The purpose of the study was to determine the current trends of FBAs and BIPs in a large school district in Arizona. The FBA and BIP components determined best practice by previous literature (Van Acker, et al., 2005; Blood & Neel, 2007) were used to analyze FBAs and BIPs of elementary age students grades Kindergarten through fifth grade serviced in a self-contained classroom designed for students with Emotional Disabilities. BASC-2 composite scores were reviewed and compared to students in the typical population as a means of determining a standard for self-contained placement for the participants. In addition, demographic data were examined including: sex, ethnicity, age, grade, grade of ED eligibility if applicable, and age of ED self-contained placement. This study investigated the FBA/BIPs to determine if they contained the necessary components determined to be best practice by previous researchers (Blood & Neel, 2007; Van Acker et al., 2005) and to answer specific questions about the plans. The major findings of the study with regard to the investigation of the specific FBA/BIP components include: 1) none of the participants had identified and detailed antecedent events in which the problem behavior was least likely to occur 2) the majority of the FBAs did not have an operational definition for the identified target behavior 3) nearly none of the FBAs identified the function of the target behavior 4) the majority of the FBAs had insufficient data regarding the frequency, intensity, and duration of the target behavior 5) none of the BIPs had an identified hypothesis that was considered sufficient. These findings answer the posed questions regarding the antecedent events, behavioral aspects, and consequences/interventions addressed on the FBA as well as the behavioral aspects and consequences/interventions addressed on the BIP. The implications of these findings and areas for future research are discussed.

Behavior Intervention Plans (BIPs) are legally binding documents required by the Individuals with Disabilities Education Act (IDEA) for students with disabilities. These plans are intended to help teachers use positive, function-based interventions to decrease problem behaviors and promote functionally-equivalent appropriate social behaviors. The Behavior Intervention Plan Quality Evaluator (BIP-QE II) identifies six components of BIP technical adequacy including behavior function, situation specificity and behavior change, reinforcement tactics, reactive team strategies, team coordination and goals and objectives. Unfortunately, in practice BIPs often lack these key components, which can lead to ineffectiveness of plans, as well as lack of communication among team members and low implementation fidelity, leading to poor student outcomes. In this study, the research team evaluated the effects of providing feedback to plan developers on the technical adequacy of BIPs, using the BIP-QE II. The study employed a waitlist control group experimental design where five participants in the treatment group received feedback immediately and four the control group received feedback after a short delay. In addition, previous research suggests that feedback is only as valuable as participants perceive it to be so. A social validity interview confirmed that feedback was valuable to participants but there was a perception that external reviewers did not appreciate some important contextual factors impacting participants' work. Feedback to support the technical adequacy of BIPs is a promising practice that appears both effective and efficient and deserves further research, refinement, and exploration.

Behavior Intervention Plans (BIPs) are legally binding documents required by the Individuals with Disabilities Education Act (IDEA) for students with disabilities. These plans are intended to help teachers use positive, function-based interventions to decrease problem behaviors and promote functionally-equivalent appropriate social behaviors. The Behavior Intervention Plan Quality Evaluator (BIP-QE II) identifies six components of BIP technical adequacy including behavior function, situation specificity and behavior change, reinforcement tactics, reactive team strategies, team coordination and goals and objectives. Unfortunately, in practice BIPs often lack these key components, which can lead to ineffectiveness of plans, as well as lack of communication among team members and low implementation fidelity, leading to poor student outcomes. In this study, the research team evaluated the effects of providing feedback to plan developers on the technical adequacy of BIPs, using the BIP-QE II. The study employed a waitlist control group experimental design where five participants in the treatment group received feedback immediately and four the control group received feedback after a short delay. In addition, previous research suggests that feedback is only as valuable as participants perceive it to be so. A social validity interview confirmed that feedback was valuable to participants but there was a perception that external reviewers did not appreciate some important contextual factors impacting participants' work. Feedback to support the technical adequacy of BIPs is a promising practice that appears both effective and efficient and deserves further research, refinement, and exploration.

AN ABSTRACT OF THE THESIS OFDanielle N. Crespo, for the Master of Science degree in Behavior Analysis and Therapy, presented on January 18, 2022, at Southern Illinois University Carbondale. TITLE: A COMPARISON OF FEEDBACK SEQUENCING FOR INCREASING SKILLS WITH IMPLEMENTING BEHAVIOR INTERVENTION PLANSMAJOR PROFESSOR: Dr. Paige Boydston Schools and school employees have been tasked with providing social, emotional, and behavioral supports to a rising number of students. Training staff to implement these supports with fidelity is crucial. Providing feedback to staff implementing behavior intervention plans is a method to increasing performance. In the present study, a multiple baseline across behaviors was utilized to compare different sequences of feedback statements on paraprofessional job performance. Three feedback sequences were compared: Positive-Corrective-Positive (PCP), Positive-Positive-Corrective (PPC), and Corrective-Positive-Positive (CPP). The results of this study showed the PCP condition, commonly known as the feedback sandwich, showed the quickest results to mastering skills. However, results from a preference questionnaire showed most paraprofessionals preferred the CPP sequence, with the PCP sequence being rated second in preference. Overall, results from this study show the PCP sequence may be an effective tool in training paraprofessionals in a school setting.

This qualitative study aimed to investigate the effectiveness of Positive Behavior Interventions and Supports (PBIS) on students with Behavior Intervention Plans. This study used qualitative research methods to obtain the perspectives of teachers who had implemented PBIS on students with behavior plans. The study relied on semi-structured interviews using questions established by the researcher. The results of the study indicate that most of the teachers interviewed feel that PBIS is effective for students with PBIS because it acts as a motivational tool, gives students something to work towards, decreases negative behaviors, and increases positive behaviors. Additionally, the study indicates that teachers believe PBIS effectively reduces behavior infractions in the classroom.

ABSTRACT TECHNICAL AND APPLIED FEATURES OF FUNCTIONAL BEHAVIORAL ASSESSMENTS AND BEHAVIOR INTERVENTION PLANS by Shannon M. Hawkins When conducted correctly, functional behavior assessments (FBAs) can help professionals intervene with problem behavior using function-based interventions. Despite the fact that researchers have shown that effective interventions are based on function, recent investigators have found that most behavioral intervention plans (BIPs) are written without regard to the function of students’ problem behaviors as documented in their FBAs. This study was conducted to examine the overall technical adequacy of FBAs and BIPs within one educational system to evaluate reliance on the outcomes of FBAs in the development of BIPs. The technical and applied features of a randomly selected sample of 134 FBA/BIPs of students with disabilities, ages 3-21 years, who were receiving services due to their severe emotional and behavioral disorders (SEBD) or autism spectrum disorders (ASD) within the Georgia Network of Educational and Therapeutic Services (GNETS) were analyzed. In addition, similarities and differences between function-based strategies specified in BIPs were examined. Logistic regression was used to reveal the probability that a given behavioral function can predict which intervention(s) might be chosen. A series of chi-square tests of independence and a multinomial logistic regression model were used to examine how BIP component variables, demographic variables, behavioral function variables, and behavioral intervention variables related to each other statistically. Components described as critical in research literature for conducting FBAs and developing BIPs were absent from a significant number of the student files. Results suggest few of the prescribed interventions were likely to be related to function. The findings extend research on FBAs and BIPs, particularly as they are used with students with SEBD and autism, documenting that a significant number of BIPs are developed without regard of the function of the problem behavior.

A case study of FBAs conducted by school-based teams analyzed 26 complete FBAs from rural LEAs trained by a university-based PBIS project staff. Interviews and observations were more often used than instruments/procedures. School teams initiated FBAs quicker but took longer to complete than did independent consultants. Researchers and practitioners will identify essential FBA components; how FBAs can be analyzed per these components; describe study results; and, discuss implications for research and application.

No description available.

The two research questions that guided this qualitative, descriptive case study were: 1. What staff development and training occurred since IDEA 1997 and what would be recommended in the future in a selected Virginia school district regarding the discipline problems of students with disabilities. 2. How had one Virginia school district responded, implemented and resolved disciplinary problems (including barriers) as related to IDEA 1997 for specific students with disabilities who were in need of disciplinary measures during the 1999-2000 school year? The seven selected students with disabilities were chosen based on their disciplinary actions as related to five interview guide questions that focused on some new IDEA 1997 disciplinary regulations. Sources came from a review of formal and informal records, interviews, observations, and follow-up based on data analysis. These questions dealt with the disciplinary issues involving: 1. Multiple short-term removals. 2. Change of placements. 3. Interim alternative settings. 4. Removal for more than ten days. 5. Disciplinary change of placement. 6. Discipline whereas a functional assessment and behavioral implementation plans, strategies and supports were reviewed for students with disabilities in need of disciplinary action. Themes, patterns and recommendations were given at the school district and at the state level. Recommendations for further study were made. Within this school district, three surfaced themes as part of lessons learned were noted. These themes were a) the revolving door of homebound placement, b) monitor and compliance issues, and c) documentation concerns for students with disabilities as mandated by IDEA 1997. Ten patterns were noted as related to the seven students with disabilities due to their disciplinary actions. All seven students with disabilities had a long history of special education placements, attendance problems and were recommended for counseling. Six of these student's parents were minimally involved with their child's progress. Six of these students were drug involved. Positive interventions, strategies and supports were utilized for five of these students when receiving disciplinary consequences. Five of these students with disabilities had other difficult family issues. Four of these students with disabilities were court involved while one student was involved with the community services board. Three students had work experiences and three students had low to average intelligence. Other noteworthy considerations involving climate and culture, money and safety were discussed. / Ed. D.