Teacher Perceptions of Functional Behavioral Assessments and Behavior Intervention Plans for General Education Students

Abstract

Ample evidence supports functional behavioral assessments (FBA) and function-based behavior intervention plans (BIP) as an efficacious intervention method under controlled and supportive research conditions for general education students with ongoing patterns of serious challenging behavior. Yet, insufficient information exists to verify FBAs and BIPs as similarly effective when applied by school practitioners in real-world general education settings. I surveyed 144 general education teachers about FBAs and BIPs for use with elementary-aged, general education students without disabilities. Specifically, I asked teachers to report their perceptions about knowledge and confidence, appropriateness and usefulness, willingness to implement given an optimal teaching situation with ample time and resources, ability to implement given resources available within existing teaching position, and supports most needed for successful implementation. Overall teachers reported they were neutral to somewhat confident about conducting FBAs and implementing BIPs, and somewhat agreeable about appropriateness, usefulness, and willingness to implement given an optimal teaching situation. Teachers generally reported insufficient time, training, and supports were available within their current teaching position, which interfered with their ability to implement FBAs and BIPs, and all additional supports were very important and needed. I offer potential explanations for these findings, and implications for policy makers and school practitioners.