Application of Behaviour Intervention Plans in Managing Challenging Behaviours in Special Schools in Anambra State

This study evaluates the application of behaviour intervention plans in managing challenging behaviours among students in special education schools in Anambra State, South East Nigeria. Behaviour intervention plans are individualised, function-based support documents developed through functional behavioural assessment and implemented to reduce the occurrence of problem behaviours while teaching socially appropriate alternatives. Despite their prominence in international special education practice, the systematic development and implementation of behaviour intervention plans in Nigerian schools is poorly documented. Employing a mixed-methods design, the study examines the development, documentation, and implementation practices of behaviour intervention plans across eight special schools in Awka and Onitsha. Data are collected through structured interviews with twenty teachers, document review of available behaviour intervention plans, and systematic classroom observations. Qualitative data are analysed thematically, and observational data are summarised descriptively. The study examines knowledge of functional behavioural assessment, team collaboration in plan development, implementation fidelity, and review practices. Findings are expected to reveal that formal behaviour intervention planning is rare, with most teachers relying on intuitive rather than structured approaches to managing challenging behaviours. Recommendations include developing a simplified behaviour intervention planning toolkit adapted to Nigerian special school conditions and providing training workshops in functional behavioural assessment for special educators in Anambra State. Keywords: behaviour intervention plans, challenging behaviours, special schools, Anambra State, functional behavioural assessment.