II. Behavioural Assessments and Regulations: Skills and Needs Inventories – Functional Behavior Assessment and Intervention (SNI-FBAI)

Background

Behavioral methods have proven to be the most effective intervention techniques for reducing challenging behaviors (Murphy et al., 2005). Developed on the principles of applied behavior analysis, Functional Behavior Assessment (FBA) has been established as evidence- based practice to address students’ challenging behaviors (Alberto & Troutmn, 2006; Cooper, Heron, & Heward, 2007) and is mandated by the Individuals With Disabilities Education Act (IDEA; 1997, 2004). IDEA (2004) states that an FBA should be conducted with the aim of developing a behavioral intervention plan (BIP) to better manage challenging behaviors that impede a student’s learning. Many studies have highlighted skill deficits among special education (SPED) school personnel in the following FBA skills: interviewing caregivers regarding challenging behavior, analysing observational data to determine the purpose of challenging behavior, hypothesis testing to evaluate the function of challenging behavior, developing intervention plans to decrease challenging behaviors or to increase desired behaviors, and conducting ongoing assessment to evaluate changes in behavior due to intervention (Alter, Conroy, Mancil, & Haydon, 2008; Westling, 2010; Gable, Tonelson, & Sheth, 2012; Pindiprolu, Peterson, & Berglof , 2007). SNI-FBAI or the Skills and Needs Inventories in Functional Behavior Assessment and Interventions addresses this gap and evaluates perceived skills and current needs in Functional Behavior Assessment and behavior interventions among special educators in Singapore. This scale could be used to evaluate skills or training needs or both in behavior supports among teachers. The SNI-FBAI was adapted from a questionnaire developed by Pindiprolu et al. (2007) that explored professional development needs and skill levels of school personnel in the area of FBA in the United States. The SNI-FBAI was designed to collect information regarding (a) participant’s demographics, (b) their current skills in the area of behavioral assessments and interventions, (c) their current training needs in the area of behavioral assessments and interventions, and (d) their preferred method of instruction delivery for professional development.

Abstract

The Skills and Needs Inventories in Functional Behavior Assessments and Intervention (SNI-FBAI) was developed and administered to 338 special educators and 28 teaching support staff across seven special education schools in Singapore. The SNI-FBAI was evaluated in terms of its content, face, and construct validity. Internal consistency was also established. Results of the study indicate that the SNI-FBAI is a reliable and valid measure. With the psychometric properties of the SNI-FBAI established, schools are encouraged to use this scale to assist with meeting professional development needs of their special educators and teaching support staff in functional behavior assessments and interventions.

Scales and Subscales

SNI-FBAI consists of 3 subscale that are current skill levels (13 items); current training needs ( 9 items) and preferred method of in-service delivery (1 item). Current Skill Inventory of the SNI-FBAI, participants indicated their competencies across 13 items that corresponded to two areas of FBA—(a) behavioral assessments to identify functions of challenging behaviors and (b) development and implementation of a BIP measured. A 4-point rating scale was used to measure participants’ perception of their current skills across the two areas. Under the Current Training Needs Inventory of the SNIFBAI, participants indicated their need for training in nine items that corresponded to the two areas of FBA: (a) behavioral assessments to identify functions of challenging behaviors and (b) development and implementation of a BIP measured. A 3-point rating scale was used to evaluate training needs of special educators and teaching support staff in these areas. Under preferred method of in-service delivery, participants indicated their preferred format of instruction for future training programs by circling one of two options—live workshop or e-learning via audio-visual materials.

Reference

Alberto, P. A., & Troutman, C. (2006). Applied behavior analysis for teachers. Upper Saddle River, NJ: Pearson Education.

Alter, P. J., Conroy, M. A., Mancil, G. R., & Haydon, T. (2008). A comparison of functional behavior assessment methodologies with young children: Descriptive methods and functional analysis. Journal of Behavioral Education, 17, 200–219.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Gable, R. A., Tonelson, S. W., & Sheth, M. (2012). Importance, usage, and preparedness to implement evidence-based practices for students with emotional     disabilities: A comparison of knowledge and skills of special education and general education teachers. Education & Treatment of Children, 35, 499–519.

Individuals With Disability Education Act Amendments of 1997 [IDEA]. (1997). Retrieved from http://thomas.loc.gov/home/thomas.php

Individual With Disabilities Education Improvement Act [IDEA].(2004). Retrieved from http://www.wrightslaw.com/idea/idea.2004.all.pdf

Murphy, G. H., Beadle-Brown, J., Wing, L., Gould, J., Shah, A., & Holmes, N. (2005). Chronicity of challenging behaviors in people with severe intellectual disabilities and/or autism: A total population sample. Journal of Intellectual Disability Research, 35, 405–418.

Pindiprolu, S. S., Peterson, S. M., & Berglof, H. (2007). School personnel’s professional development needs and skill level with functional behavior assessments in ten Midwestern states in the United States: Analysis and issues. Journal of International Association of Special Education, 8, 31–42.

Westling, D. L. (2010). Teachers and challenging behavior knowledge, views, and practices. Remedial and Special Education, 31, 48–63.

Citation

Dutt, A. S., Chen, I., & Nair, R. (2016). Reliability and validity of skills and needs inventories in functional behavior assessments and interventions for school                personnel. The Journal of Special Education, 49(4), 233-242