PLANS IN PRACTICE: ADDRESSING THE FIDELITY OF BEHAVIOR INTERVENTION PLANS IN RURAL SCHOOLS

Abstract

Behavior Intervention Plans (BIPs) can be an effective way to provide students with highly individualized, function-based intervention, supporting students in their least restrictive environment. However, many educators do not receive adequate training and resources to effectively implement BIPs in schools. The researcher examined BIP implementation fidelity (IF) in school settings, with a focus on supporting educators in rural contexts. First, a systematic literature review synthesized research on interventions to improve BIP IF, highlighting interventions and gaps in multidimensional measurement and rural representation. Second, a single-case research design evaluated a tiered educator support framework (CLASP), demonstrating improved educator IF across dimensions such as adherence and quality while allowing for efficient use of school resources. Third, a practitioner article translated findings into a feasible model for school teams. A final discussion emphasizes the importance of data-based, tiered support systems to enhance fidelity. Implications include the need for scalable implementation supports, improved fidelity measurement, and targeted resources to improve educator practice and student outcomes.