Your Student Is Hungry, Tired, Angry—Now What? Addressing Distal Setting Events in the Classroom

Robertson, Rachel; Coy, Justin N.

doi:10.1177/0040059919837748

Cited by 1 publication

(1 citation statement)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many of the causes of student problem behavior that teachers reported as unable to address in a BIP could be considered distal setting events (Friman & Hawkins, 2006), such as not receiving medication that morning. Teachers may feel less equipped to respond to behavior related to setting events than behavior triggered by immediate antecedents (Conroy & Fox, 1994); however, there are research-informed strategies for mitigating the effects of distal setting events on classroom behavior that can be incorporated into a BIP (Robertson & Coy, 2019). Understanding how to address the effects of distal setting events within a BIP may increase teachers' perceived utility and implementation of BIP.…”

Section: Implications For Practicementioning

confidence: 99%

Barriers to Implementing Behavior Intervention Plans: Results of a Statewide Survey

Robertson

Kokina

Moore

2020

Journal of Positive Behavior Interventions

Self Cite

View full text Add to dashboard Cite

Behavior intervention plans (BIPs) based on a functional behavior assessment are supported by a large body of research showing their potential for positively impacting student behavior; however, research also indicates that many classroom teams struggle to implement BIPs with fidelity. We conducted a statewide survey of over 600 teachers to examine teacher-reported experiences with BIP implementation, including 13 implementation barriers previously identified in the literature. Selecting from the list provided, teachers reported the most prominent barrier to be “the cause of student problem behavior cannot be addressed through a BIP.” In written comments, teachers stated that many behavior problems were at least partially caused by factors beyond teacher control, such as a difficult home life, and perceived BIPs as less effective in these cases. Teachers from urban schools and schools with higher percentages of minority students reported encountering this barrier significantly more frequently. In general, teachers from schools (a) in urban settings, (b) with higher percentages of students receiving free or reduced lunch, and (c) with higher percentages of minority students reported significantly greater challenges to BIP implementation as well as lower fidelity and effectiveness of BIPs. Other prominent barriers identified by teachers included inconsistent implementation of BIPs across staff, inadequate resources to implement BIPs, and ineffective BIPs. Implications for improving implementation of BIPs in schools are discussed.

show abstract

Section: Implications For Practicementioning

confidence: 99%