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Establishing and Evaluating the Substantive Adequacy of Positive Behavioral Support Plans |
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| Authors: | Clayton R. Cook S. Dean Crews Diana Browning Wright G. Roy Mayer Bruce Gale Bonnie Kraemer Frank M. Gresham |
| Affiliation: | (1) Department of Counseling, Educational, and Developmental Psychology, Eastern Washington University, Cheney, WA, USA;(2) California Department of Education-Diagnostic Center, Fremont, CA, USA;(3) Charter College of Education, California State University, Los Angeles, USA;(4) BehaviorTech Solutions, Encino, CA, USA;(5) Department of Special Education, San Diego State University, San Diego, CA, USA;(6) Department of Psychology, Louisiana State University, Baton Rouge, LA, USA |
| Abstract: | The Individuals with Disabilities Education Improvement Act (2004) renewed the commitment to provide positive behavioral support (PBS) for students that engage in persistent problem behavior. Behavior intervention plans (also known as PBS plans) serve as legal documents that help guide the implementation of intervention strategies to encourage more positive forms of behavior. The purpose of this study was to evaluate the substantive adequacy of PBS plans developed for special education students. This was accomplished by documenting the content of plans developed by two different groups of educators using a rating instrument based on the key concepts of PBS planning. Results revealed that the majority of plans developed by teams without identified training and expertise in PBS were rated as substantively inadequate, lacking critical information related to effective behavioral support planning. The implications of the results for everyday practice in the schools and directions for future research are discussed. |
| Keywords: | Behavior support plans Positive behavioral support Functional assessment IDEA |
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