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ERIC Number: ED546672
Record Type: Non-Journal
Publication Date: 2012
Pages: 108
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-0309-1
Demystifying the Implementation of Quality Behavior Support Plans in School Settings
Manu, Ruxandra Melania
ProQuest LLC, Psy.D. Dissertation, Alliant International University
The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004) continues to mandate that behavior interventions and behavior supports be monitored for proper implementation, and data gathered to prove implementation fidelity and student outcomes. The current implementation of behavior support plans (BSPs) is another type of "wait-to-fail" model. Due to limited school funds, overworked school psychologists have inadequate time available to devote to helping teachers with intervention implementation. Most hope that teachers know what to do with the BSP, how to implement and follow through on the interventions, and when to ask for help. The monitoring of implementation fidelity and student response to intervention is a less frequent practice of school psychologists in today's schools, due to various time constraints and lack of knowledge of evidence-based practices. This project proposes an evidence-based model of practice in BSP implementation that will help school psychologists increase the efficacy of their practice within the time constraints faced on the job. The intent is to decrease the likelihood that additional time will be wasted by having to restart the BSP process if the intervention fails due to the absence of careful implementation and monitoring by someone other than the teacher. In this model of practice, the behavior support plan developed by Positive Environment, Network of Trainers (PENT) is recommended as an effective evidence-based tool to be used when developing a BSP. In addition to the PENT behavior support plan, it is also recommended that teams need to document implementation fidelity and monitor student outcomes. This will help teams remain legally compliant with IDEIA 2004, and make timely and informed decisions about intervention outcomes, and how to best proceed going forward. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004