A Preliminary Study On The Effects of Training Using Behavior Support Plan Quality Evaluation Guide (BSP-QE) To Improve Positive Behavioral Support Plans

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EDUCATION AND TREATMENT OF CHILDREN Vol. 30, No. 3.

2007

A Preliminary Study on the Effects of Training using Behavior Support Plan Quality Evaluation Guide (BSP-QE) to Improve Positive Behavioral Support Plans
Diana Browning Wright, Southern California Diagnostic Center G. Roy Mayer, California State University, Los Angeles Clayton R. Cook, University of California, Riverside 5. Dean Crews, Eastern Washington University Bonne Rawlings Kraemer, San Diego State University Bruce Gale, BehaviorTech Solutions
Abstract The purpose of this research was to evaluate the effects of two trainings desiened to increase the competencies of professionals to develop high quality positive behavior support plans for students that engage in problem behaviors that interfere with theirs and/or others' ability to learn. Training one consisted of training attendees on six key concepts of behavior analysis, and team functioning, that are supported by the research as best practice for effective behavior change. Training two concentrated on training attendees how to evaluate and rate the quality of PBS plans using an evidence-based rating instrument. Results of the professional trainings revealed that participants were nearly four times more likely to develop PBS plans that were rated as good or superior after receiving training on how to evaluate and rate the quality of PBS plans than receiving training on the six kev concepts alone The implications for professional pre- and in-service training to enhance the skills of educators in developing PBS plans based on functional behavioral assessments are discussed.

he Individuals with Disabilities Education Improvement Act (IDEIA, 2004) was signed into law on December 3, 2004, renewing several key commitments to special education students who engage in persistent, problematic behavior. Two of the most significant commitments embedded within the language of IDEIA 2004 that are most relevant to disciplinary practice in the schools relate to conducting a functional behavior assessment (FBA) and developing
lerrespondence to G. Roy Mayer, Division of Special Education and Counseling, aiifomia State University Los Angeles, 5151 State University Drive, Los Angeles, CAA 1 32. e-rnai!: grmayer@aol.com.

Pages 89-106

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