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

Research output: Contribution to journalArticle

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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.

Original languageEnglish (US)
Pages (from-to)161-169
Number of pages9
JournalTeaching and Teacher Education
Volume68
DOIs
StatePublished - Nov 1 2017

All Science Journal Classification (ASJC) codes

  • Education

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