Barriers to Implementing Behavior Intervention Plans: Results of a Statewide Survey. (July 2020)

• Record Type: Journal Article
• Authors: Robertson, Rachel E.; Kokina, Anastasia A.; Moore, Debra W.
• Is Part Of: Journal of positive behavior interventions. Volume 22:Number 3(2020)
• Page Start: 145
• Page End: 155
• Publication Date: 2020-07
• Subjects: challenging behavior(s) -- classroom intervention(s) -- positive behavior support(s) -- underserved community(ies); Behavior therapy for children -- Periodicals; Behavior therapy for teenagers -- Periodicals; 153.85
• DOI: 10.1177/1098300720908013
• Languages: English
• ISSNs: 1098-3007

Abstract

Behavior intervention plans (BIPs) based on a functional behavior assessment are supported by a large body of research showing their potential for positively impacting student behavior; however, research also indicates that many classroom teams struggle to implement BIPs with fidelity. We conducted a statewide survey of over 600 teachers to examine teacher-reported experiences with BIP implementation, including 13 implementation barriers previously identified in the literature. Selecting from the list provided, teachers reported the most prominent barrier to be "the cause of student problem behavior cannot be addressed through a BIP." In written comments, teachers stated that many behavior problems were at least partially caused by factors beyond teacher control, such as a difficult home life, and perceived BIPs as less effective in these cases. Teachers from urban schools and schools with higher percentages of minority students reported encountering this barrier significantly more frequently. In general, teachers from schools (a) in urban settings, (b) with higher percentages of students receiving free or reduced lunch, and (c) with higher percentages of minority students reported significantly greater challenges to BIP implementation as well as lower fidelity and effectiveness of BIPs. Other prominent barriers identified by teachers included inconsistent implementation of BIPs across staff, inadequate resources to implement BIPs, and ineffective BIPs. Implications for improving implementation of BIPs in schools are discussed.