Benchmark- Proposal for Behavior Change Plan

Objectives: 

  1. Teacher candidates through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. [CEC 2.1, InTASC 3(k)]
  2. Teacher candidates know how to intervene safely and appropriately with individuals with exceptionalities in crisis. [CEC 2.3]

Topic Material:

Textbook1. Behavior Management: Principles and Practices of Positive Behavior Supports

Read chapters 5, 6, 7, and 8 in Behavior Management: Principles and Practices of Positive Behavior Supports.

http://gcumedia.com/digital-resources/pearson/2013/behavior-management-principles-and-practices-of-positive-behavior-supports_ebook_3e.php

Electronic Resource1. What Is a Functional Behavioral Assessment?

Read” What Is a Functional Behavioral Assessment?” by Mauri, from the About Parenting website (2014).

http://specialchildren.about.com/od/fba/g/FBA.htm

2. Methods of Functional Behavioral Assessment (FBA)

Read “Methods of Functional Behavioral Assessment (FBA),” on the Association for Positive Behavior Support (APBS) website.

http://www.apbs.org/files/fbapractice.pdf

3. Behavior Assessment, Plans, and Positive Supports

Read “Behavior Assessment, Plans, and Positive Supports,” available on the Center for Parent Information and Resources website.

http://www.parentcenterhub.org/repository/behavassess/

 

Please look at the bottom of the page for other resources

 

 

 

 

 

Functional Behavior Assessments

Part 1

Read the two attached case studies to inform this assignment. Select the most appropriate observation method (duration recording, event recording, interval recording) to measure the behavior.

Analyze the provided case studies in order to prepare a 1 page analysis for each case study.

In each analysis, address the following:

  • Operationally define the problem behavior;
  • Explain why you chose the observation method; and
  • Explain how you would use this method to measure the problem behavior.

Cite a minimum of two scholarly resources within your analyses.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to Turnitin.

 

 

 

Benchmark- Proposal for Behavior Change Plan

Part 2

Prepare this assignment according to the instructions in “SPD-540 Proposal for Behavior Change Plan Benchmark Assignment and Rubric.” All coursework will inform this assignment.

 

 

 

Field Experience: Observation of Learning Environments

Part 3

Conduct 9 hours of research on learning environments for individuals with exceptionalities in the following settings:

  • Setting 1:  4.5 hours in a K-8 classroom that services individuals with exceptionalities and may include an inclusion classroom, resource room, and/or a self-contained classroom.
  • Setting 2:  4.5 hours in a 9-12 classroom that services individuals with exceptionalities and may include an inclusion classroom, resource room, and/or a self-contained classroom.

Within each setting, observe the following:

Demands of the learning environment, including:

  • Learning demands
  • Social expectations
  • Demands on the teacher

Demands on the student(s) with exceptionalities:

  • Demands on the other students in the environment;
  • Classroom management theories and strategies employed for individuals with exceptionalities;
  • Expectations for personal and social behavior in the learning environment;
  • How the learning environment is designed to encourage active participation in individual and group activities;
  • Whether the least intensive behavior management strategy was used and is consistent with the needs of individuals with exceptionalities;
  • How the learning environment supported positive intracultural and intercultural experiences; and
  • How the activities of paraeducators, volunteers, and tutors were structured, directed, and supported.

Based on your clinical field experiences in both settings, summarize your findings in a 250-500-word reflection. Within your reflection:

  • Summarize the findings of the observations.
  • Draw conclusions from the observations.
  • Apply the conclusions you have drawn to your practice as a professional.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

 

Document the hours and locations that you spend in the field on your Clinical Field
Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of
Education site in the Student Success Center.

Week 5 DQ 1- word count 200

Discuss the relationship between special education teachers, general educators, and other colleagues in creating safe, culturally responsive learning environments in order to engage in meaningful learning activities and social interactions.

Week 5 DQ 2- word count 200

Identify basic types of data collection procedures and describe the importance of data collection as it relates to FBA and PBS in classrooms.

 

 

 

 

SPD-540 Proposal for Behavior Change Plan

Benchmark Assignment and Rubric

Assessment Instructions:

In this assignment, you will draft a proposal for an intervention plan based on the Functional Behavior Assessment (FBA) data provided below:

 

Howard Scenario                                                                                                   

Age: 11

Grade: 6th

Howard is showing significant signs of reading and math difficulty and has been diagnosed with ADHD.  Ms. Anderson—a first-year teacher—has referred him to the office six times in four months for “insubordination.”  When the bell rings, Ms. Anderson instructs the class to begin working on the math problems on the whiteboard. Instead, Howard begins to talk loudly about the rims on his dad’s car. Another student, Davis, comments, “Aw, your daddy has a hooptie and those rims are wack.” Howard responds, “Well, at least we have a car. I saw you waiting for the bus.” Other students begin to laugh, and Davis tells Howard to shut up. At this time Ms. Anderson intervenes, telling the students to quiet down. She reprimands Howard and Davis, tells them to go sit down, and reminds them of their assignment. She then returns to her desk. Howard and Davis continue to discuss their parents’ cars.

After a moment, Ms. Anderson again reprimands them for talking. Howard then sharpens his pencil, gets a new piece of paper, and walks back to his seat using the longest route possible. After about fifteen minutes, the students appear to have finished their math problems and Ms. Anderson begins class. After class, Ms. Anderson looks at Howard’s paper and realizes that he only completed a few questions.

Howard has several behaviors that   Ms. Anderson feels are contributing to his incomplete work, but she is most concerned about him starting his assignments when told to do so.   The next week, Ms. Anderson collects event data on Howard’s appropriate and inappropriate comments and latency data on how long it takes him to begin his work each day.

In 750-1,000-words, create an intervention plan that includes the following:

  • Specific collaborative steps to be implemented that will change the behavior and create a safe, inclusive, culturally responsive learning environment that engages the student in meaningful learning activities and social interactions;
  • Evidence-based motivational and instructional interventions to teach the student how to adapt to different environments;
  • Safety interventions addressing students in crisis; and
  • Engaging rewards and reinforcements that encourage quality learning and performance, along with guiding feedback.

Cite a minimum of three scholarly references to support your intervention plan.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

 

Standards/Competencies Assessed:

Standards and program competencies assessed in the benchmark assignment:

  • InTASC: 3 (a), 3(e), 6(a), 6(b), 6(c), 6(g), 8 (a),8 (b), 8(c), 8(d), 9 (b), 9(d)
  • CEC: 1, 2.2, 2.3, 4.4
  • COE Program Competencies:
    • D2, C 2.1: Candidates collaborate with general educators and other colleagues to create safe, inclusive, culturally responsive learning environments that engage individuals with exceptionalities in meaningful learning activities and social interactions. (CEC 2.1)
    • D2, C2.2: Candidates use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. (CEC 2.2)
    • D2, C 2.3: Should they occur; candidates intervene safely and appropriately with individuals with exceptionalities in crises. (CEC 2.3)
    • D4, C 4.4: Candidates engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. (CEC 4.4)

 

Scoring guide:

CRITERIA %

 Value

No Evidence Nominal Evidence Unacceptable Evidence Acceptable Evidence Target Evidence
CATEGORY   0 ≤69 74 87 100
Proposed Intervention Plan: Responsive and Engaging Learning Environments

 

COE:

D2, C 2.1

25 No submission. Intervention proposal fails to identify specific collaborative steps to be implemented, intended to change behavior and create safe, inclusive, culturally responsive learning environments. Intervention proposal inadequately identifies specific collaborative steps to be implemented, intended to change behavior and create safe, inclusive, culturally responsive learning environments. Intervention proposal adequately identifies specific collaborative steps to be implemented, intended to change behavior and create safe, inclusive, culturally responsive learning environments that engage the student in meaningful learning activities and social interactions. Intervention proposal clearly and thoroughly identifies specific collaborative steps to be implemented, intended to change behavior and create safe, inclusive, culturally responsive learning environments that engage the student in meaningful learning activities and social interactions.
Proposed Intervention Plan: Motivational and Instructional Interventions

 

COE:

D2, C2.2

 

25 No submission. Intervention proposal fails to include evidence-based motivational and instructional interventions to teach the student how to adapt to different environments. Intervention proposal includes weak evidence-based motivational and instructional interventions to teach the student how to adapt to different environments. Intervention proposal includes applicable evidence-based motivational and instructional interventions to teach the student how to adapt to different environments. Intervention proposal includes professional, appropriate evidence-based motivational and instructional interventions to teach the student how to adapt to different environments.
Proposed Intervention Plan: Safety

 

COE:

D2, C2.3

20 No submission. Intervention proposal fails to address safety interventions for the student in crisis. Intervention proposal ineffectively addresses safety interventions for the student in crisis. Intervention proposal effectively addresses safety interventions for the student in crisis. Intervention proposal thoroughly and appropriately addresses safety interventions for the student in crisis.
Proposed Intervention Plan: Quality Learning and Performance

 

COE:

D4, C 4.4

20 No submission. Intervention proposal fails to identify specific, engaging rewards and reinforcements or guiding feedback. Intervention proposal unsatisfactorily identifies specific, engaging rewards and reinforcements, or guiding feedback. Intervention proposal satisfactorily identifies specific, engaging rewards and reinforcements that encourage quality learning and performance, along with appropriate guiding feedback. Intervention proposal comprehensively identifies specific, engaging rewards and reinforcements that encourage quality learning and performance, along with appropriate guiding feedback.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use)

 

 

5 No submission. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Research Citations 

(in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)

5 No submission. No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.

 

 

 

Topic 5: Case Studies

Functional Behavior Assessments Assignment

 

 

Case Study One: Johnny

Age: 6

Grade: Kindergarten

 

Johnny is a young boy with an emotional disability who receives most of his education in an inclusive classroom. He speaks in one- and two-word utterances and can say, “book,” “food,” “more,” “hi,” and “drink.” However, his main mode of communication is a picture-exchange system.

Although Johnny has demonstrated that he really enjoys group activities, he has lately begun biting his fel­low students. He seems to pick on Stephen the most. As if this were not enough, Johnny has begun pinching his teacher during one-on-one instruction. After he engages in one of these behaviors, he yells, “It hurts!” and starts laughing.

A behavior analyst has conducted a structured interview as part of a functional behavior assessment. The teacher and parents’ responses indicate that the function of Johnny’s aggressive behaviors is to seek attention. However, the analyst needs to directly assess the behavior.

 

Case Study Two: Alex

Age: 16

Grade: 10th

 

Alex has been diagnosed with a learning disability. He reads at an eighth-grade level. Although he is a star ath­lete, he is not very popular with his classmates. He does not cause much trouble in class, but he rarely finishes his work or turns in homework. He seems to have the capacity to do the work, but gets by with C’s. Mr. Cash­man, Alex’s math teacher, spoke to Alex one day about these concerns, to which Alex responded, “I don’t need to work hard. In a few years, I’ll be set because I’m going to be a pro baseball or basketball player.”

Mr. Cashman often lets students work together to finish assignments. During math instruction, Alex works with another student on independent seat-work. One day, Alex looked at Sports Illustrated for thirteen minutes instead of helping with the assignment. When his partner asked him to lend a hand, Alex said, “Man, I don’t get this stuff. Just help me out.” The student continued working. When Mr. Cashman noticed what was going on, he told Alex to put the magazine away and to get to work. Alex complied, but five minutes later he got out the magazine again. On another day, Alex fell asleep and had to be woken up by his partner. Alex frequently asks to go to the bathroom. Each time Mr. Cashman lets him go.

Mr. Cashman needs to determine the amount of time that Alex spends off-task during class.

 

 

Source: http://iris.peabody.vanderbilt.edu/case_studies/ICS-014.pdf

 

 

 

 

 

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