Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-10T14:17:41.000Z Has data issue: false hasContentIssue false
  • English
  • Français

Teacher Involvement in the Development of Function-Based Behaviour Intervention Plans for Students With Challenging Behaviour

Published online by Cambridge University Press:  02 March 2012

Sue O'Neill  and
Jennifer Stephenson
Sue O'Neill
Affiliation:
Macquarie University Special Education Centre, Macquarie University, Australia.
Jennifer Stephenson*
Affiliation:
Macquarie University Special Education Centre, Macquarie University, Australia. jennifer.stephenson@speced.sed.mq.edu.au
*
*Address for correspondence: Jennifer Stephenson, Macquarie University Special Education Centre, Macquarie University NSW 2109, Australia.
Get access Rights & Permissions [Opens in a new window]

Abstract

This article examines literature published since 1997 on functional behaviour assessment (FBA) and behaviour intervention plans (BIPs), involving school-based personnel, for children identified as having or being at risk of emotional/behavioural disorder (E/BD) in school settings. Of interest was the level of involvement of school-based personnel in the FBA and BIP processes, intervention efficacy, the social validity of assessment and intervention, and intervention treatment integrity. Results indicate that involvement of school-based personnel in all FBA processes and BIP design was not common practice. FBA-based BIPs were found to be effective in reducing problem behaviours targeted for change for the majority of student participants. Social validity and treatment integrity measures, when reported, were high. Issues of training and barriers to successful application are discussed.

Keywords

functional behavioural assessmentbehavioural intervention plansschool-based interventiontraining and development
Type
Articles
Information
Australasian Journal of Special Education , Volume 33 , Issue 1 , 01 August 2009 , pp. 6 - 25
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)