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Factors influencing satisfaction among teacher candidates and cooperating teachers in conducting a functional behavior assessment
ARTICLE

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TATE Volume 68, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Edwards, N.M. & Xin, J. (2017). Factors influencing satisfaction among teacher candidates and cooperating teachers in conducting a functional behavior assessment. Teaching and Teacher Education: An International Journal of Research and Studies, 68(1), 161-169. Elsevier Ltd. Retrieved April 3, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2017.08.013

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