Education training to support the collection and use of Intervention Selection Profile-Function data: Two randomized...

Recent research has supported the technical adequacy of the Intervention Selection Profile-Function (ISP-Function), a brief instrument intended for use in abbreviated functional assessment at Tier 2. The purpose of this investigation was to examine the extent to which training and practice were necessary to support the accuracy with which educators collect and use ISP-Function data to inform intervention-related decisions. Two randomized controlled trials were conducted with elementary school educator participants. Within both studies, participants were randomized to three groups: (a) Control (pretest-posttest only), (b) Basic Training, and (c) Basic Training + Practice. Study 1 (n = 102) training and practice opportunities were specific to the collection of ISP-Function data, examining the accuracy with which educators rated videos of students in classroom settings. In Study 2 (n = 198), training and practice opportunities were specific to the interpretation and use of ISP-Function data, examining the accuracy of educators' intervention-related decisions when examining ISP-Function data vignettes. Study 1 findings suggested the Basic Training and Basic Training + Practice conditions consistently outperformed Control. However, there was no clear benefit of practice opportunities in promoting rater accuracy. Study 2 results suggested that basic training, with or without practice opportunities, was sufficient to promote the accuracy of overall decisions regarding the function of student behavior. Overall, results suggested that with few exceptions, basic training and practice (and occasionally basic training alone) could promote the accuracy of educator ISP-Function ratings and decisions at posttest.