Electronic Theses and Dissertations

Award/Availability

Open Access Thesis

Keywords

Discipline of children -- Law and legislation -- United States; Children with disabilities -- Education -- United States; Behavioral assessment of children -- United States; Academic theses;

Abstract

The inclusion of functional behavioral assessment (FBA) and behavioral intervention plans (BIP) in the mandates of the Individuals with Disabilities Education Improvement Act (IDEIA) 2004 changed the way an educator can discipline a student with a disability . Limited research has been conducted to evaluate FBAs and BIPs completed in the school setting, more specifically the use of FBA data to inform the BIP, and compliance with IDEIA mandates. The current study examined 72 initial FBAs and BIPs completed by school teams in a Midwest regional education agency. Findings indicate the majority of teams were out of compliance with IDEIA mandates and regional education agency requirements. Teams frequently failed to use a convergence of data to inform the FBA hypothesis statement, wrote incomplete hypothesis statements, and created BIPs inconsistent with FBA data and the hypothesis statement. Overall, the link between FBA data and the BIP was rarely made. One potential reason for this disconnect is lack of training . Specific areas of training need and implications for school based teams will be discussed.

Date of Award

2011

Degree Name

Specialist in Education

Department

Department of Educational Psychology and Foundations

First Advisor

Charlotte M. Haselhuhn

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

2011

Object Description

1 PDF file (iv, 60 pages)

Language

EN

File Format

application/pdf

Included in

Education Commons

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