Improving Outcomes of Behavioral Intervention Plans

2017 ◽  
Vol 53 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Jennifer D. Walker ◽  
Colleen Barry

According to federal mandates, if a student’s behavior impedes their learning or the learning of others, the individualized education program team is required to address this with a functional behavioral assessment (FBA). The intent of the FBA is to determine the function, or reason, of the impeding behavior for the development of a behavioral intervention plan (BIP). The BIP process is a team-based approach that includes goals and interventions that result in positive behavior change. Procedural fidelity, or compliance with the plan, is of utmost importance to success of this process. Unfortunately, such integrity is often lacking, particularly when teachers carry the responsibility of implementing BIPs in the classroom. Therefore, capacity building within the school team is imperative to increase implementation fidelity of BIPs. This article provides practitioners with the tools to organize the monitoring and implementation of BIPs in classroom settings.

Author(s):  
Lauren J Moskowitz ◽  
Edward G Carr ◽  
V. Mark Durand

Abstract Parents and professionals typically report problem behavior as a significant concern for children with fragile X syndrome. In the present study, the authors explored whether behaviorally based interventions would result in a reduction in problem behavior and an improvement in quality of life for 3 children with fragile X syndrome and their families. A multiple baseline design was used to demonstrate intervention effects for specific high-priority contexts (i.e., bedtime, running errands, and toileting). A multicomponent intervention plan was developed to teach the parents and child to effectively cope with the particular context. After intervention, there were substantial improvements in problem behavior and family quality of life within the given contexts. Results of this study demonstrated the effectiveness of behavioral intervention for children with fragile X syndrome.


2019 ◽  
Vol 266 ◽  
pp. 01012
Author(s):  
Rostam Yaman ◽  
Kespanerai Kokchang ◽  
Noraini Ahmad ◽  
Farrah Zuhaira Ismail

This research addressed an appropriate way to promote sustainable behavior by intervening psycho-behavioral awareness to promote green inclination psychological characteristics. The main objective of this study aimed to determine the effectiveness of a psycho-behavioral intervention model on the occurrence of sustainable awareness and positive behavior in tertiary education students. A pre-test and post-test control group design provided an understanding of the extent to which psychological characteristics can have an impact on 220 interior architecture students in increasing sustainable awareness and positive behavior after training. The major finding indicated that interior architecture students who received psycho-behavioral intervention model gained greater psychological characteristics and sustainable awareness and also showed greater positive behavior than the control group after training. It can be concluded that psycho-behavioral intervention can promote sustainable awareness and positive behavior.


2021 ◽  
Author(s):  
Avni Gupta ◽  
Jiyuan Hu ◽  
Shengnan Huang ◽  
Laura Diaz ◽  
Radhika Gore ◽  
...  

Abstract BackgroundIt is critical to assess implementation fidelity for complex interventions to understand the reasons for their success or failure. However, few interventions systematically report implementation evaluation. Therefore, we conducted a concurrent process evaluation of CHORD (Community Health Outreach to Reduce Diabetes), a pragmatic, cluster-randomized, controlled trial to test the impact of a Community Health Workers (CHW) led, health coaching intervention on preventing incident type 2 Diabetes Mellitus (DM). MethodsThe study population included primary care (PC) patients with prediabetes at 2 safety-net hospitals - VA NY Harbor and Bellevue (BH). PC teams were randomized to receive the one-year intervention or usual care. Of the 559 patients in the intervention group to date, 79.4% completed an intake survey, constituting the analytic sample for fidelity assessment. The Conceptual Framework for Implementation Fidelity (CFIF) was applied to measure implementation fidelity and factors moderating fidelity of four core intervention components: patient goal setting, education topic coaching, PC visits, and referrals to address social determinants of health, using descriptive statistics and regression models.ResultsBH contributed 60.0% of the sample and VA contributed 40.0%. Content adherence was high for three components with nearly 80.0% of patients setting >1 goal, having >1 PC visit and receiving coaching on >1 education topic. Only 45.0% patients received >1 referral. After adjusting for patient gender, language, race, ethnicity, and age, the study site moderated adherence to goal setting (77.4% BH vs. 87.7% VA), educational coaching (78.9% BH vs. 88.3% VA), number of successful CHW-patient encounters (6 BH vs 4 VA) and percent of patients receiving all four components (41.1% BH vs. 25.7% VA). ConclusionsThe CFIF enabled analysis of implementation fidelity of a complex, behavioral intervention. The fidelity of CHORD implementation varied across its four components and was moderated by site. Despite implementation in a research setting, interventions may not completely adhere to their core components, which can influence outcomes. Our study emphasizes the importance of examining implementation fidelity of interventions and of assessing moderating factors. Our study also empirically tested the CFIF using quantitative concurrent intervention fidelity evaluation.Trial registration: The trial was registered with ClinicalTrials.gov on 12/30/2016 and the registration number is NCT03006666. The link to trial registration is: https://clinicaltrials.gov/ct2/show/NCT03006666


2013 ◽  
Vol 7 (12) ◽  
pp. 1509-1517 ◽  
Author(s):  
Jonathan Tarbox ◽  
Adel C. Najdowski ◽  
Ryan Bergstrom ◽  
Arthur Wilke ◽  
Michele Bishop ◽  
...  

2011 ◽  
Vol 22 (3) ◽  
pp. 140-149 ◽  
Author(s):  
R. Allan Allday ◽  
J. Ron Nelson ◽  
Caroline S. Russel

Functional behavioral assessments (FBA) have been mandated for use in schools since the reauthorization of the Individuals with Disabilities Education Act in 1997. Prior to this time, FBA were under-utilized in schools because of the complexity of the process. Translating this tool into an applied use in the schools has proven challenging to practicing teachers. We examined data-based and practical articles related to key components of FBA, including data collection, hypothesis development, brief functional analysis, and behavior intervention plan development and how these components are utilized and disseminated.Computer database searches returned 45 articles related to teacher involvement in the FBA process. Results suggest that each component is being disseminated in both data-based and practical articles to varying degrees; however, there remains a gap in the research-to-practice application of FBA.


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