T20:41:53Z 2019-07-29T20:41:53Z 2019-08-01 2019-07-17 https://hdl.handle.net/11244/321057 Problem behaviors are common in students with disabilities, especially students with autism spectrum disorder (ASD). Interventions for problem behaviors are more likely to be effective when they are based on the outcomes of a functional behavioral assessment (FBA). Research suggests that educators may not have the requisite levels of expertise or support to develop an accurate functional behavioral assessment. Studies have also found that behavior skills training (BST) is an effective strategy to deliver professional training. The current study examined the effects of using BST to train five Saudi educators in developing accurate FBA reports for students with autism spectrum disorder. Results indicated that training, which utilized both individual and group sessions, was successful for all participants. Outcomes for intervention integrity and social validity are reported. The study implications and future research directions are also addressed. Functional behavior assessment Behavior skills training Applied behavior Analysis Student behavior problems challenging behavior Teacher preparation THE EFFECTS OF BEHAVIOR SKILLS TRAINING ON EDUCATORS’ DEVELOPMENT OF FUNCTIONAL BEHAVIORAL ASSESSMENT Ph.D. Jeannine Rainbolt College of Education::Department of Educational Psychology open.access