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Effects of Training on the Use of the Behavior Support Plan Quality Evaluation Guide With Autism Educators

A Preliminary Investigation Examining Positive Behavior Support Plans

San Diego State University

Clayton R. Cook

University of California, Riverside

Diana Browning-Wright

Positive Environments, Network of Trainers

G. Roy Mayer

California State University, Los Angeles

Michele D. Wallace

California State University, Los Angeles

Positive behavior support (PBS) plans are required practice for students whose behaviors impede their learning or that of others. Educators of children and youth with autism and other developmental disorders represent a subgroup of special educators who are frequently involved in the development of PBS plans. The goal of this research was to assess the effect of a specific, brief training delivered to improve the substantive, evidence-based quality of PBS plans developed by autism educators in a graduate-level university program. Intra-individual tests of significance revealed that the training significantly improved the quality of PBS plans. The plan components with the highest ratings were predictors of problem behavior and behavioral definition, whereas the components with the lowest ratings were behavioral goals/objectives and team communication. The implications for delivering brief trainings to improve evidence-based practice, as well as limitations and future directions, are discussed.

Key Words: autism • PDD • functional assessment • behavior(s) • training

Journal of Positive Behavior Interventions, Vol. 10, No. 3, 179-189 (2008)
DOI: 10.1177/1098300708318796


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