Behavior intervention plans (BIPs) are intended to help educators systematically support students with behavioral problems at school. Previous research confirms that the effectiveness of a BIP depends on the degree to which the plan is technically adequate and implemented with integrity. What remains unclear from the literature is how professional experience and environmental variables impact technical adequacy, treatment integrity, and student outcomes. The purpose of this study was to explore these relationships using data collected from a survey of members’ experiences with the BIP implementation team. The researchers collected BIPs from local school districts and then surveyed members of the implementation team regarding their professional qualifications, training, involvement in the BIP development process, treatment integrity, and perceived impact on student outcomes. Results from two multiple regression models predicting treatment integrity and student outcomes suggest that practitioners’ perceptions of BIP quality significantly predicted treatment integrity. Additionally, training, BIP quality, and treatment integrity significantly predicted student outcomes. These findings suggest that practitioners’ perceptions of BIP quality may play an important role in predicting treatment integrity but improving student outcomes requires technical adequacy and targeted professional development.

行为干预计划 (BIP) 旨在帮助教育工作者系统地支持在校有行为问题的学生。先前的研究证实，BIP 的有效性取决于该计划在技术上的充分性和完整性实施的程度。文献中尚不清楚的是专业经验和环境变量如何影响技术充分性、治疗完整性和学生成果。本研究的目的是使用从成员与 BIP 实施团队的经验调查中收集的数据来探索这些关系。研究人员从当地学区收集 BIP，然后调查实施团队成员的专业资格、培训、参与 BIP 开发过程、治疗完整性、以及对学生成绩的感知影响。来自预测治疗完整性和学生结果的两个多元回归模型的结果表明，从业者对 BIP 质量的看法显着预测了治疗完整性。此外，培训、BIP 质量和治疗完整性显着预测了学生的成果。这些发现表明，从业者对 BIP 质量的看法可能在预测治疗完整性方面发挥重要作用，但提高学生成绩需要技术充分性和有针对性的专业发展。和治疗完整性显着预测了学生的结果。这些发现表明，从业者对 BIP 质量的看法可能在预测治疗完整性方面发挥重要作用，但提高学生成绩需要技术充分性和有针对性的专业发展。和治疗完整性显着预测了学生的结果。这些发现表明，从业者对 BIP 质量的看法可能在预测治疗完整性方面发挥重要作用，但提高学生成绩需要技术充分性和有针对性的专业发展。