Behavioral Intervention Plans: A Legal Analysis of Procedural and Substantive Issues.
To assure meaningful and beneficial educational progress for students with disabilities, the U.S. Individuals with Disabilities Education Act (IDEA) requires that Individualized Education Program (IEP) teams "shall—in the case of a child whose behavior impedes the child's learning or that of others,...
| Publicado en: | Behavioral Disorders Vol. 51; no. 2; pp. 108 - 125 |
|---|---|
| Autor principal: | |
| Formato: | research Journal Article |
| Publicado: |
Sage Publications Inc.
Feb2026
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=190608652&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 190608652 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Feb2026 vid: 51 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 190608652 189096208 190608652 190608652 10.1177/01987429251379862 190608652 ppf: 108 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Behavioral Intervention Plans: A Legal Analysis of Procedural and Substantive Issues. aug: au: Etscheidt, Susan Larson affil: University of Northern Iowa, Cedar Falls, USA sug: subj: Behavior Therapy Legislation and Jurisprudence Program Implementation Education, Special Legislation and Jurisprudence Students with Disabilities Legislation and Jurisprudence Human Qualitative Studies Content Analysis Thematic Analysis Functional Assessment Purposive Sample Descriptive Statistics Courts United States Individualized Medicine ab: To assure meaningful and beneficial educational progress for students with disabilities, the U.S. Individuals with Disabilities Education Act (IDEA) requires that Individualized Education Program (IEP) teams "shall—in the case of a child whose behavior impedes the child's learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior" [20 U.S.C. § 1414(d)(3)(B)(i)]. IEP teams have responded to this requirement through the development of a Behavior Intervention Plan (BIP), which describes the positive behavioral supports (PBS) to address student behavior. Since neither the IDEA statute nor regulations provide guidance concerning the procedural or substantive components of such a plan, BIPs vary significantly across U.S. states, contributing to discrepant practices in schools. Further, the development and implementation of BIPs has become a highly litigious issue in special education. For this study, a qualitative, interpretive content analysis of case law was conducted to identify the procedural and substantive requirements for BIPs. Confirming and expanding the results of a previous legal analysis, five themes were established. Implications for IEP teams involved with the development and implementation of BIPs are discussed and recommendations for practice offered. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|