Exploring the Link Among Behavior Intervention Plans, Treatment Integrity, and Student Outcomes Under Natural Educational Conditions

Clayton R Cook, G. R. Mayer, Diana Browning Wright, Bonnie Kraemer, Michele D. Wallace, Evan Dart, Tai Collins, Alberto Restori

Research output: Contribution to journalArticle

29 Scopus citations

Abstract

Several researchers have argued that the functional behavior assessment (FBA) and behavior intervention plan (BIP) mandates in the Individuals With Disabilities Education Act of 2004 have gone beyond the current research base. For instance, although BIPs have been shown to improve student outcomes when implemented with strict control and oversight by researchers, it is unclear whether these relationships hold true when implemented under real educational conditions. The purpose of this research was to conduct an initial study evaluating the relationship among the evidence-based quality of federally mandated BIPs, treatment integrity, and student outcomes under real-world educational conditions free from the help of researchers. Results indicated that the evidence-based quality of BIPs was significantly related to positive student outcomes. Results also supported the role of treatment integrity as a mediator of the relationship between the evidence-based quality of BIPs and student outcomes. The implications and limitations of this research as well as directions for future research are discussed.

Original languageEnglish (US)
Pages (from-to)3-16
Number of pages14
JournalJournal of Special Education
Volume46
Issue number1
DOIs
StatePublished - May 1 2012
Externally publishedYes

Keywords

  • behavior intervention plans
  • behavior problems
  • effectiveness research
  • functional behavior assessment
  • treatment integrity

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