Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Executive Leadership

First Supervisor

Marie Cianca


For school personnel, dedicating energy to addressing problem behaviors within the school setting becomes important when behaviors threaten the safety or disrupt the learning of the student and/or others (Anderson, Rodriquez, & Campbell, 2015). Not addressing problem behaviors may lead to a pattern of discipline referrals, which is likely to result in increased time out of the classroom (Anderson et al., 2015). Removal from the classroom further interrupts students’ ability to learn as they are missing valuable instruction while out of the classroom setting (Stephan, Connors, Arora, & Brey, 2013). At times school personnel are faced with working with students who exhibit problem behaviors. One approach recommended to help students manage behaviors in school is a functional behavior assessment (FBA) and the subsequent development of a behavior intervention plan (BIP). Using the lens of the Planning Realistic Implementation and Maintenance by Educators (PRIME) model (Sanetti et al., 2014), the purpose of the study was to gain an understanding of strategies used in the development and implementation of FBAs and BIPs from key stakeholders involved in the behavior management process in a school environment. The study highlights the training experiences of key school personnel in the behavior management process, giving support to the need for ongoing training opportunities for developing and implementing FBAs and BIPs. Results revealed that it is important to make sure everyone supporting the student is involved in the process. Results also highlight the important role school leaders hold in increasing the efficacy of student behavior plans.

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