Preparation of Pre-Service Special Education Teachers on Conducting Functional Behavioral Assessments: A Pilot Study

Overview & Synopsis

Before implementing individualized interventions for students exhibiting challenging behaviors, special education teachers must be equipped to assess behavioral functions. However, many school personnel have been found to be unprepared to conduct evidence-based functional behavioral assessments (FBA). This situation highlights a potential gap in pre-service training. The purpose of this pilot study was to explore the preparation of Illinois pre-service special education teachers for conducting FBAs. Public data were collected on 33 traditional special education licensure programs and their affiliated institutes of higher education. Nine of the 33 participated in the study, with innovation configurations used to analyze special education program course syllabi and questionnaires completed by program faculty. The authors found variability among the sample of programs regarding content delivery and faculty perceptions of pre-service teachers' skills and knowledge. The study's results leave many considerations for district leaders as they hire and mentor special education teachers.