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Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-Based Intervention Planning: Comparing the Effectiveness of FBA Function-Based and Non-Function-Based Intervention Plans. Journal of Positive Behavior Interventions, 7, 224-236.

http://dx.doi.org/10.1177/10983007050070040401

has been cited by the following article:

• TITLE: Behavior Intervention Flow Chart: A Strategic Tool for Managing Challenging Behaviors

  AUTHORS: Shanon S. Taylor, Tammy V. Abernathy

  KEYWORDS: Challenging Behaviors, Behavior Intervention Planning, Professional Development

  JOURNAL NAME: Creative Education, Vol.7 No.16, October 20, 2016

  ABSTRACT: Research has determined that behavioral intervention plans (BIP) based on functional behavioral assessments (FBA) are the most effective interventions for problem behavior in K-12 classrooms. Special education teachers generally learn the FBA/BIP process in preservice behavior management courses. However, most general education teachers take more generic classroom management classes. General education teachers are not typically required to take courses focused on managing challenging behavior and often do not receive preservice or inservice training in behavioral supports. This article will review the use of the Behavior Intervention Flow Chart (BIFC), initially developed as a tool to be used to teach behavioral decision-making skills to preservice teachers in a university class.