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Abstract

The purpose of this study was to assess the efficacy and social validity of a training and coaching intervention for Chinese special education teachers implementing trial-based functional analysis (TBFA). Four lead teachers from a special education elementary school in China participated. A multiple-probe across participants design was used to evaluate the functional relationship between the intervention and the accuracy of TBFA implementation for three teachers. Results demonstrated a functional relationship across these three participants, indicating that the intervention was effective in teaching TBFA implementation. Maintenance was assessed 1 week after the TBFA assessments, and generalization was evaluated in multiple ways, including one of the three main participants teaching a fourth teacher to conduct TBFA. Findings showed that all three primary participants maintained and generalized the skills taught. In-depth qualitative and quantitative social validity data were collected before, during, and after the intervention. The data suggested that all teachers were satisfied with the intervention and showed increased confidence in implementing the TBFA. Nevertheless, they reported feeling stressed when conducting TBFA in real classrooms. Implications for future research and practice are discussed.

Keywords

assessment teacher preparation practices and outcomes international education/globalization teacher preparation policy/service delivery single-subject research research methods

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Efficacy and Social Validity of Teaching Special Educators in China to Implement Trial-Based Functional Analysis: A Multiple Probe Across Participants Design Study

Abstract

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