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Abstract
A wealth of research highlights negative outcomes associated with mental and behavioral health problems in children and adolescents. Prevention-based frameworks have been developed to provide prevention and early intervention in the school setting. Tertiary behavioral supports often include the use of functional behavior assessments (FBAs) and behavior intervention plans (BIPs), for which considerable positive student outcomes have been documented. However, these supports are not void of implementation barriers that decrease effectiveness and prevent desired student outcomes. Rural communities are characterized by factors that further limit the implementation of FBAs. This article explores general implementation barriers as well as distinct characteristics of rural schools that prevent successful implementation of FBAs and BIPs. Furthermore, recommendations are provided for overcoming implementation barriers in rural schools.
Additional information
Notes on contributors
Lindsay Oram
Lindsay Oram is a postdoctoral fellow at the University of Missouri. Her current research interests include mental health service provision in rural schools, preservice teacher education, classroom management, and interventions for emotional and behavioral disorders.
Sarah Owens
Sarah Owens is a predoctoral intern at the Boone County Schools Mental Health Coalition, University of Missouri. Her current research interests include implementation science, implementation integrity, and adoption of evidence-based practices.
Melissa Maras
Melissa Maras is the associate director of research at the Hook Center for Educational Renewal, University of Missouri. Her current research interests include policy/program development and evaluation, evaluation capacity building, and school mental health promotion.