Zimmerman KN, Torelli JN, Chow JC. Planning Positive Reinforcement Cycles in Behavior Intervention Plans.
Behav Anal Pract 2022;
15:924-937. [PMID:
36465599 PMCID:
PMC9582084 DOI:
10.1007/s40617-021-00663-8]
[Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/25/2021] [Indexed: 02/06/2023] Open
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.
Supplementary Information
The online version contains supplementary material available at 10.1007/s40617-021-00663-8.
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