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Planning Positive Reinforcement Cycles in Behavior Intervention Plans.
Kathleen N Zimmerman1, Jessica N Torelli2, Jason C Chow3
1University of Kansas, 1122 W. Campus Rd., JRP 531, Lawrence, KS 66045 USA.
Behavior Analysis in Practice
|December 5, 2022
Summary
This study introduces a dual-pathway approach for behavior intervention plans (BIPs), simultaneously considering student and educator needs to improve instruction and student outcomes.
Area of Science:
- Educational Psychology
- Behavior Analysis
- Special Education
Background:
- Behavior intervention plans (BIPs) typically focus on student-environment contingencies.
- Educator-related contingencies are often overlooked in intervention planning.
- This gap can limit the effectiveness and sustainability of educational support.
Purpose of the Study:
- To propose a dual-pathway intervention planning model.
- To integrate simultaneous consideration of student and educator reinforcement contingencies.
- To enhance the implementation of high-quality instruction and student engagement.
Main Methods:
- Developing a theoretical model for dual-pathway intervention planning.
- Outlining procedural steps for creating integrated plans.
- Focusing on relational contingencies for both students and educators.
Main Results:
- The proposed model facilitates simultaneous planning for student and educator needs.
- This approach aims to increase educator reinforcement for implementing effective strategies.
- It seeks to improve student engagement and academic performance.
Conclusions:
- Dual-pathway planning can lead to more effective and sustainable behavior support.
- Considering educator contingencies is crucial for fidelity of implementation.
- This integrated approach holds promise for improving outcomes for students with behavioral needs.
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