Functional behavior assessment : increasing pre-service general education teachers' self-efficacy in managing classroom behavior.

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dc.contributor.advisorSaxon, Terrill F.
dc.contributor.authorTrepinski, Tonya Marie.
dc.contributor.departmentEducational Psychology.en_US
dc.contributor.schoolsBaylor University. Dept. of Educational Psychology.en_US
dc.date.accessioned2014-09-05T14:21:51Z
dc.date.available2014-09-05T14:21:51Z
dc.date.copyright2014-08
dc.date.issued2014-09-05
dc.description.abstractA quasi-experimental design was conducted to examine differences in perceived self-efficacy of pre-service general education teachers towards classroom behavior management before and after instruction in functional behavior assessment. A complex repeated measures design was used with the professional development as the independent variable and the raw scores on the Classroom Management Self-Efficacy scale and the FBA General Knowledge Test as dependent variables. A total of 38 participants responded to three administrations as well as an additional retrospective self-efficacy scale. This additional scale was administered to compare means of the participants' perceptions of self-efficacy before instruction and their retrospective perceptions after instruction. Results demonstrated a change in all raw scores of the participants before and after instruction in functional behavior assessment. The second treatment scores remained fairly constant across their regularly scheduled sessions, whereas both groups showed a significant increase in raw scores after instruction in functional behavior assessment. Regarding the retrospective survey results, there were significant differences only in the factor of classroom behavior management self-efficacy.en_US
dc.description.degreePh.D.en_US
dc.identifier.urihttp://hdl.handle.net/2104/9192
dc.language.isoen_USen_US
dc.publisheren
dc.rightsBaylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission.en_US
dc.rights.accessrightsWorldwide access.en_US
dc.rights.accessrightsAccess changed 12/11/19.
dc.subjectSelf-efficacy.en_US
dc.subjectClassroom behavior management.en_US
dc.subjectPre-service teacher preparation.en_US
dc.subjectFunctional behavior assessment.en_US
dc.subjectSpecial education.en_US
dc.titleFunctional behavior assessment : increasing pre-service general education teachers' self-efficacy in managing classroom behavior.en_US
dc.typeThesisen_US

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