A Preliminary Study on the Effects of Training Using Behavior Support Plan Quality Evaluation Guide (BSP-QE) to Improve Positive Behavioral Support Plans

By Wright, Diana Browning; Mayer, G. Roy et al. | Education & Treatment of Children, August 2007 | Go to article overview

A Preliminary Study on the Effects of Training Using Behavior Support Plan Quality Evaluation Guide (BSP-QE) to Improve Positive Behavioral Support Plans


Wright, Diana Browning, Mayer, G. Roy, Cook, Clayton R., Crews, S. Dean, Kraemer, Bonnie Rawlings, Gale, Bruce, Education & Treatment of Children


Abstract

The purpose of this research was to evaluate the effects of two trainings designed to increase the competencies of professionals to develop high quality positive behavior support plans for students that engage in problem behaviors that interfere with theirs and/or others' ability to learn. Training one consisted of training attendees on six key concepts of behavior analysis, and team functioning, that are supported by the research as best practice for effective behavior change. Training two concentrated on training attendees how to evaluate and rate the quality of PBS plans using an evidence-based rating instrument. Results of the professional trainings revealed that participants were nearly four times more likely to develop PBS plans that were rated as good or superior after receiving training on how to evaluate and rate the quality of PBS plans than receiving training on the six key concepts alone. The implications for professional pre- and in-service training to enhance the skills of educators in developing PBS plans based on functional behavioral assessments are discussed.

**********

The Individuals with Disabilities Education Improvement Act (IDEIA, 2004) was signed into law on December 3, 2004, renewing several key commitments to special education students who engage in persistent, problematic behavior. Two of the most significant commitments embedded within the language of IDEIA 2004 that are most relevant to disciplinary practice in the schools relate to conducting a functional behavior assessment (FBA) and developing a positive behavior support plan (PBS plan). The specific language in IDEIA 2004 states that the IEP Team shall develop a PBS plan: (a) In the case of a child whose behavior impedes the child's learning or that of others; (b) when a disciplinary action is taken that results in an involuntary placement change, and the behavior is a manifestation of the disability; and (c) in the situation where a behavioral intervention plan has been developed, review the behavioral intervention plan if the child already has such a behavioral intervention plan, and modify it, as necessary, to address the behavior.

Despite the continuation of these requirements from the Individuals with Disabilities Education Act of 1997 (IDEA 97), recent data indicate that schools in general have made little to marginal progress in adequately meeting these mandates and fulfilling the intent of the law (Cook et al., in press; Smith, 2000; Van Acker, Boreson, Gable, & Potterton, 2005). The current inadequacy is not surprising considering that several researchers anticipated this inadequacy at the outset of the policy debate in Congress during the nascent stages of IDEA 97 (Conroy, Clark, Gable, & Fox, 1999; Drasgow & Yell, 2001; Gresham, Quinn, & Restori 1999; Smith, 2000). Researchers initially feared that school personnel lacked the necessary knowledge and skills to conduct adequate FBAs, and to develop legally defensible and educationally appropriate PBS plans. Sadly, research over the past few years (Conroy, Katsiyannis, Clark, Gable, & Fox, 2002; Horner, Sugai, Todd, Lewis-Palmer, 1999-2000; Scott, Nelson, & Zabala, 2003) has validated these fears by revealing a state of affairs in American education where (a) inadequate FBAs were conducted (Gable, 1999), (b) there was little or no correspondence between FBA data and the content of PBS plans (Van Acker et al., 2005), and (c) the majority of PBS plans from typical school teams were rated as legally indefensible and substantively inadequate (Cook et al., in press; Yell, 2002). This latter issue, improving the substantive adequacy of PBS plans, represents the primary focus of this paper.

In an attempt to begin to develop an understanding of the quality of PBS plans developed by educators in today's schools, Cook et al. (in press) performed a study that focused on comparing the substantive adequacy of actual PBS plans developed by typical school teams without demonstrated knowledge and experience to teams including a member with advanced knowledge and skills in behavioral theory and practice. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

A Preliminary Study on the Effects of Training Using Behavior Support Plan Quality Evaluation Guide (BSP-QE) to Improve Positive Behavioral Support Plans
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.