功能行为评估与行为干预计划之选择分析

IF 1.4 4区教育学 Q3 EDUCATION, SPECIAL

Journal of Special Education Pub Date : 2023-02-07 DOI:10.1177/00224669221146168

S. Hirsch, Timothy Lewis, Catherine A. Griffith, Alex Carlson, Christy Brown, Antonis Katsiyannis

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引用次数: 0

摘要

尽管功能性行为评估和行为干预计划（FBA-BIP）是残疾学生的标准做法，但由于大多数记录审查都是在2010年之前进行的，因此对FBA BIP性质的研究基础是有限的。我们为美国一家大型地方教育机构的304名残疾学生检查了FBA BIP的关键合规组成部分，包括FBA-BIP充分性的人口统计学差异，以及两个关键组成部分是否可以预测FBA-BIIP质量。结果表明，关键FBA-BIP组件的质量评级存在差异，FBA-BIP充分性存在等级差异。此外，FBA-BIP的整体质量与行为功能以及策略是否与功能匹配之间存在强烈的关联。我们讨论了局限性、未来的研究以及对专业学习和发展的影响。

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An Analysis of Selected Aspects of Functional Behavioral Assessments and Behavior Intervention Plans

Although functional behavioral assessments and behavior intervention plans (FBA-BIP) are standard practices for students with disabilities, the research base on the nature of FBA-BIPs is limited as most record reviews were conducted before 2010. We examined key compliance components of FBA-BIPs for 304 students with disabilities in one large U.S. local education agency, including demographic differences in FBA-BIP adequacy, and whether two key components could predict FBA-BIP quality. Results indicated variability in the quality rating of key FBA-BIP components and differences in FBA-BIP adequacy by grade level. Furthermore, strong associations were found between the overall quality of the FBA-BIP and the function of behavior as well as whether strategies were matched to the function. We discuss limitations, future research, and implications for professional learning and development.

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来源期刊

Journal of Special Education EDUCATION, SPECIAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.