Function-based behavior supports are effective at decreasing student problem behaviors and increasing positive behaviors. Behavior intervention plans (BIPs) written in schools are often of low quality and not based on a functional behavior assessment (FBA). This study evaluated the quality of BIPs developed in southern California school districts using two tools: the Behavior Intervention Plan Quality Evaluation Tool, 2nd edition (BIP-QE II; Browing-Wright, Mayer, & Saren, 2013), and the Technical Adequacy Tool for Evaluation (TATE; Iovannone & Romer, 2017). BIPs with a corresponding FBA scored higher than BIPs with no FBA, but overall BIPs were of poor quality. Common problems were lack of a functionally equivalent replacement behavior, lack of plan for fidelity and communication among stakeholders, and the lack of an FBA.

Positive academic mindsets, which are one’s attitudes or beliefs that specifically pertain to academic performance, have been found to create an impetus for students to persist in their schoolwork, propelling oneself towards better academic behaviors, and ultimately improved academic performance. Although mindset research has examined the impact of mindsets on Hispanic and African-American youth, little is known about its effects on Asian American youth, specifically Southeast Asian youth. The present study examined the effects of a 3-session growth mindset training on ninth and tenth grade students who identified as Southeast Asian, and 2 Southeast Asian families. Questionnaires were completed by the participants to obtain demographic information, mindset status, and other variables of interest (e.g., interest in school, grit). Results indicated that growth mindset and grit were positively correlated; however, results showed that there was no significant improvement in academic performance after the targeted training. Findings from this study suggest that trainings aimed to change mindsets may be insufficient for students to engage in positive academic outcomes based on the adoption of a growth mindset. Additionally, further examination into the subjective experiences of adolescents in school due to the seemingly context-dependent nature of mindset trainings would provide increased understanding into the complexities of a student’s lowered academic achievement. Limitations, reasons for the lack of statistical significance, and recommendations for future studies are discussed.