Faculty Mentor(s)

Dr. Brian Stipp

Project Type

EdD Colloquium - ONU

Scholarship Domain(s)

Scholarship of Discovery, Scholarship of Teaching and Learning

Presentation Type

Presentation

Abstract

There is a need to understand and improve the skills of school staff regarding functional behavior assessments (FBAs) and behavior intervention plans (BIPs). Students who exhibit problematic behaviors are at risk for negative outcomes in school and in adulthood. Students with emotional disabilities, African American students, and male students have the most risk. The purpose of this study was to explore teachers’ and administrators’ skills and knowledge as they relate to developing and implementing FBAs and BIPs and to identify training needs in this area. The study may be of interest to school staff and others seeking to provide behavioral support to students who exhibit problematic behaviors. A quantitative non-experimental design was used. Data was collected from 163 participants using an electronic survey instrument derived from two published studies, Couvillon et al. (2009) and Pindiprolu, Peterson, and Berglof (2007). There was a statistical significance difference which showed that administrators were more likely to initiate an FBA than teachers. There was not a difference between groups in the extent to which the intensity of problem behavior is related to the likelihood of an FBA. Teachers showed a higher need for training in FBAs and BIPs than administrators. Schools should implement a school-wide behavior system, maintain effective classroom management strategies, utilize culturally responsive strategies, and meet the needs of individual students with the use of FBAs and BIPs. Improving school staff knowledge and skill set in regard to FBAs and BIPs will require focused effort and training. Further research is warranted.

Cohort XX

Permission type

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Apr 17th, 9:20 AM

Examining the Implementation of Functional Behavior Assessments and Behavior Intervention Plans

Wisner Auditorium

There is a need to understand and improve the skills of school staff regarding functional behavior assessments (FBAs) and behavior intervention plans (BIPs). Students who exhibit problematic behaviors are at risk for negative outcomes in school and in adulthood. Students with emotional disabilities, African American students, and male students have the most risk. The purpose of this study was to explore teachers’ and administrators’ skills and knowledge as they relate to developing and implementing FBAs and BIPs and to identify training needs in this area. The study may be of interest to school staff and others seeking to provide behavioral support to students who exhibit problematic behaviors. A quantitative non-experimental design was used. Data was collected from 163 participants using an electronic survey instrument derived from two published studies, Couvillon et al. (2009) and Pindiprolu, Peterson, and Berglof (2007). There was a statistical significance difference which showed that administrators were more likely to initiate an FBA than teachers. There was not a difference between groups in the extent to which the intensity of problem behavior is related to the likelihood of an FBA. Teachers showed a higher need for training in FBAs and BIPs than administrators. Schools should implement a school-wide behavior system, maintain effective classroom management strategies, utilize culturally responsive strategies, and meet the needs of individual students with the use of FBAs and BIPs. Improving school staff knowledge and skill set in regard to FBAs and BIPs will require focused effort and training. Further research is warranted.

Cohort XX