Date Available
6-3-2013
Year of Publication
2013
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Educational, School, and Counseling Psychology
Advisor
Dr. H. Thompson Prout
Abstract
This study assessed the convergent validity of the Functional Assessment Informant Record for Teachers (FAIR-T; Edwards, 2002) with analog functional analyses (FAs). Participants were five teachers and students located at a specialized school serving individuals with disabilities. Teachers had worked with the student for a minimum of 1 month, and students displayed a variety of behavioral topographies. The FAIR-T was conducted by the researcher using telephone or video conferencing technology, and analog functional analyses were conducted in a clinic setting by trained therapists within the course of the student’s typical treatment plan. Results of the FAIR-T were coded according to function, and the results of the analog FAs were graphed and analyzed visually. Results of the FAIR-T and FAs indicated limited convergence between the two assessment methods, though results were somewhat inconclusive. Results are discussed in relation to the utility of the FAIR-T, particularly in the school setting. Directions for future research are discussed in light of the need to delineate efficient means with which to conduct functional behavior assessments within the schools.
Recommended Citation
Pierce, Laura E., "CONVERGENT VALIDITY OF THE FUNCTIONAL ASSESSMENT INFORMANT RECORD FOR TEACHERS (FAIR-T)" (2013). Theses and Dissertations--Educational, School, and Counseling Psychology. 9.
https://uknowledge.uky.edu/edp_etds/9
