Using a Participatory Approach to Organizational Behavioral Consultation in Schools
Location
Room 1005
Proposal Track
Research Project
Session Format
Round Table
Abstract
Functional behavioral assessment (FBA) is a process through which challenging behavior is decreased by reducing behavior triggers and by teaching individuals more appropriate ways to communicate what they were attempting to communicate through their challenging behavior. Despite the legislative support for the FBA process, educators have found it cumbersome to implement with fidelity (Scott, McIntyre, Liaupsin, Nelson, & Conroy, 2004). The current study aims to train and consult with staff in therapeutic day schools on the use of functional behavioral assessments (FBAs) using the Participatory Culture-Specific Consultation (PCSC) model (Nastasi, Varjas, Bernstein, & Jayasena, 2000). The PSCS “combines ethnographic research methods and an action research process with participatory or collaborative approach to consultation to address the concerns of clients, consultees, and systems in a manner that reflects their cultural experiences” (pg. 403, Nastasi et al., 2000). Preliminary results suggest that the needs of educators vary considerably across settings and that targeting training content to the culture-specific needs of settings increases training acceptability and effectiveness. School-based trainers and coaches will learn methods for collaborating with educators and schools during the training and consultation process to ensure that time spent training and coaching is time well spent.
Keywords
Functional Behavioral Assessment, Consultation, Participatory research
Recommended Citation
Graybill, Emily and Mautz, Kelley, "Using a Participatory Approach to Organizational Behavioral Consultation in Schools" (2014). Georgia Educational Research Association Conference. 58.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/58
Using a Participatory Approach to Organizational Behavioral Consultation in Schools
Room 1005
Functional behavioral assessment (FBA) is a process through which challenging behavior is decreased by reducing behavior triggers and by teaching individuals more appropriate ways to communicate what they were attempting to communicate through their challenging behavior. Despite the legislative support for the FBA process, educators have found it cumbersome to implement with fidelity (Scott, McIntyre, Liaupsin, Nelson, & Conroy, 2004). The current study aims to train and consult with staff in therapeutic day schools on the use of functional behavioral assessments (FBAs) using the Participatory Culture-Specific Consultation (PCSC) model (Nastasi, Varjas, Bernstein, & Jayasena, 2000). The PSCS “combines ethnographic research methods and an action research process with participatory or collaborative approach to consultation to address the concerns of clients, consultees, and systems in a manner that reflects their cultural experiences” (pg. 403, Nastasi et al., 2000). Preliminary results suggest that the needs of educators vary considerably across settings and that targeting training content to the culture-specific needs of settings increases training acceptability and effectiveness. School-based trainers and coaches will learn methods for collaborating with educators and schools during the training and consultation process to ensure that time spent training and coaching is time well spent.
