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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26735
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dc.contributor.authorBitsika, Vickien
dc.contributor.authorWarren, Amalia Cen
dc.contributor.authorSharpley, Christopher Fen
dc.date.accessioned2019-04-16T00:51:04Z-
dc.date.available2019-04-16T00:51:04Z-
dc.date.issued2017-
dc.identifier.citationInternational Journal of Special Education, 32(3), p. 630-641en
dc.identifier.issn1917-7844en
dc.identifier.issn0827-3383en
dc.identifier.urihttps://hdl.handle.net/1959.11/26735-
dc.description.abstractThe efficacy of delivering autism-focused Functional Behaviour Assessment (FBA) training within a six-session professional development (PD) framework was investigated with 23 Australian educators. FBA knowledge, selfefficacy (SE), and confidence were measured pre-to-post-PD series as markers of educator ability to address the challenging behaviours associated with Autism Spectrum Disorder (ASD). A significant relationship was found between confidence, SE, and overall performance in various aspects of the educator’s job role. These results suggest that this form of PD may be used to train educators in the skills necessary to improve both their own working experience and their students’ learning opportunities.en
dc.languageenen
dc.publisherInternational Journal of Special Educationen
dc.relation.ispartofInternational Journal of Special Educationen
dc.titleAn Evaluation of a Professional Development Programme in Functional Behavior Assessment for Educators in Australiaen
dc.typeJournal Articleen
dcterms.accessRightsBronzeen
local.contributor.firstnameVickien
local.contributor.firstnameAmalia Cen
local.contributor.firstnameChristopher Fen
local.subject.for2008110999 Neurosciences not elsewhere classifieden
local.subject.seo2008920111 Nervous System and Disordersen
local.profile.schoolSchool of Science and Technologyen
local.profile.schoolSchool of Science and Technologyen
local.profile.emailvbitsik2@une.edu.auen
local.profile.emailawarren@bond.edu.auen
local.profile.emailcsharpl3@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeCanadaen
local.format.startpage630en
local.format.endpage641en
local.url.openhttp://www.internationalsped.com/documents/IJSE-ENTIRE-ISSUE-32-3.pdfen
local.peerreviewedYesen
local.identifier.volume32en
local.identifier.issue3en
local.access.fulltextYesen
local.contributor.lastnameBitsikaen
local.contributor.lastnameWarrenen
local.contributor.lastnameSharpleyen
dc.identifier.staffune-id:vbitsik2en
dc.identifier.staffune-id:csharpl3en
local.profile.orcid0000-0003-2518-6684en
local.profile.orcid0000-0001-7922-4848en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/26735en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleAn Evaluation of a Professional Development Programme in Functional Behavior Assessment for Educators in Australiaen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorBitsika, Vickien
local.search.authorWarren, Amalia Cen
local.search.authorSharpley, Christopher Fen
local.uneassociationUnknownen
local.year.published2017en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/dfb8fb6f-ac0e-425b-9e6e-67d845274a6aen
local.subject.for2020320903 Central nervous systemen
local.subject.seo2020200409 Mental healthen
dc.notification.tokenbd213251-3a62-41b2-89b8-a74cd84ae8e2en
local.codeupdate.date2021-10-23T08:51:18.464en
local.codeupdate.epersoncsharpl3@une.edu.auen
local.codeupdate.finalisedtrueen
local.original.for2020undefineden
local.original.seo2020undefineden
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