Abstract
The training and requirements for initial licensure of Career and Technical Education (CTE) teachers exhibit considerable variation across states, potentially resulting in a limited familiarity with high-impact special education practices among CTE educators. Two critical practices within this domain are the conduct of Functional Behavior Assessments (FBAs) and the design of Individualized Behavior Support Plans (IBSPs). The FBA process entails a thorough, team-based approach to data collection and analysis aimed at identifying the underlying causes of behaviors that impede a student with a disability from achieving academic, social, emotional, and vocational objectives. Based on the insights derived from the FBA, a collaborative team of professionals formulates an intervention strategy to mitigate disruptive behaviors and foster alternative behaviors that enhance learning. CTE teachers who possess advanced knowledge of FBA and IBSP methodologies are positioned to engage effectively in these high-impact practices, thereby facilitating progress towards the academic, social, emotional, and vocational goals for all students with disabilities, with particular emphasis on those with intellectual and developmental disabilities.
Included in
Adult and Continuing Education Commons, Business Commons, Other Teacher Education and Professional Development Commons, Special Education and Teaching Commons, Vocational Education Commons