Abstract

Students with or at-risk of High Incidence Disabilities (HID) experience negative short and long-term outcomes. To intervene, many schools have elected to implement evidence-based practices within Multi-Tiered Systems of Support (MTSS), such as Response to Intervention (RTI). MTSS target the academic and behavioral progress of students deemed ‘at risk’ for HID with increasingly intensive interventions. School psychologists often lead the MTSS process by providing consultation and coaching teachers on the front lines who are responsible for collecting and interpreting behavioral data. However, limited research has explored teacher ability, confidence, and perceived usefulness to engage in this role. As such, the purpose of this study was to explore pre-service and in-service teachers’ ability, confidence, willingness, and perceived usefulness to interpret and apply behavioral data before and after a brief behavior analytic training and the factors that influenced each outcome. One hundred and one participants completed a survey, and 24 participants attended the training. Results indicated that, prior to training, teachers were somewhat able to find relevant information for decision making in the graphed data but were challenged to interpret the effects of intervention or make decisions based on the data. After training, teacher ability increased in all aspects related to using data for decision making with the exception of data application. In addition, teacher confidence and willingness to interpret and apply graphed behavioral data increased. These data suggest the benefits of a brief training that could be implemented by school psychologists to increase teacher data use and application.

摘要

患有高发病率残疾 (HID) 或有患病风险的学生会经历负面的短期和长期结果。为了进行干预，许多学校选择在多层支持系统 (MTSS) 中实施循证实践，例如对干预的反应 (RTI)。MTSS 通过越来越密集的干预措施，针对被视为 HID“风险”的学生的学业和行为进步。学校心理学家通常通过在负责收集和解释行为数据的前线提供咨询和指导教师来领导 MTSS 过程。然而，有限的研究探索了教师参与这一角色的能力、信心和感知有用性。因此，本研究的目的是探讨职前和在职教师的能力、信心、意愿、在简短的行为分析培训之前和之后解释和应用行为数据的感知有用性以及影响每个结果的因素。101 名参与者完成了一项调查，24 名参与者参加了培训。结果表明，在培训之前，教师在某种程度上能够在图表数据中找到用于决策的相关信息，但在解释干预效果或根据数据做出决策方面面临挑战。培训后，除数据应用外，教师在利用数据进行决策的各个方面的能力都有所提高。此外，教师对解释和应用图表行为数据的信心和意愿也有所提高。