Using a multi-tier framework to increase teachers’ fidelity of BIP implementation
type: CreativeWork
description: Most school districts have policies and procedures in place to guide professionals (e.g., behavior specialists, psychologists) in conducting Functional Behavior Assessments and writing Behavior Intervention Plans for students with disabilities. However, it is often difficult for classroom teachers to follow through with every component and strategy in student BIPs due to time constraints, number of students, or lack of training. The purpose of this study was to examine the effects of using a tiered approach to deliver performance feedback and training sessions on the fidelity of special education teachers’ BIP implementation. In this study, Tier 1 interventions were effective for all participants. Also, all participants were able to maintain their level of performance during the maintenance phase.
abstract: Most school districts have policies and procedures in place to guide professionals (e.g., behavior specialists, psychologists) in conducting Functional Behavior Assessments and writing Behavior Intervention Plans for students with disabilities. However, it is often difficult for classroom teachers to follow through with every component and strategy in student BIPs due to time constraints, number of students, or lack of training. The purpose of this study was to examine the effects of using a tiered approach to deliver performance feedback and training sessions on the fidelity of special education teachers’ BIP implementation. In this study, Tier 1 interventions were effective for all participants. Also, all participants were able to maintain their level of performance during the maintenance phase.
author: Stanton, Erin
keywords: Functional behavior assessment, Behavior intervention plan, Multi-tier framework
date published: 12/1/2017
date modified: 2026-07-27T21:19:13Z
provider: Texas Digital Library
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Texas Digital Library

PropertyValue
property ID: Handle
value: https://hdl.handle.net/11274/9790

PropertyValue
property ID: Handle
value: http://hdl.handle.net/11274/9790