Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4941628 | Teaching and Teacher Education | 2017 | 9 Pages |
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
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Education
Authors
Nicole Megan Edwards, Joy Xin,