A Mixed-Methods Quality Analysis of Behavior Intervention Plans for Students With Extensive Support Needs.
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| Title: | A Mixed-Methods Quality Analysis of Behavior Intervention Plans for Students With Extensive Support Needs. |
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| Authors: | Zagona, Alison L.1 zagona@ku.edu, Kurth, Jennifer A.1, Walker, Virginia L.2, Ruppar, Andrea3, Loman, Sheldon4, Bubash, Sarah3 |
| Source: | Research & Practice for Persons with Severe Disabilities. Dec2024, Vol. 49 Issue 4, p262-281. 20p. |
| Subject Terms: | *Behavior disorders, *Qualitative research, *Research methodology, *Special education, *Behavior therapy, Descriptive statistics, Quantitative research, Thematic analysis, Data analysis software, Social support |
| Abstract: | Students with extensive support needs are at risk of demonstrating challenging behavior due to inadequate support of their individual needs or class-wide factors such as low quality of instruction. Students with extensive support needs are also among the students who are most likely to experience aversive interventions and be placed in segregated educational placements. The purpose of this mixed-methods study was to investigate behavior intervention plans (BIPs) written for students with extensive support needs to understand their structural features and technical adequacy, trends across components of plans, and the alignment of the BIP with the student's individualized education program (IEP). We analyzed BIPs that were developed by IEP teams including a teacher candidate enrolled in a master's program, a mentor teacher, or a colleague. We found BIPs were of low technical adequacy with patterns of errors reflecting harmful assumptions about students, lack of operational definitions, and intervention procedures that were not aligned with other components of the plan. BIPs and IEPs were not well-aligned, a finding that reflected overall poor planning for students with extensive support needs. Implications for research and practice are presented with a focus on the critically important nature of effective behavior supports for students with extensive support needs. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Students with extensive support needs are at risk of demonstrating challenging behavior due to inadequate support of their individual needs or class-wide factors such as low quality of instruction. Students with extensive support needs are also among the students who are most likely to experience aversive interventions and be placed in segregated educational placements. The purpose of this mixed-methods study was to investigate behavior intervention plans (BIPs) written for students with extensive support needs to understand their structural features and technical adequacy, trends across components of plans, and the alignment of the BIP with the student's individualized education program (IEP). We analyzed BIPs that were developed by IEP teams including a teacher candidate enrolled in a master's program, a mentor teacher, or a colleague. We found BIPs were of low technical adequacy with patterns of errors reflecting harmful assumptions about students, lack of operational definitions, and intervention procedures that were not aligned with other components of the plan. BIPs and IEPs were not well-aligned, a finding that reflected overall poor planning for students with extensive support needs. Implications for research and practice are presented with a focus on the critically important nature of effective behavior supports for students with extensive support needs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15407969 |
| DOI: | 10.1177/15407969241291485 |
