Knowledge and Perception of Functional Behavior Assessment Among Preschool Teachers and Early Interventionists

Abstract

This study examined the knowledge, perceptions, and self-efficacy of preschool teachers and early interventionists regarding functional behavioral assessments (FBAs). Twenty preschool teachers and 11 early interventionists from middle Tennessee completed an online or hard copy survey. Results found that both preschool teachers and early interventionists accurately responded to only about half of the items assessing knowledge of FBAs, with no significant differences between the two groups for knowledge, perception of FBA effectiveness, or self-efficacy for the FBA process. Results also indicated no significant relationship between knowledge of FBAs and self-efficacy of conducting FBAs. Results, however, did indicate a significant positive relationship between perceptions of FBAs and self-efficacy of conducting FBAs. These findings suggest that both preschool teachers and early interventionists may benefit from additional training in the FBA process due to their limited knowledge of FBAs and the lack of connection to their perceptions and self-efficacy of the FBA process.