Journal article
Developing and Implementing FBA-BIPs in Elementary Classrooms: A Conceptual Replication
Journal of Special Education Apprenticeship, Vol.9(2)
07/2020
Abstract
The majority of students with disabilities and behavioral challenges are taught in general education classrooms. Although these students may receive interventions resulting in positive behavioral changes, little is known about the collateral effects of implementing behavior intervention plans (BIP) on classroom peers with similar behavioral problems who are not receiving an intervention. The purpose of this study was to investigate the effects of functional behavioral assessments (FBAs) and BIPs for students with challenging behavior as well as their peers. We measured target student and peer academic engagement, as well as treatment integrity and social validity. As a result of the intervention, target students demonstrated increased academic engagement. In addition, results suggest that the FBA-BIPs had small effects on engagement for some peers.
Details
- Title: Subtitle
- Developing and Implementing FBA-BIPs in Elementary Classrooms: A Conceptual Replication
- Creators
- Shanna E HirschAllison L BruhnKristina RandallMichelle DunnJill ShelnutJohn Wills Lloyd
- Resource Type
- Journal article
- Publication Details
- Journal of Special Education Apprenticeship, Vol.9(2)
- Publisher
- Journal of Special Education Apprenticeship
- ISSN
- 2167-3454
- Number of pages
- 25
- Language
- English
- Date published
- 07/2020
- Description audience
- Elementary Education
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984374069702771
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