Exploring the Link Among Behavior Intervention Plans, Treatment Integrity, and Student Outcomes Under Natural Educational Conditions

Abstract

Several researchers have argued that the functional behavior assessment (FBA) and behavior intervention plan (BIP) mandates in the Individuals With Disabilities Education Act of 2004 have gone beyond the current research base. For instance, although BIPs have been shown to improve student outcomes when implemented with strict control and oversight by researchers, it is unclear whether these relationships hold true when implemented under real educational conditions. The purpose of this research was to conduct an initial study evaluating the relationship among the evidence-based quality of federally mandated BIPs, treatment integrity, and student outcomes under real-world educational conditions free from the help of researchers. Results indicated that the evidence-based quality of BIPs was significantly related to positive student outcomes. Results also supported the role of treatment integrity as a mediator of the relationship between the evidence-based quality of BIPs and student outcomes. The implications and limitations of this research as well as directions for future research are discussed.

Positive Behavior Support for Individuals with Behavior Challenges

“…The ultimate goal is for typical caregivers to apply PBS principles to resolve challenges on their own, thereby reducing dependence on outside professionals. The effectiveness of engaging caregivers has been demonstrated in work with families (Fettig and Barton 2014) and educators (Cook et al 2012), with studies indicating that typical caregivers can be engaged as partners in the assessment, be responsible for the implementation of the resulting function-based interventions, and produce improvements in child behavior.…”

School-Based Cognitive-Behavioral Therapy for an Adolescent Presenting with ADHD and Explosive Anger: a Case Study

“…In addition to minimizing Dean's disruptive and inappropriate classroom behaviors, the plan was implemented to encourage him to apply the skills he learned in counseling sessions to the classroom and engage in behaviors that could cultivate his academic success. Cook et al (2010) found that students are more likely to reduce their problematic behaviors when behavior intervention plans are implemented with integrity. Thus, multiple strategies were employed to ensure that the classroom behavior plan was implemented as intended.…”

Adherence and Dosage Contributions to Parenting Program Quality

“…Eames et al (2009) found that positive group leader behaviors, such as encouragement, predicted improved observed and parent-reported parenting, which resulted in increased child compliance and prosocial behaviors. Furthermore, skillful interactions with clients may contribute to decreased problem behaviors and increased appropriate behaviors, as well as positive behavior generalization in youths (Cook et al, 2012). Skillful implementation of a health-related parenting program has been associated with improved health outcomes for adolescents by improving adolescent compliance with treatment regimens (Ellis, Naar-King, Cinningham, Templin, & Frey, 2007).…”