II. Behavioural Assessments and Regulations: Abilities in Behavior Assessment and Intervention for Teachers - Revised (ABAIT-R)

Background

Functional behavior assessment (FBA) and behavior interventions are commonly used in the management of challenging behavior for children with autism spectrum disorder (ASD) and other developmental disabilities (Kurtz et al. 2011). The strength of function-based behavior assessments and interventions in school settings depend on teacher skills and competencies with implementing FBA and behavior interventions. Although, the existing literature on assessment tools used to measure teacher competencies in FBA and behavior interventions recognizes the presence of various assessment formats, it also acknowledges the lack of measurement tools that have been evaluated for its content validity and psychometric properties (Borgmeier et al. 2015; Crone et al. 2007; Loman and Horner 2014). Given this drawback, the ability in behavior assessment and interventions for teachers (ABAIT-R) scale, was developed to specifically measure knowledge gains among practicing teachers in FBA and behavior interventions (Dutt, A., Tan, M., Alagumalai, S., & Nair, R, 2019).

Abstract

Given the importance of competencies in functional behavior assessment (FBA) and behavioral interventions among teachers for managing problem behaviors among children with autism spectrum disorder (ASD) and other developmental disabilities, a previously reported ability in behavior assessment and interventions for teachers (ABAIT) needed improvements in the multiple-choices by adding a ‘don’t know’ option. This study reports on the psychometric properties of this revised scale (ABAIT-R) among 102 special educators assessed using Rasch models. It was found that the model had good fit and a wide spread of difficulties (3.63 to − 2.60). ABAIT-R had good targeting (over 85%) and high reliability (0.79). The assumptions of the model were met recommending sufficiency for the use of summated score from ABAIT-R among teachers.

Scales and Subscales

ABAIT-R is a 30 item multiple choice quessionaire with 2 areas that are Functional Behavior Assesment (FBA) (15 items) and Behavioral Intervention Plan (BIP) (15 items). This scale has been assessed and validated on Singapore special educators.

Reference

Dutt, A., Tan, M., Alagumalai, S., & Nair, R. (2019). Development and validation of the ability in behavior assessment and interventions for teachers using Delphi technique and Rasch analysis. Journal of Autism and Developmental Disabilities. https ://doi.org/10.1007/s1080 3-019-03887 -4.

Borgmeier, C., Loman, S. L., Hara, M., & Rodriguez, B. J. (2015). Training school personnel to identify interventions based on functional behavioral assessment. Journal of Emotional and Behavioral Disorders, 23(2), 78–89. https ://doi.org/10.1177/10634 2661452824 4.

Crone, D. A., Hawken, L. S., & Bergstrom, M. K. (2007). A demonstration of training, implementing, and using functional behavioral assessment in 10 elementary and middle school settings. Journal of Positive Behavior Interventions, 9(1), 15–29. https ://doi.org/10.1177/10983 00707 00900 10301

Kurtz, P. F., Boelter, E. W., Jarmolowicz, D. P., Chin, M. D., & Hagopian, L. P. (2011). An analysis of functional communication training as an empirically supported treatment for problem behavior displayed by individuals with intellectual disabilities. Research in Developmental Disabilities, 32, 2935–2942. https :// doi.org/10.1016/j.ridd.2011.05.009

Loman, S. L., & Horner, R. H. (2014). Examining the efficacy of a basic functional behavioral assessment training package for school personnel. Journal of Positive Behavior Interventions, 16, 18–30. https ://doi.org/10.1177/10983 00712 47072 4.

Citation

Nair, R., Dutt, A., & Nielsen, T. (2020). Brief report: psychometric properties of the ability in behavior assessment and interventions for teachers-revised (ABAIT-R).       Journal of Autism and Developmental Disorders, 50(3), 1081-1087.