Validation of a competency form to assess knowledge in functional behavioral assessment and behavioral intervention across special educators in Singapore

Abstract

Current literature suggests the need for teacher training in utilizing Functional Behavior Interventions and Assessment (FBAI), especially among special education (SPED) schools and teachers who work with children with special needs. Various tools have been developed to assess teacher competency in utilizing FBA. However, none have been rigorously evaluated for psychometric properties. The aim of the current study is to ascertain the psychometric properties of a knowledge based tool in evaluating teacher FBAI competency; the CF-FBAI. Content and face validity, construct validity, and reliability, were ascertained using various methods. 292 SPED teachers, eleven educational psychology master students, and eleven behavior analysts took part in the study. The CF-FBAI was found to be a valid and reliable tool for assessing teacher FBAI knowledge. Further implications are discussed.