Behavior intervention plans (BIPs) based on a functional behavior assessment are supported by a large body of research showing their potential for positively impacting student behavior; however, research also indicates that many classroom teams struggle to implement BIPs with fidelity. We conducted a statewide survey of over 600 teachers to examine teacher-reported experiences with BIP implementation, including 13 implementation barriers previously identified in the literature. Selecting from the list provided, teachers reported the most prominent barrier to be “the cause of student problem behavior cannot be addressed through a BIP.” In written comments, teachers stated that many behavior problems were at least partially caused by factors beyond teacher control, such as a difficult home life, and perceived BIPs as less effective in these cases. Teachers from urban schools and schools with higher percentages of minority students reported encountering this barrier significantly more frequently. In general, teachers from schools (a) in urban settings, (b) with higher percentages of students receiving free or reduced lunch, and (c) with higher percentages of minority students reported significantly greater challenges to BIP implementation as well as lower fidelity and effectiveness of BIPs. Other prominent barriers identified by teachers included inconsistent implementation of BIPs across staff, inadequate resources to implement BIPs, and ineffective BIPs. Implications for improving implementation of BIPs in schools are discussed.

中文翻译：

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实施行为干预计划的障碍：全州调查的结果

基于功能行为评估的行为干预计划（BIP）得到了大量研究的支持，这些研究表明它们有可能对学生的行为产生积极影响。但是，研究还表明，许多课堂团队都在努力忠实地实施BIP。我们对600多名教师进行了全州调查，以调查教师报告的BIP实施经验，包括先前在文献中确定的13项实施障碍。从提供的列表中进行选择，教师报告了最突出的障碍是“无法通过BIP解决学生问题行为的原因”。老师在书面评论中指出，许多行为问题至少部分是由老师无法控制的因素引起的，例如家庭生活困难，并且认为在这种情况下BIP效果较差。来自城市学校和少数民族学生比例较高的学校的教师报告说，遇到这一障碍的频率明显更高。一般而言，来自学校的教师（a）在城市环境中，（b）接受免费午餐或减少午餐的学生比例较高，（c）少数族裔学生的比例较高，他们对BIP实施的挑战以及保真度和BIP的有效性。老师发现的其他主要障碍包括：员工之间实施BIP不一致，实施BIP的资源不足以及无效的BIP。讨论了改进学校中BIP实施的含义。来自学校的教师（a）在城市环境中，（b）接受免费午餐或减少午餐的学生比例较高，（c）少数族裔学生的比例较高，这表明BIP实施面临更大的挑战以及BIP的保真度和有效性降低。老师发现的其他主要障碍包括：员工之间实施BIP不一致，实施BIP的资源不足以及无效的BIP。讨论了改进学校中BIP实施的含义。来自学校的教师（a）在城市环境中，（b）接受免费午餐或减少午餐的学生比例较高，（c）少数族裔学生的比例较高，这表明BIP实施面临更大的挑战以及BIP的保真度和有效性降低。老师发现的其他主要障碍包括：员工之间实施BIP不一致，实施BIP的资源不足以及无效的BIP。讨论了改进学校中BIP实施的含义。老师发现的其他主要障碍包括：员工之间实施BIP不一致，实施BIP的资源不足以及无效的BIP。讨论了改进学校中BIP实施的含义。老师发现的其他主要障碍包括：员工之间实施BIP不一致，实施BIP的资源不足以及无效的BIP。讨论了改进学校中BIP实施的含义。