Exploring Implementor Error during Remotely Conducted School-Based Functional Analysis Telehealth Training Package

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2020-04-15 DOI:10.1080/15377903.2020.1749204

Bradley S. Bloomfield, A. Fischer, Hunter C. King, Erica L. Lehman, Racheal R. Clark

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引用次数: 7

Abstract

Abstract In schools, special education teachers and paraprofessionals are expected to support the completion of functional behavior assessment procedures in the development of a behavior support plan. Often times, school-personnel are limited in their training and resources, particularly in situations where experimental procedures are necessary. This exploratory study aimed to assess the remote delivery of a comprehensive functional analysis (FA) training package via telehealth to school personnel and examine the nature of implementor error through rate of omission and commission errors within and across FA conditions. Paraprofessionals and a special education teacher were trained over telehealth using telepresence robots to implement functional analyses in the schools. Three functional analyses were then conducted. Information regarding procedural integrity, acceptability, and rates of omission and commission errors during each FA condition are presented, along with implications for research and practice.

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远程执行基于学校的功能分析远程健康培训包时执行器错误的探索

摘要在学校中，特殊教育教师和辅助专业人员应在制定行为支持计划时支持完成功能性行为评估程序。学校工作人员的培训和资源往往有限，尤其是在需要实验程序的情况下。这项探索性研究旨在评估通过远程医疗向学校人员远程提供综合功能分析（FA）培训包的情况，并通过遗漏率和FA条件下的委托错误率来检查实施者错误的性质。辅助专业人员和一名特殊教育教师接受了远程医疗培训，使用远程呈现机器人在学校进行功能分析。然后进行了三次功能分析。介绍了有关程序完整性、可接受性、每个FA条件下的遗漏率和佣金错误率的信息，以及对研究和实践的影响。

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.