Behavior intervention plan implementation during emergency remote instruction: perspectives of caregivers

Abstract

At the onset of the COVID-19 pandemic, schools across the United States transitioned to some form of emergency remote instruction. Preliminary research suggests that special education services may have been disjointed and many caregivers assumed a primary role in service provision during emergency remote instruction. To extend this work with a particular focus on behavior intervention plans (BIPs), we conducted interviews with 25 caregivers to examine how BIPs were implemented during emergency remote instruction. Our findings suggest that BIP implementation did not occur or was limited, most BIPs did not reflect the new learning context, and caregivers experienced a myriad of challenges providing behavioral supports due to competing responsibilities and limited guidance from school personnel. We present important implications and future research directions for BIP implementation in response to emergency situations that require remote instruction.

Keywords:

• Behavior intervention plan
• caregivers
• COVID-19
• emergency remote instruction
• FAPE

Disclosure statement

We have no conflicts of interest to disclose.

Additional information

Notes on contributors

Virginia L. Walker

Virginia L. Walker is an associate professor of special education at the University of North Carolina at Charlotte. Her current research interests include positive behavior interventions and supports, supports planning to promote inclusive education, and teacher and paraeducator professional development and preparation in relation to students with extensive support needs.

Ann Mickelson

Ann M. Mickelson is an assistant professor of special education and child development at the University of North Carolina at Charlotte. Her research centers on collaborative approaches to teacher preparation in pursuit of inclusion and authentic research and practice partnerships with families and professionals to promote responsive and inclusive service delivery.

Melissa Tapp

Melissa C. Tapp is an assistant professor of special education at Catawba College. Her research interests include increasing engagement of students with extensive support needs within school settings with a focus on communication and behavioral interventions and teacher education.

Reem Muharib

Reem Muharib is an assistant professor of special education at Texas State University. Her research interests include behavioral interventions to improve the quality of life of individuals with autism and other developmental disabilities.