The Individuals with Disabilities Education Improvement Act (IDEIA) introduced Behavior Intervention Plans (BIPs) into United States law in 1990, and the reauthorization of IDEIA occurred in 2004. Even though BIPs have been codified into law, school personnel struggle to meet BIP mandates due to poor implementation fidelity. Barriers for BIP implementation are varied, but there is little research regarding whether practitioner competence and confidence through teaching experience is a factor. School psychologists (N = 122) from eight states completed a self-evaluation survey using the tailored design method. Results from the survey compared responses from school psychologists with and without teaching experience on BIP writing, implementation, and staff support. There were no differences in responses noted between the two groups for competence or confidence. However, school psychologists received substantially more training in writing BIPs than implementation or methods to support staff, and experience directly implementing BIPs provided the strongest correlation to confidence. This suggests that additional research surrounding the concept of training to practice for BIP implementation may be beneficial in identifying methods for improving BIP implementation fidelity as well as school psychologists' competence and confidence in BIP creation and implementation support.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-10745 |
| Date | 09 December 2022 |
| Creators | Coplan, Misty Dawn Lainé |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | https://lib.byu.edu/about/copyright/ |
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