Abstract

Behavior Intervention Plans (BIPs) are legally binding documents required by the Individuals with Disabilities Education Act (IDEA) for students with disabilities. These plans are intended to help teachers use positive, function-based interventions to decrease problem behaviors and promote functionally-equivalent appropriate social behaviors. The Behavior Intervention Plan Quality Evaluator (BIP-QE II) identifies six components of BIP technical adequacy including behavior function, situation specificity and behavior change, reinforcement tactics, reactive team strategies, team coordination and goals and objectives. Unfortunately, in practice BIPs often lack these key components, which can lead to ineffectiveness of plans, as well as lack of communication among team members and low implementation fidelity, leading to poor student outcomes. In this study, the research team evaluated the effects of providing feedback to plan developers on the technical adequacy of BIPs, using the BIP-QE II. The study employed a waitlist control group experimental design where five participants in the treatment group received feedback immediately and four the control group received feedback after a short delay. In addition, previous research suggests that feedback is only as valuable as participants perceive it to be so. A social validity interview confirmed that feedback was valuable to participants but there was a perception that external reviewers did not appreciate some important contextual factors impacting participants' work. Feedback to support the technical adequacy of BIPs is a promising practice that appears both effective and efficient and deserves further research, refinement, and exploration.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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