Literaturnachweis - Detailanzeige
| Autor/inn/en | Hirsch, Shanna E.; Lewis, Timothy J.; Griffith, Catherine A.; Carlson, Alex; Brown, Christy; Katsiyannis, Antonis |
|---|---|
| Titel | An Analysis of Selected Aspects of Functional Behavioral Assessments and Behavior Intervention Plans |
| Quelle | In: Journal of Special Education, 57 (2023) 3, S.131-141 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hirsch, Shanna E.) ORCID (Brown, Christy) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4669 |
| DOI | 10.1177/00224669221146168 |
| Schlagwörter | Functional Behavioral Assessment; Students with Disabilities; Intervention; Behavior Modification; Instructional Program Divisions; Correlation; Program Effectiveness; Student Behavior; Elementary Secondary Education; Student Characteristics |
| Abstract | Although functional behavioral assessments and behavior intervention plans (FBA-BIP) are standard practices for students with disabilities, the research base on the nature of FBA-BIPs is limited as most record reviews were conducted before 2010. We examined key compliance components of FBA-BIPs for 304 students with disabilities in one large U.S. local education agency, including demographic differences in FBA-BIP adequacy, and whether two key components could predict FBA-BIP quality. Results indicated variability in the quality rating of key FBA-BIP components and differences in FBA-BIP adequacy by grade level. Furthermore, strong associations were found between the overall quality of the FBA-BIP and the function of behavior as well as whether strategies were matched to the function. We discuss limitations, future research, and implications for professional learning and development. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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