Skip to main content
SpringerLink
Log in

Implementing Behavior Intervention Plans in Schools: A Pilot Study of the Complex Relationship Between Technical Adequacy, Treatment Integrity, and Student Outcomes

  • Original Paper
  • Published:
Journal of Behavioral Education Aims and scope Submit manuscript

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig 2
Fig. 3

Similar content being viewed by others

References

  • Benazzi, L., Horner, R. H., & Good, R. H. (2006). Effects of behavior support team composition on the technical adequacy and contextual fit of behavior support plans. The Journal of Special Education, 40(3), 160–170. https://doi.org/10.1177/00224669060400030401

    Article  Google Scholar 

  • Bertram, R. M., Blasé, K. A., & Fixsen, D. L. (2015). Improving programs and outcomes: Implementation frameworks and organizational change. Research on Social Work Practice, 25(4), 477–487. https://doi.org/10.1177/1049731514537687

    Article  Google Scholar 

  • Billingsley, B., & Bettini, E. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697–744. https://doi.org/10.3102/0034654319862495.

  • Blood, E., & Neel, R. S. (2007). From FBA to implementation: A look at what is actually being delivered. Education and Treatment of Children, 30(4), 67–80.

    Article  Google Scholar 

  • Browning-Wright, D. B., Mayer, G. R., Cook, C. R., Crews, S. D., Kraemer, B. R., & Gale, B. (2007). A preliminary study on the effects of training using behavior support plan quality evaluation guide (BSP-QE) to improve positive behavioral support plans. Education and Treatment of Children, 30(3), 89–106. https://doi.org/10.1353/etc.2007.0017

    Article  Google Scholar 

  • Browning-Wright, D., Mayer, R., & Saren, D. (2013). Behavior intervention plan quality evaluation scoring guide II: To evaluate behavior intervention plans (See www.pent.ca.gov). California Department of Education. http://www.pent.ca.gov/beh/qe/bipscoringrubric.pdf

  • Cochrane, W. S., & Laux, J. M. (2007). Investigating school psychologists’ perceptions of treatment integrity in school-based interventions for children with academic and behavior concerns. Preventing School Failure, 51(4), 29–34. https://doi.org/10.3200/PSFL.51.4.29-34

    Article  Google Scholar 

  • Cochrane, W. S., & Laux, J. M. (2008). A survey investigating school psychologists’ measurement of treatment integrity in school-based interventions and their beliefs about its importance. Psychology in the Schools, 45(6), 499–507. https://doi.org/10.1002/pits.20319

    Article  Google Scholar 

  • Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Lawrence Erlbaum Associates Publishers.

  • Cook, C. R., Mayer, G. R., Wright, D. B., Kraemer, B., Wallace, M. D., Dart, E., et al. (2012). Exploring the link among behavior intervention plans, treatment integrity, and student outcomes under natural educational conditions. The Journal of Special Education, 46(1), 3–16. https://doi.org/10.1177/0022466910369941

    Article  Google Scholar 

  • Fixsen, D. L., Naoom, S. F., Blasé, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). https://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/NIRN-MonographFull-01-2005.pdf

  • Glass, G. V., Peckham, P. D., & Sanders, J. R. (1972). Consequences of failure to meet assumptions underlying the fixed effects analyses of variance and covariance. Review of Educational Research, 42(3), 237–288. https://doi.org/10.3102/00346543042003237

    Article  Google Scholar 

  • Gresham, F. M., Dart, E. H., & Collins, T. A. (2017). Generalizability of multiple measures of treatment integrity: Comparisons among direct observation, permanent products, and self-report. School Psychology Review, 46(1), 108–121. https://doi.org/10.1080/02796015.2017.12087606

    Article  Google Scholar 

  • Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32(5), 423–446. https://doi.org/10.1023/A:1020593922901

    Article  PubMed  Google Scholar 

  • Individuals with Disabilities Education Act, 20 U.S.C. §1401-1485 (1997).

  • Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA function-based and non-function-based intervention plans. Journal of Positive Behavior Interventions, 7(4), 224–236. https://doi.org/10.1177/10983007050070040401

    Article  Google Scholar 

  • Iovannone, R., & Romer, N. (2017). The FBA/BIP technical adequacy tool for evaluation (TATE): Improving practice. Paper session presented at the meeting of the National Association of School Psychologists, Texas.

  • Kraemer, B. R., Cook, C. R., Browning-Wright, D., Mayer, G. R., & Wallace, M. D. (2008). Effects of training on the use of the behavior support plan quality evaluation guide with autism educators: A preliminary investigation examining positive behavior support plans. Journal of Positive Behavior Interventions, 10(3), 179–189. https://doi.org/10.1177/1098300708318796

    Article  Google Scholar 

  • Lubke, G. H., & Muthén, B. O. (2004). Applying multigroup confirmatory factor models for continuous outcomes to likert scale data complicates meaningful group comparisons. Structural Equation Modeling, 11(4), 514–534. https://doi.org/10.1207/s15328007sem1104_2

    Article  Google Scholar 

  • Marcus, R. F. (2017). Normative aggression and violence. In The development of aggression and violence in adolescence (pp. 27–62). Palgrave Macmillan.

  • McKenna, J. W., Flower, A., & Adamson, R. (2015). A systematic review of function-based replacement behavior interventions for students with and at risk for emotional and behavioral disorders. Behavior Modification, 40(5), 678–712. https://doi.org/10.1177/0145445515621489

    Article  PubMed  Google Scholar 

  • Medley, N. S., Little, S. G., & Akin-Little, A. (2008). Comparing individual behavior plans from schools with and without schoolwide positive behavior support: A preliminary study. Journal of Behavioral Education, 17(1), 93–110. https://doi.org/10.1007/s10864-007-9053-y

    Article  Google Scholar 

  • National Implementation Research Network (2021, April). Active implementation hub: Module 2 implementation drivers. https://nirn.fpg.unc.edu/module-2/implementation-drivers

  • Noell, G. H., Gansle, K. A., Mevers, J. L., Knox, R. M., Mintz, J. C., & Dahir, A. (2014). Improving treatment plan implementation in schools: A meta-analysis of single subject design studies. Journal of Behavioral Education, 23(1), 168–191. https://doi.org/10.1007/s10864-013-9177-1

    Article  Google Scholar 

  • Ntinas, K. M., Neila, A., Nikolaidou, E., Papadimitriou, S., Papadopoulou, I., Fasoulas, A., & Hatzikonstantinidis, C. (2006). Inclusion and challenging behaviors: Greek general educators’ perspectives. The Behavior Analyst Today, 7(1), 84–95. https://doi.org/10.1037/h0100146

    Article  Google Scholar 

  • Owens, J. S., Coles, E. K., Evans, S. W., Himawan, L. K., Girio-Herrera, E., Holdaway, A. S., et al. (2017). Using multi-component consultation to increase the integrity with which teachers implement behavioral classroom interventions: A pilot study. School Mental Health, 9(3), 235–236. https://doi.org/10.1007/s12310-017-9225-4

    Article  Google Scholar 

  • Lloyd, B. P., Barton, E. E., Pokorski, E. A., Ledbetter-Cho, K., & Pennington, B. (2019). Function-based interventions in K-8 general education settings: A focus on teacher implementation. The Elementary School Journal, 119(4), 601–628. https://doi.org/10.1086/703114

    Article  Google Scholar 

  • Perepletchikova, F., & Kazdin, A. E. (2006). Treatment integrity and therapeutic change: Issues and research recommendations. Clinical Psychology: Science and Practice, 12(4), 365–383. https://doi.org/10.1093/clipsy.bpi045

    Article  Google Scholar 

  • Pinkelman, S. E., & Horner, R. H. (2017). Improving implementation of function-based interventions: Self-monitoring, data collection, and data review. Journal of Positive Behavior Interventions, 19(4), 228–238. https://doi.org/10.1177/1098300716683634

    Article  Google Scholar 

  • Richardson, M., Caldarella, P., Young, B., and Young, E. L. (2007). Adapting the SSBD for secondary school PBS interventions: Student and parent correlates. Paper presented at the annual conference of the Teacher Educators for Children with Behavior Disorders, Tempe, AZ. http://scholarsarchive.byu.edu/facpub/1272

  • Strickland-Cohen, K., & Horner, R. (2015). Typical school personnel developing and implementing basic behavior support plans. Journal of Positive Behavior Interventions, 17(2), 83–94. https://doi.org/10.1177/1098300714554714

    Article  Google Scholar 

  • Rutherford, R. B., Jr., & Nelson, C. M. (1995). Management of aggressive and violent behavior in the schools. Focus on Exceptional Children, 27(6), 1–15.

    Google Scholar 

  • U.S. Department of Education (2019). EDFacts data warehouse (EDW): IDEA Part B Child count and educational environments collection. https://www2.ed.gov/programs/osepidea/618-data/static-tables/index.html

  • U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2016, December). Children Identified with or At Risk for an Emotional Disturbance topic area intervention report: Functional Behavioral Assessment-based Interventions. http://whatworks.ed.gov

  • Walker, H., Colvin, G., & Ramsey, E. (1996). Antisocial behavior in school: Strategies and best practices. Behavioral Disorders, 21(3), 253–255. https://doi.org/10.1177/019874299602100307

    Article  Google Scholar 

Download references

Acknowledgements

We would like to express our gratitude for the school district administrators and employees who made this possible throughout the state of Utah. Thank you for your dedication to the field and remarkable contributions to our children.

Author information

Authors and Affiliations

  1. Department of Counseling Psychology and Special Education, Brigham Young University, 340-N MCKB, Provo, UT, 84602, USA

    Cade T. Charlton, Sara E. Moulton & Christian V. Sabey

  2. EdS Canyons School District, Sandy, USA

    Danielle Marie Green Rigby

  3. Department of Teacher Education, Brigham Young University, Provo, USA

    Michael J. Richardson

Authors
  1. Cade T. Charlton
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Danielle Marie Green Rigby
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sara E. Moulton
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Christian V. Sabey
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Michael J. Richardson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Cade T. Charlton.

Ethics declarations

Conflict of interest

On behalf of all authors, the corresponding author states that there is no conflict of interest.

Informed Consent

All procedures and research materials used in the study were reviewed and approved by the university. Institutional Review Board. In addition, all participating districts reviewed IRB approvals and provided district approval for the recruitment of research participants and the collection of de-identified data.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Charlton, C.T., Rigby, D.M.G., Moulton, S.E. et al. Implementing Behavior Intervention Plans in Schools: A Pilot Study of the Complex Relationship Between Technical Adequacy, Treatment Integrity, and Student Outcomes. J Behav Educ 32, 382–403 (2023). https://doi.org/10.1007/s10864-021-09448-z

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10864-021-09448-z

Keywords

Search

Navigation