A pragmatic trial evaluating the effectiveness of web versus live training in functional behavior assessment and interventions among special educators
Live workshops still beat asynchronous online modules for building educator FBA know-how and confidence.
01Research in Context
What this study did
Dutt and colleagues split special educators into two groups. One group took a live two-day workshop on FBA and behavior plans. The other group watched the same slides and videos online at their own pace.
Both groups then took a test on FBA theory and rated how skilled they felt. The study wanted to see if web training could match in-person training.
What they found
Live training won. Educators who sat in the room scored higher on FBA knowledge and felt more confident. The web group learned some facts but did not feel ready to use them.
Only the live group showed a clear jump in self-rated skill.
How this fits with other research
Sump et al. (2018) found the opposite. They taught new therapists to run discrete trials. Web and live BST gave the same skill gains. The key difference: Sump used real-time Zoom coaching, while Dutt used canned modules.
Whelan et al. (2021) already showed that one in-person seminar can lift FBA fidelity from 36% to 87%. Dutt adds a head-to-head web arm and confirms the live edge.
Anonymous (2024) also favored live, yet their online group met in real time. Together the papers say: live beats asynchronous, but live-video can tie if you add feedback.
Why it matters
If you train teachers, paraprofessionals, or parents, choose live when you can. A real room gives questions, practice, and quick feedback that videos alone skip. When travel or budgets block you, switch to live-video calls, not static modules. Add practice checks and chat to close the gap.
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02At a glance
03Original abstract
AbstractThis study adopted a pragmatic trial with randomization to investigate the relative effectiveness of web versus live training on special educators' competence and perceived skills in functional behavior assessments (FBA) and behavior interventions. Pragmatic trials seek to determine the effectiveness of an intervention in a real‐world setting to ensure better application and generalizability in routine practice conditions. The live training group received an in‐person workshop delivered in a lecture format via powerpoint slides. The web training group received asynchronous online instruction via a secure website. The same training content was delivered to both groups. Participants were randomly assigned across both instructional modalities and completed two pre‐ and post‐test measures. Results indicated that participants (N = 104) in both groups showed a significant increase in theoretical competence of FBA and behavior interventions post training. Only participants in the live workshop group reported a significant increase in perceived skill scores. When comparing outcomes across groups, the live training group gained significantly more theoretical competence in FBA and behavior interventions than that in the web training group. These results shed light on the practical implications of online platforms for professional development among in‐service teachers in behavior management for schools with children having disabilities and challenging behavior.
Behavioral Interventions, 2023 · doi:10.1002/bin.1933