Tracking behavior assessment methodology and support strategies: a national survey of how schools utilize functional behavioral assessments and behavior intervention plans

Abstract

Although functional behavioral assessments (FBAs) and behavior intervention plans (BIPs) have been utilized since the 1960s, their use has steadily increased since the passing of IDEA 1997 which mandated their use in specified circumstances. References to FBAs and BIPs in No Child Left Behind Act of 2001, the 2004 re-authorization of IDEA, and in positive behavioral supports programming has also expanded their use across school settings. Although much has been written about FBAs and BIPs, there is a paucity of research regarding the specific manner in which public school personnel implement mandated practices. The current study examined the variables in which schools conduct FBAs and implement BIPs not yet adequately addressed in the current literature and focused on four main areas: (a) behavioral problems encountered in the school settings, (b) common disciplinary actions taken regarding common behavioral problems, (c) how functional behavioral assessments are utilized, and (d) how behavior interventions are applied. Findings suggest that those asked to conduct, write, and implement FBAs and BIPs rarely received adequate training on the use of these mandated practices. Results from the study also suggest that on-going consultation and evaluation are critical to the successful implementation of BIPs.

Keywords:

• behavior intervention plan
• emotional and behavioral disorders
• functional behavioral assessment
• self-contained classroom
• special education