CONVERGENT VALIDITY OF THE FUNCTIONAL ASSESSMENT INFORMANT RECORD FOR TEACHERS (FAIR-T)
作者： Laura E Pierce
DOI:
关键词: Developmental psychology 、 Psychology 、 Videoconferencing 、 Treatment plan 、 Score 、 Functional analysis (psychology) 、 Assessment methods 、 Direct assessment 、 School setting 、 Convergent validity 、 Medical education
摘要: OF DISSERTATION CONVERGENT VALIDITY THE FUNCTIONAL ASSESSMENT INFORMANT RECORD FOR TEACHERS (FAIR-T) This study assessed the convergent validity of Functional Assessment Informant Record for Teachers (FAIR-T; Edwards, 2002) with analog functional analyses (FAs). Participants were five teachers and students located at a specialized school serving individuals disabilities. had worked student minimum 1 month, displayed variety behavioral topographies. The FAIR-T was conducted by researcher using telephone or video conferencing technology, in clinic setting trained therapists within course student’s typical treatment plan. Results coded according to function, results FAs graphed analyzed visually. indicated limited convergence between two assessment methods, though somewhat inconclusive. are discussed relation utility FAIR-T, particularly setting. Directions future research light need delineate efficient means which conduct behavior assessments schools.
参考文章(51)
Amy E. Boyajian, George J. DuPaul, Marcie Wartel Handler, Tanya L. Eckert, Kara E. McGoey, The Use of Classroom-Based Brief Functional Analyses with Preschoolers At-Risk for Attention Deficit Hyperactivity Disorder. School Psychology Review. ,vol. 30, pp. 278- 293 ,(2001) , 10.1080/02796015.2001.12086116
Heather E. Sterling-Turner, Sheri L. Robinson, Susan M. Wilczynski, Functional Assessment of Distracting and Disruptive Behaviors in the School Setting School Psychology Review. ,vol. 30, pp. 211- 226 ,(2001) , 10.1080/02796015.2001.12086110
Scott A. Stage, Douglas Cheney, Bridget Walker, Michelle LaRocque, A Preliminary Discriminant and Convergent Validity Study of the Teacher Functional Behavioral Assessment Checklist School Psychology Review. ,vol. 31, pp. 71- 93 ,(2002) , 10.1080/02796015.2002.12086143
R. Anthony Doggett, Ron P. Edwards, James W. Moore, Daniel H. Tingstrom, Susan M. Wilczynski, An Approach to Functional Assessment in General Education Classroom Settings. School Psychology Review. ,vol. 30, pp. 313- ,(2001)
Maureen Conroy, James Fox, Lucy Crain, Alison Jenkins, Kelli Belcher, Evaluating the social and ecological validity of analog assessment procedures for challenging behaviors in young children Education and Treatment of Children. ,vol. 19, pp. 233- 256 ,(1996)
Ruth A. Ervin, Pamela M. Radford, Kristal E. Ehrhardt, Alan Poling, Andrew L. Piper, Kathy Bertsch, A Descriptive Analysis and Critique of the Empirical Literature on School-Based Functional Assessment. School Psychology Review. ,vol. 30, pp. 193- 210 ,(2001)
Craig H. Kennedy, Single-Case Designs for Educational Research ,(2004)
Amanda M VanDerHeyden, Joseph C Witt, Susan Gatti, None, Descriptive Assessment Method To Reduce Overall Disruptive Behavior in a Preschool Classroom. School Psychology Review. ,vol. 30, ,(2001) , 10.1080/02796015.2001.12086134
Ruth A. Ervin, Kristal E. Ehrhardt, Alan Poling, Functional assessment: Old wine in new bottles. School Psychology Review. ,vol. 30, pp. 173- 179 ,(2001)
Frank M. Gresham, T. Steuart Watson, Christopher H. Skinner, Functional Behavioral Assessment: Principles, Procedures, and Future Directions. School Psychology Review. ,vol. 30, pp. 156- 172 ,(2001) , 10.1080/02796015.2001.12086106