Effects of a Training Program for Elementary School Teachers to Design Behavior Support Plans Based on Functional Behavior Assessment

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  • 松下 浩之
    Faculty of Education, Graduate Faculty of Interdisciplinary Research, University of Yamanashi

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  • 小学校教師を対象とした機能的アセスメントにもとづく行動支援計画立案の研修効果の検討
  • ショウガッコウ キョウシ オ タイショウ ト シタ キノウテキ アセスメント ニ モトズク コウドウ シエン ケイカク リツアン ノ ケンシュウ コウカ ノ ケントウ

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Abstract

<p>Studies have noted the effectiveness of the functional behavior assessment (FBA) , which is based on the applied behavior analysis (ABA), for behavior problems among children in elementary schools. Elementary school teachers in Japan have few opportunities to learn about ABA, and few studies have examined its effects. In this study, we conducted a six-hour training program for elementary school teachers and evaluated changes in the quality and quantity of skills required to estimate behavioral causes and planning solutions. After the training program, the results indicated a qualitative change in the 13 participating teachers, in terms of identifying the function of behavior and planning the corresponding solutions. Moreover, the teachers became skillful in using multiple means for solving the behavior problem. In addition, the effect of short-term training suggests that it may be useful for building a school-wide support system in elementary schools. Future research is needed to examine the effects of training on randomized sampling subjects, the impact of training on teaching experiences or support, and the reliability of evaluation.</p>

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