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Planning Positive Reinforcement Cycles in Behavior Intervention Plans

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Abstract

Behavior analysts partner with educators in schools to support the creation of behavior intervention plans (BIPs). Assessment and intervention planning often focuses on the relational contingencies between the student and their environment, with little attention paid to the relational contingencies contacted by the educator. In this article, we posit that planning should simultaneously include contingencies for both the student and the educator as BIPs are created. Specifically, we aim to explore a dual-pathway intervention plan in which student and educator access to reinforcement is simultaneously designed to increase both educators’ implementation of high-quality instruction and students’ engagement and performance. Procedural steps outlining the duality of intervention planning for both the student and the educator, as well as a theoretical model for considering contextual and reinforcement contingencies for both parties, will be detailed in a step-by-step guide to support readers’ creation and implementation of plans to support improved educator and student performance. Planning for supporting both the educator and student may increase sustained, high-quality instruction and improved student outcomes for students with behavioral support needs.

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Authors and Affiliations

  1. University of Kansas, 1122 W. Campus Rd., JRP 531, Lawrence, KS, 66045, USA

    Kathleen N. Zimmerman

  2. College of Education and Behavioral Sciences, Western Kentucky University, 1906 College Heights Blvd., Bowling Green, KY, 42101, USA

    Jessica N. Torelli

  3. College of Education, University of Maryland at College Park, 3942 Campus Drive, College Park, MD, 20742, USA

    Jason C. Chow

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  1. Kathleen N. Zimmerman
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  2. Jessica N. Torelli
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Correspondence to Kathleen N. Zimmerman.

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Zimmerman, K.N., Torelli, J.N. & Chow, J.C. Planning Positive Reinforcement Cycles in Behavior Intervention Plans. Behav Analysis Practice 15, 924–937 (2022). https://doi.org/10.1007/s40617-021-00663-8

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