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ERIC Number: EJ855882
Record Type: Journal
Publication Date: 2009-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1363-2752
Tracking Behavior Assessment Methodology and Support Strategies: A National Survey of How Schools Utilize Functional Behavioral Assessments and Behavior Intervention Plans
Couvillon, Michael A.; Bullock, Lyndal M.; Gable, Robert A.
Emotional & Behavioural Difficulties, v14 n3 p215-228 Sep 2009
Although functional behavioral assessments (FBAs) and behavior intervention plans (BIPs) have been utilized since the 1960s, their use has steadily increased since the passing of IDEA 1997 which mandated their use in specified circumstances. References to FBAs and BIPs in No Child Left Behind Act of 2001, the 2004 re-authorization of IDEA, and in positive behavioral supports programming has also expanded their use across school settings. Although much has been written about FBAs and BIPs, there is a paucity of research regarding the specific manner in which public school personnel implement mandated practices. The current study examined the variables in which schools conduct FBAs and implement BIPs not yet adequately addressed in the current literature and focused on four main areas: (a) behavioral problems encountered in the school settings, (b) common disciplinary actions taken regarding common behavioral problems, (c) how functional behavioral assessments are utilized, and (d) how behavior interventions are applied. Findings suggest that those asked to conduct, write, and implement FBAs and BIPs rarely received adequate training on the use of these mandated practices. Results from the study also suggest that on-going consultation and evaluation are critical to the successful implementation of BIPs. (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A