功能行为评估和行为干预计划的国家级实施指南综述

IF 2.1 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2025-09-01 DOI:10.1177/07419325251359970

Sonja R. de Boer, Rose Iovannone, David Bateman, Paula Chan

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引用次数: 0

摘要

实施功能行为评估（FBA）和行为干预计划（BIP）来解决密集行为仍然是教育工作者面临的挑战。州教育机构（SEAs）有能力向学区提供FBA/BIP指导，这些指导是基于证据的，容易获得的，并且对一致的应用有用。虽然以前有关于SEA制导的研究，但没有一个是最近的或检查过的制导质量。当前研究的目的是审查SEA网站上提供的国家级FBA/BIP指南，以确定提供指导的州和地区的数量，并使用研究人员开发的技术充分性标准评估指导的质量。结果表明，56个州/地区中有38个（68%）提供FBA指导，37个（66%）提供BIP指导；然而，大多数都是不够的。文件从备忘录到大量手册各不相同，其中许多侧重于合规性，而不是基于证据的流程。本文讨论了实践的意义和改进环评指导的建议。

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A Review of State-Level Guidance for Implementing Functional Behavior Assessments and Behavior Intervention Plans

Implementing functional behavior assessments (FBA) and behavior intervention plans (BIP) to address intensive behaviors continues to challenge educators. State Education Agencies (SEAs) have the capability of delivering FBA/BIP guidance to school districts that is evidence-based, readily available, and useful for consistent application. Although there have been previous studies of SEA guidance, none is recent or examined guidance quality. The purposes of the current study were to review state-level FBA/BIP guidance available on SEA websites to determine the number of states and territories providing guidance and to evaluate the quality of the guidance using a researcher-developed technical adequacy rubric. Results indicated that 38 (68%) of the 56 states/territories provided FBA guidance and 37 (66%) provided BIP guidance; however, most were inadequate. Documents varied from memos to voluminous handbooks with many focusing on compliance rather than evidence-based processes. Implications for practice and suggestions for improving SEA guidance are discussed.

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.