The Dunning-Kruger effect in special education teachers' knowledge of functional behavioural assessment and function-based behavioural intervention

URI
Thumbnail Image
Type
Thesis
Author
Chan, Samuel Zhen Yu
Supervisor
Dutt, Anuradha Salil Kumar
Chen, Mo
Abstract
The Dunning-Kruger effect is a well-researched phenomenon where individuals who are least skilled tend to overestimate their abilities. The current study attempted to investigate the Dunning-Kruger effect among special education (SPED) teachers in Singapore and China in the area of functional behavioural assessment (FBA) and behavioural intervention. Specifically, the study sought to investigate if teachers who were least knowledgeable in the area tended to rate their skills similarly to their peers. Additionally, the study also sought to investigate if administering a knowledge-based test prior to teachers rating their skills resulted in its greatest reduction among teachers who were least knowledgeable. Hence, 292 teachers were recruited from 5 SPED schools in Singapore, and 471 teachers were recruited from 2 SPED schools in China. Teachers were required to fill out a knowledge-based test and a perceived skills questionnaire in the area of FBA and behavioural intervention. The administration of these materials was counterbalanced such that half of the teachers were administered the knowledge-based test first, while the other half was administered the perceived skills questionnaire first. Contrary to theories on the Dunning-Kruger effect, the study found that teachers who were least knowledgeable rated their skills significantly lower than their peers. Furthermore, administering the knowledge-based test first resulted in similar reductions of perceived skills scores across all teachers regardless of their knowledge level. These results and their implications are discussed.
Date Issued
2023
Call Number
LC4019.8 Cha