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Factors Related to School Psychologists’ Confidence in Implementation of Behavior Intervention Plans

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Abstract

This study explored school psychologists’ practices in the areas of developing behavior intervention plans (BIPs), conducting functional behavior assessments (FBAs), and behavioral consultation. Practitioners were asked to rate their level of confidence in the implementation with fidelity of the last BIP they developed. Relationships between these practices and school psychologists’ confidence levels were examined. Data were collected from a national sample of practitioners (n = 179). Overall, results suggest that school district supports, being mindful of potential barriers to implementation, certain components of the FBA process, and adhering to best practices in behavioral consultation can have substantial positive impacts on a school psychologist’s confidence in the treatment integrity and maintenance of BIPs over time. Implications for practice are discussed.

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Acknowledgements

The authors would like to acknowledge Melissa A. Collier-Meek, Evan H. Dart, and Aaron J. Fischer for their valuable feedback regarding the survey.

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Authors and Affiliations

  1. Department of Psychology, University of Nebraska at Omaha, ASH 347, 6001 Dodge St., Omaha, NE, 68182, USA

    Miranda Cormaci, Adam D. Weaver & Jonathan B. Santo

  2. Millard Public Schools, Omaha, Nebraska, United States of America

    Miranda Cormaci

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  1. Miranda Cormaci
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Correspondence to Adam D. Weaver.

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Cormaci, M., Weaver, A.D. & Santo, J.B. Factors Related to School Psychologists’ Confidence in Implementation of Behavior Intervention Plans. Contemp School Psychol (2022). https://doi.org/10.1007/s40688-022-00442-4

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