Running head: TRAINING NEEDS IN FUNCTION-BASED INTERVENTIONS 1 TRAINING NEEDS IN FUNCTION-BASED INTERVENTIONS 2 Function-Based Intervention: Do Teachers and Paraprofessionals Need Additional Training? Liberty University Abstract Function-based interventions (FBIs) are techniques used to address student behavior and redirect it from something challenging to something more desirable. The purpose of this study is to determine the need for in-service professional development in FBIs among teachers and paraprofessionals. Specifically, it will use web-based training as a delivery mode to increase understanding of FBIs and FBI implementation. Measurement instruments will include pre-and post-tests related to perceived knowledge and skill level related to FBIs. In addition to the training, the study will include a concurrent implementation of FBI with target students identified for the study. Measurement instruments will capture data on target students regarding frequency and intensity of challenging behavior prior to and after the teachers and paraprofessionals attend the training and implement the FBIs. Keywords: behavior support plan, function-based assessment, function-based intervention, paraprofessionals, teachers Function-Based Intervention: Do Teachers and Paraprofessionals Need Additional Training? Special education law requires functional behavior assessments (FBAs) be used in developing behavior support plans (BSPs). However, research shows that teachers and paraprofessionals still struggle with effectively implementing function-based supports and interventions (Walker & Snell, 2017; Strickland-Cohen, Kennedy, Berg, Bateman, & Horner, 2016). The knowledge and skill gap seems particularly wide for paraprofessionals who often spend a large amount of time working with students with challenging behaviors, but lack the training in the evidence-based practices to best manage the behavior (Walker, 2017). Strickland-Cohen et al. (2016) suggest that equipping more personnel with training in FBA/BSP can enable schools to better address persistent problem behavior issues when they first emerge. Statement of the Problem This study will evaluate the need for additional teacher and paraprofessional training in function-based interventions by measuring any change in incidences of student problem behaviors reported following in-service professional development. Research Question/Hypothesis The questions to be answered in this study are as follow: 1. To what extent do teachers and paraprofessionals indicate a need for in-service professional development related to function-based interventions? 2. To what extent do the teachers and paraprofessionals in the study report they were able to incorporate what they learned into their work with their students? 3. To what extend to the teachers and paraprofessionals who reported enacting FBI with their students report a change in incidences of student problem behavior? Definition of Term.

1. Running head: TRAINING NEEDS IN FUNCTION-BASED
INTERVENTIONS 1
TRAINING NEEDS IN FUNCTION-BASED INTERVENTIONS
2
Function-Based Intervention:
Do Teachers and Paraprofessionals Need Additional Training?
Liberty University
Abstract
Function-based interventions (FBIs) are techniques used to
address student behavior and redirect it from something
challenging to something more desirable. The purpose of this
study is to determine the need for in-service professional
development in FBIs among teachers and paraprofessionals.
Specifically, it will use web-based training as a delivery mode
to increase understanding of FBIs and FBI implementation.
Measurement instruments will include pre-and post-tests related
to perceived knowledge and skill level related to FBIs. In
addition to the training, the study will include a concurrent
implementation of FBI with target students identified for the
study. Measurement instruments will capture data on target
students regarding frequency and intensity of challenging
behavior prior to and after the teachers and paraprofessionals
attend the training and implement the FBIs.

2. Keywords: behavior support plan, function-based assessment,
function-based intervention, paraprofessionals, teachers
Function-Based Intervention: Do Teachers and
Paraprofessionals Need Additional Training?
Special education law requires functional behavior
assessments (FBAs) be used in developing behavior support
plans (BSPs). However, research shows that teachers and
paraprofessionals still struggle with effectively implementing
function-based supports and interventions (Walker & Snell,
2017; Strickland-Cohen, Kennedy, Berg, Bateman, & Horner,
2016). The knowledge and skill gap seems particularly wide for
paraprofessionals who often spend a large amount of time
working with students with challenging behaviors, but lack the
training in the evidence-based practices to best manage the
behavior (Walker, 2017). Strickland-Cohen et al. (2016)
suggest that equipping more personnel with training in
FBA/BSP can enable schools to better address persistent
problem behavior issues when they first emerge.
Statement of the Problem
This study will evaluate the need for additional teacher and
paraprofessional training in function-based interventions by
measuring any change in incidences of student problem
behaviors reported following in-service professional
development.
Research Question/Hypothesis
The questions to be answered in this study are as follow:
1. To what extent do teachers and paraprofessionals indicate a
need for in-service professional development related to
function-based interventions?
2. To what extent do the teachers and paraprofessionals in the
study report they were able to incorporate what they learned
into their work with their students?
3. To what extend to the teachers and paraprofessionals who
reported enacting FBI with their students report a change in

3. incidences of student problem behavior?
Definition of Terms
1. Behavior Support Plan (BSP) – a plan that assists in
developing positive behaviors to replace or reduce negative
ones
2. Function-Based Assessment (FBA) – a method of determining
factors that contribute to the development and maintenance of
problem behaviors and then serve as a basis for developing
behavior support plans
3. Function-Based Interventions (FBI), also called Functional
Assessment Based Intervention (FABI) – an intervention that is
individualized to a specific student and designed to meet his or
her needs by addressing the reason(s) why he or she engages in
a specific behavior and to replace the negative behavior with a
more desirable one
Literature Review
Paraprofessionals Lack Necessary Training in Function-Based
Interventions
Walker (2017) notes that paraprofessionals who work with
students exhibiting challenging behavior are often the school
personnel who are the least prepared in managing that behavior.
Walker and Snell (2017) point out that paraprofessionals often
accompany students from class to class and are in a better
position to consistently implement FBIs if trained properly to
do so. Their research shows that in-service training with
paraprofessionals can lead to improved implementation fidelity
and in-turn improvements in student behavior.
Gap in Teacher Training and Implementation of Function-Based
Interventions
Implementing function-based interventions can be tricky
for someone unfamiliar with them. This may create a situation
where teachers who have had a workshop or class in FBAs/FBIs
but no practical experience are unsure how to proceed and need
additional support and/or training (Bethune & Wood, 2013).
Lane, Oakes, Powers, Diebold, Germer, Common, and Brunsting

4. (2015) conducted a four-day practice-based professional
development on FBI with results that indicated that participants
not only had a perceived increase in knowledge of the topic but
had gained actual knowledge. Participants’ confidence in using
FBI techniques also increased, and many of the participants
were able to implement their interventions with students
identified in the study. Borgmeier, Loman, Hara, and
Rodriguez (2015) conducted research with 291 educators using
simple pre-test and post-test evaluations on vignettes and
showed that even with a very basic training, there were
significant gains in understanding and developing function-
based interventions. Each of these studies show that there is
much that can be done to increase teacher knowledge and skill
level related to FBIs.
Methodology
Participants
Researchers will solicit special education teachers and
paraprofessionals through e-mail, with the approval of and
introduction from their division superintendents. Participants
will be fourth through sixth grade educators representing
schools in rural south-central Virginia.
Settings and arrangements
The study will be web-based with pre- and post-testing as
well as on-demand training modules and monthly webinar
professional development.
Materials and equipment
In addition to the web-based pre-and post-tests, and the
training materials, teachers and paraprofessionals will be
provided with worksheets for making observations on student
behavior for the target student they enlist for the purposes of
the training and research study.
Data collection
Quantitative data on the pre- and post-test will capture
familiarity with FBAs, and FBIs, frequency of FBI
implementation, and comfort level with FBI implementation.

5. General Procedures
a. General procedures - Participants will select a student to
observe during the research study and secure necessary parental
and student permissions to include the student in the study
(materials provided). This student will need to already have
had a completed FBA, have one in process, or be able to have
one done relatively quickly. Over the course of the next four
months, participants will have access to a series of on-demand
video trainings related to function-based behavior assessments
and interventions. There will also be one hour-long webinars
each month where the information will be presented “live” with
a question and answer session. During this period, participants
will implement student-specific function-based interventions
with the target. At the end of the training period, participants
will complete a final on-line survey where they report
observations regarding their target student in the same way as
they did before and answer the same questions as in the first
survey. An additional section of questions will include the
usefulness of the training and the degree to which the
participants felt they were able to implement what they learned.
b. Baseline/probe – Prior to beginning the training, a second on-
line survey will capture information from a series of reflections
the teacher/paraprofessional has made over the course of a week
on a provided worksheet. This information will reflect the
number of incidences and the severity of disruptive or off-task
behavior from the target student during two twenty minute
observation periods each day for one week.
c. Independent variables – Participants will take part in four 1-
hour webinar professional development sessions and have
access to on-demand pre-recorded training modules.
General description of experimental design
The study involves assessing perceived knowledge and
skill level related to FBI implementation prior to and following
an in-service for teachers and paraprofessionals. During the
training period, participants will implement what they learn and
make observations regarding behavior of their target student.

6. The study will also compare frequency and intensity of
challenging behavior from the target students prior to and
following the training.
Reliability/social validity
To calculate reliability, researchers will observe four of the
participants in the classroom with their target students for four
twenty minute periods before and after the training, making
observations on teacher FBI implementation and student
behavior to use as comparison data to the participant self-
reported data. To ensure validity of feedback tools, a team of
expert reviewers will assess them prior to use.
Protection of Human Rights
This research will be conducted with Institutional Review Board
(IRB) approval from Liberty University in accordance with the
American Educational Research Association (AERA) Code of
Ethics and with endorsement by the Virginia Department of
Education. Participants will sign appropriate consent
documents.
Discussion
Function-based intervention is important in helping
students manage challenging behaviors. However, research
shows that FBI knowledge and implementation skills may be
lacking among many teachers (Bethune & Wood, 2013) and
paraprofessionals (Walker & Snell, 2017). This study aims to
determine the need for additional training in FBI and the
effectiveness of web-based training with tandem concurrent
application. The study is limited with data being largely self-
reported by participants. Additionally, the target student is
monitored for only a short time period.
Implications for Future Research
Because the current study only involves monitoring student
behavior for short 20-minute time periods, future research could
involve a more in-depth study on student behavior maintenance
across settings at both the start and conclusion of the study. It
could also involve researching FBI implementation fidelity of
the teachers and paraprofessionals during the study. Lastly, it

7. would be interesting to note practitioner maintenance of FBI
implementation after the training period is complete.
References
Bethune, K. S., & Wood, C. L. (2013). Effects of coaching on
teachers’ use of function-based interventions for students with
severe disabilities. Teacher Education and Special Education,
36(2), 97-114. doi:10.1177/0888406413478637
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.
doi:10.1177/1063426614528244
Lane, K. L., Oakes, W. P., Powers, L., Diebold, T., Germer, K.,
Common, E. A., & Brunsting, N. (2015). Improving teachers'
knowledge of functional assessment-based interventions:
Outcomes of a professional development series. Education &
Treatment of Children, 38(1), 93-120.
Strickland-Cohen, M. K., Kennedy, P. C., Berg, T. A., Bateman,
L. J., & Horner, R. H. (2016). Building school district capacity
to conduct functional behavioral assessment. Journal of
Emotional and Behavioral Disorders, 24(4), 235-246.
doi:10.1177/1063426615623769
Walker, V. L. (2017). Assessing paraprofessionals' perceived
educational needs and skill level with function-based behavioral
intervention. Exceptionality, 25(3), 157-13.
doi:10.1080/09362835.2016.1196443
Walker, V. L., & Snell, M. E. (2017). Teaching
paraprofessionals to implement function-based interventions.
Focus on Autism and Other Developmental Disabilities, 32(2),
114-123. doi:10.1177/1088357616673561
Research Proposal Instructions

8. Your Research Proposal will be based on the topic you chose
for the Thesis statement. This proposal does not need the
research carried out, nor do you need to know the specific
statistical analysis. The statistical guide in the link below has a
decision process. The guide is under statistics > online statistics
guide.
http://thedoctoraljourney.com/online-statistics-guide/
The assignment is intended to help you begin thinking about
appropriate research techniques. Your research must be related
to your research question.
Your Research Proposal must include an introduction containing
an abstract of the literature review that consists of 1–2
paragraphs with cited references from literature that supports
the need for the study that is being proposed as well as a 2-
paragraph rationale for your study. You must state your
research question in the introduction.
In the body of your proposal, you must explain the methods for
your research. Describe your participants, the criteria used in
the selection of your participants, the setting in which your
investigation will occur, and the materials/equipment that will
be used. Describe the response definition and data collection
procedures, including relevant data forms. Operationally
describe your procedures. In general terms, describe the
experimental design of your study. Describe the reliability
assessment procedures, both dependent measure and procedural
reliability.
You must end your Research Proposal with your conclusion and
discussion which will summarize the proposal as you do not yet
have results. Provide a summary as it relates to your research
question. Explain implications for future research/teaching.
A sample Research Proposal can be found in the dissertation
collection, and a Grading Rubric for which your proposal will
be measured against is provided in the Assignment Instructions
folder.
The Research Proposal must be 4 pages, written in current APA
format.

9. **The link to the dissertation portal is provided in hopes that
you will find a dissertation that is similar in nature to your
topic. This will help your design immensely.
EDUC 721
Thesis Statement
The thesis statement is the main point of your composition.
Professional papers must contain a thesis statement to test
ideas, better organize and develop an argument, and provide the
reader with a “guide” to the argument. A strong thesis statement
shows more than just an observation, reflects a conclusion about
the subject, and justifies a discussion. The thesis statement must
express one main idea and be as specific as possible. Samples
can be found in the Writing the Winning Thesis or Dissertation
textbook.
Your thesis statemtent should be measureable, objective, and
narrow.
You will write a thesis statement on a topic within the field of
exceptionality in education, from which you will base your
study proposal and literture. Do not reveal any bias by stating a
strong opinion.
· Incorrectly worded thesis statement: “This research seeks to
determine if inclusion has any positive or negative effect on the
morale of teachers.”
· This thesis statement doesn’t have a measureable outcome.
There is no way to evaluate all positive AND negative
outcomes.
· This thesis statement doesn’t indicate what population of
students. A study cannot look at all grade levels and all
disability types.

10. · This thesis statement would be very hard to design.
· Correctly worded thesis statement: “This research seeks to
identify patterns in survery data regarding effects on the morale
of high school teachers who teach in an inclusive setting.
· There is a specific population – high school teachers who
teach inclusive classes.
· There is a specifc outcome measure – pattern in survery data.
· This statement lends itself to design.
· Incorrectly worded thesis statement: “This research seeks to
determine if PBIS is effective.”
· This thesis statement doesn’t have a measureable outcome.
Effective in what way?
· This thesis statement doesn’t indicate what population of
students. A study cannot look at all grade levels and all
disability types.
· This thesis statement would be very hard to design.
· Correctly worded thesis statement: “This research will
evaluate the effects of classroom PBIS implementation for
students with emotional and behavioral disorders in inclusive
second grade classrooms on the rate of office discipline
referrals.”
· There is a specific population – EBD second grade students in
inclusive classes.
· There is a specifc outcome measure – office discipline
referrals.

11. · This statement lends itself to design.
Once you have discovered your topic, that topic must be the
subject of all your research.
Page 1 of 2