{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/9790"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/9790","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"Using a multi-tier framework to increase teachers’ fidelity of BIP implementation","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.","abstract_html":"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. 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