Degree Type

Thesis

Date of Award

2020

Degree Name

Master of Science

Department

Education

Major

Education (Special Education)

First Advisor

Angela Prince

Abstract

Students with disabilities, specifically students with behaviors that interfere with their learning or the learning with others, often miss out on classroom instruction. Schools have developed functional behavioral assessments and behavioral intervention plans (BIPs) for individual students in order to create a desired behavior change. Studies have found that these behavioral intervention plans are often not implemented with fidelity and result in poor outcomes for these students. The purpose of this study was to examine how well BIPs are being implemented with fidelity when a collaborative approach is implemented and how, when followed with fidelity, students are positively impacted I worked with paraprofessionals in the classroom in a collaborative way in order to increase BIP fidelity. This study specifically looked at adult knowledge of student BIPs, adult BIP fidelity data, student behavioral achievement data, and time spent out of the classroom due to problem behaviors. Results indicated that when adult BIP implementation fidelity increased, there were positive outcomes for students. Limitations and future research are provided.

DOI

https://doi.org/10.31274/etd-20200902-113

Copyright Owner

Jillian Nelson

Language

en

File Format

application/pdf

File Size

51 pages

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