Increasing Implementation Fidelity Of Behavior Intervention Plans In Public Schools Following Delivery Of Remote Behavior Skills Training For Staff
Date of Award
Doctor of Education (EdD)
The purpose of this study was to examine the effects of a remote training to educate teachers in effectively implementing interventions within a behavior intervention plan (BIP) following remote behavior skills training (BST). This study addressed the following research question: What are the effects of a remote behavior skills training program on the teacher percentage of correctly implemented steps of a behavior intervention program. The study was conducted with elementary school teachers who work with students who continue to exhibit problematic behaviors. Teachers were trained to effectively implement students’ current BIPs, which consisted of teachers reporting on the effectiveness of the intervention. The primary dependent variable for this study was the percentage of intervals which included teacher intervention implementation with fidelity during a 30-minute block of the day during which problem behavior is most likely to occur. Teacher behavior was measured, reported, and graphed as a means of effective BST training for teachers. Current behavior plans designed by the interdisciplinary team in the public school where intervention strategies have been implemented were used, as indicated within the behavior plan. The study occurred across two separate school districts with similar providers who make up their interdisciplinary teams. The results of the study show that collaboration with a BCBA using remote BST training can effectively increase the fidelity of implementing the intervention and potentially decrease problem behaviors.
Shriver, Shayna Kia, "Increasing Implementation Fidelity Of Behavior Intervention Plans In Public Schools Following Delivery Of Remote Behavior Skills Training For Staff" (2022). Theses and Dissertations. 4376.