From FBA To Implementation: A Look At What Is Actually Being Delivered

A Grounded Theory of Behavior Management Strategy Selection, Implementation, and Perceived Effectiveness Reported by First-Year Elementary Teachers

“…As mainstreaming students with EBD and related disorders becomes increasingly normative in schools, regular education teachers need to receive training that has traditionally been relegated to special education majors. Even when behavior intervention plans (BIPs) are provided for regular education teachers, these teachers seldom receive specific training or the necessary supports in implementing these provisions (Blood & Neel, 2007). Teacher education program directors should take a serious look at the realities of the modernday classroom and ensure that they are preparing preservice teachers to manage the wide array of behavior issues they will confront during their first critical years.…”

Effects of Coaching on Teachers’ Use of Function-Based Interventions for Students With Severe Disabilities

“…Although conducting FBAs and implementing function-based interventions are an effective practice in reducing challenging behavior among students with disabilities, and are federally mandated, many school personnel fail to implement this process with the fidelity needed to achieve successful outcomes (Blood & Neel, 2007;. At this time, there is not sufficient research demonstrating that school personnel can use the outcomes of FBAs to develop function-based interventions .…”

“…School personnel, including teachers, frequently fail to implement function-based intervention with the fidelity needed to achieve successful outcomes (Blood & Neel, 2007;. In 2005, Scott and colleagues found that there is not sufficient research demonstrating that school personnel can use the outcomes of FBAs to develop appropriate function-based interventions .…”

Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: an international review

“…FBA is often carried out by psychologists, though there is evidence that teachers can be trained in the techniques and achieve positive effects (Chandler et al 1999). Having said this, there have been a number of studies which show that, even with training, teachers sometimes find it difficult to implement this approach effectively (Scott et al 2005;Acker and O'Leary, 1987;Blood and Neel 2007).…”