Benchmark- Proposal for Behavior Change Plan

timer Asked: Dec 17th, 2018
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Question description

A special education teacher works collaboratively with the IEP team to develop intervention plans for problem behaviors that may affect the learning and safety of students in the classroom. The results from a functional behavior assessment are analyzed and used to develop and implement a plan to change behavior based on the function the behavior serves and the needs of the student. Ongoing assessment is needed to determine the success of the intervention.

Review the “Angel Case Study” to inform the assignment that follows.

Part 1: Functional Behavior Assessment (FBA)

Analyze the case study, initial data, and FBA data found in the “Angel Case Study” for the first two days of the FBA. In 250-500 words, summarize the findings of the FBA addressing the following:

  • Frequency of incidents
  • Interaction with peers
  • Consequences
  • Hypothesis for the function of the behavior: Why do you think the student is acting out?

Support a minimum of two scholarly resources within your analyses.

Part 2: Behavior Intervention Plan (BIP)

Draft a proposal for an intervention plan based on the FBA data provided within the “Angel Case Study.”

In 500-750 words, using the “Behavior Intervention (BIP) Template,” create a behavior intervention plan that includes the following:

  • Three behavioral goals for the student to work toward.
  • Specific collaborative steps the special education teacher can take to help the general education teacher implement the behavior plan 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.
  • Engaging rewards and reinforcements that encourage quality learning and performance, along with guiding feedback.
  • How the team will evaluate the success of the BIP.
  • Legal and ethical considerations regarding intervention and handling of confidential information.

Support Angel’s intervention plan with a minimum of three scholarly resources, in addition to the “Ethical Principles and Professional Practice Standards for Special Educators.”

Submit Part 1 and Part 2 of this assignment as one deliverable.

Angel Case Study Name: Angel Age: 11 Grade: 6th Angel is an 11-year-old male in your sixth grade inclusive English Language Arts (ELA) classroom. Angel has been diagnosed with ADHD and a Specific Learning Disability in reading. Angel frequently gets into trouble in line and during recess. He argues with peers and adults. During classroom instruction it is not uncommon for him to make side comments to annoy another student. This often results in an altercation, or at least some verbal disruption during class. During ELA instruction, sometimes Angel gets out of his seat to sharpen his pencil. It is not uncommon for him to take something off of another student’s desk on the way back, or make another comment to a peer. Angel rarely completes an entire assignment and often turns in work that is totally blank with just pictures and doodles drawn on the paper. To determine an appropriate intervention, the ELA teacher began to collect data for a week to see how frequent the above behaviors were occurring during class time. After observing and counting behaviors for a week, the ELA teacher has shared the data with you, the special education teacher. A review of the initial data presented by the teacher indicated that the most problematic behaviors appeared to be taking something away from students and inappropriate or argumentative comments to peers. The fact that Angel is out of his seat sharpening pencils, taking things away from students and arguing were most likely affecting Angel’s ability to complete work. After discussing these issues with the IEP team and the general education teacher, the team decided to invite Angel’s parents to a meeting to discuss the need for a Functional Behavior Assessment (FBA) and secure the signed permission to evaluate. The team discussed the possible hypotheses for the behavior and agreed the function of the behaviors could be task avoidance, frustration, or attention seeking. Once the parents consented to an FBA, the team began the process of ABC analysis of behavior and prioritizing the behavior to target. The behavior was operationally defined so all members of the team could observe and count the same behavior while taking note of what happened before the behavior(antecedent) and what happened after the behavior (consequence) as well as any setting events that might have an effect on the behavior. The team will use this data to identify a hypothesis and rationale to support intervention. This information will also be used to develop a behavior intervention plan. See the ELA teacher’s initial data below: © 2017. Grand Canyon University. All Rights Reserved. Date 10/1 10/2 10/3 10/4 10/5 Out of seat sharpening pencil /// // //// /// // Taking something from another student / // /// // // Inappropriate or argumentative comments to peers //// // //// //// //// /// //// Incomplete work //// //// / //// /// //// //// //// See some of the initial Antecedent-Behavior-Consequence (ABC) analysis data collected by Angel’s IEP team. For reference, there are a total of nine incidents in a two-day period. ABC Analysis Chart Target Behavior: Student is not in his seat or not completing work during ELA class time. A-Out of Seat sharpening pencil B-Taking something from another student C-making comments to peers or adults that may disrupt the class Date Antecedent 10/17 Teacher gave directions for the writing task and told students they had 10 minutes to complete their thesis statement and supporting details for the passage read 10/17 Student was asked to join assigned group for group sharing and critique of thesis statement and supporting details. Teacher passed out rubric for student critique and asked students to move to assigned groups. Behavior Consequence A, C Teacher redirected student A, B Gina yelled, Teacher gave Johnny a referral to the front office Comments Angel took time searching for pencil. Then slowly walked to the pencil sharpener. After sharpening pencil Angel walked back to desk, but stopped to tell Johnny, “What are you looking at? Keep your queer eyes off of me!” Johnny replied, “shut up!” Teacher redirected both students and gave Angel a warning. She also reminded Angel of the classroom rule of using respectful language with peers and adults. Angel sneered. Angel sharpened pencil again, then slowly walked to group. After he sat down, he took Gina’s critique form away. Gina replied, “Give it back you jerk!” Teacher intervened as Angel ripped her form in half and threw it at her. The teacher gave Johnny a referral to the front office. Johnny strolled out without a complaint. © 2017. Grand Canyon University. All Rights Reserved. 10/18 Students are entering ELA classroom at the beginning of the period. Angel took Johnny’s homework assignment off of his desk and hid it in his own notebook while Johnny was talking with Teresa. 10/18 Teacher was discussing motive of character and how the author used foreshadowing to engage the reader. 10/18 Teacher directs students to turn in homework. B Johnny reacted. Teacher told Angel to give assignment back to Johnny. Johnny looked for his paper, looked around the room and asked “who took my homework?” Angel laughed and Johnny said, “Give it back!” Teacher told Angel to give the assignment back. C Teacher redirects Angel Angel taps Nick’s shoulder and tells him his fly is open. Nick looks down then tells Angel to “shut up!” A, B, C Gets attention from peers and redirection from teacher, avoids turning in homework. I forgot my name on my stupid homework. He gets up to sharpen pencil. On the way back he grabs Johnny’s homework and tosses it on the floor. Johnny says, “Stop it man!” Angel laughs. The bell rings. Johnny retrieves paper and turns it in. Angel leaves without submitting homework. As he leaves he says “See you later suckers!” Frequency of Behavior Graph Frequency 2.5 2 1.5 1 0.5 0 A-Out of Seat sharpening pencil B-Taking something from another student 17-Oct C-making comments to peers or adults that may disrupt the class 18-Oct © 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan (BIP) Template Student Name: ______________________________________ DOB: __________________ Behavior Date: ______________ Teacher/Case Manager: _______________________________________ Measureable Goals Interventions and Frequency of Intervention © 2017. Grand Canyon University. All Rights Reserved. Person Responsible Goal/Intervention Review Notes

Tutor Answer

School: Rice University

still working

Running header: CASE STUDY

Angel Case Study
Student’s Name
Institutional Affiliation



Angel Case Study
Part One
Some exceptional students who have been determined to have a conduct problem are tied
down by measures such as Functional Behavioral Assessment and Behavior Intervention Plan in
their Individual Education Plan Functional (Behavioral Assessment of Problem Behavior, n.d.).
These strategies are devised to guarantee students access to appropriate and free Public
Education (FAPE). A BIP consolidates the speculation encompassing the capacity, the way of
conduct, where the conduct does and does not occur, what occurs in the occasions paving the
way to and after the conduct, and applicable information about the student i.e., characteristics,
prosperity, and prescriptions (Deakin, Johnston, & Markesinis, (2013).
Angel, an 11-year-old 6th grader who has been determined to have Attention Deficit
Hyperactivity Disorder (ADHD), alongside a Specific Learning Disability (SLD) in perusing, is
at present enrolled in a comprehensive English Language Arts (ELA) classroom. Angel always
ends up getting into issues with his schoolmates and grown-ups. Angel is known to contend with
class peers during breaks, and also in making side remarks when being instructed. Angel
sometimes does not finish his work and frequently gets out of his seat to go and sharpen a pencil,
makes remarks about different students and will often take things off from another students’
work area. Angel’s conduct has caused various class interruptions and quarrels. So as to give
Angel legitimat...

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