TY - JOUR
T1 - Factors influencing satisfaction among teacher candidates and cooperating teachers in conducting a functional behavior assessment
AU - Edwards, Nicole
AU - Xin, Joy
PY - 2017/11/1
Y1 - 2017/11/1
N2 - 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.
AB - 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.
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U2 - 10.1016/j.tate.2017.08.013
DO - 10.1016/j.tate.2017.08.013
M3 - Article
AN - SCOPUS:85031280539
VL - 68
SP - 161
EP - 169
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
ER -