A special education teacher works collaboratively with the other members of the IEP team to develop intervention plans for students’ problem behaviors that may affect the learning and safety of others 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.” In 250-500 words, summarize and analyze the findings of the FBA addressing the following:
Support your analysis with a minimum of two scholarly resources.
Part 2: Behavior Intervention Plan (BIP)
Propose a BIP based on the FBA data provided in the “Angel Case Study.”
In 500-750 words, using the “Behavior Intervention (BIP) Template,” create a behavior intervention plan for Angel that includes the following:
Support the plan with a minimum of three scholarly resources, in addition to the CEC Ethical Principles and Professional Practice Standards for Special Educators.
Prepare this assignment according to the guidelines found in the Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit assignments that are print deliverables to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Program competencies and national standards assessed in the benchmark assignment:
MED in Elementary Education and Special Education ITL/NITL
MED in Special Education ITL/NITL
MED in Special Education Mild to Moderate Disabilities (Nevada)
2.1 Through collaboration with general educators and other colleagues, teacher candidates create safe, inclusive, culturally responsive learning environments to engage individuals with disabilities in meaningful learning activities and social interactions. [CEC 2.1, ICSI.2.K1, ICSI.2.K2, ICSI.2.K3, ICSI.2.K4, ICSI.2.K5, ICSI.2.S1, ICSI.2.S4, ICSI.2.S15, ICSI.7.S6, IGC.7.K1, IGC.7.K4, IGC.7.S1, IGC.7.S2, IGC.7.S4; InTASC 3(a), 3(c), 3(f), 3(k); GCU Mission Critical 1, 3, 4, 5]
2.2 Use motivational and instructional interventions to teach individuals with disabilities how to adapt to different environments. [CEC 2.2, ICSI.2.K5, ICSI.2.S2, ICSI.2.S3, IGC.2.S3, IGC.5.S23, IGC.5.S24; InTASC 3(d), 3(e), 3(l); GCU Mission Critical 1, 2]
2.3 Explain how to intervene safely and appropriately with individuals with disabilities in crises. [CEC 2.3, ICSI.2.K6, ICSI.2.S10, IGC.2.S4, IGC.2.S5, IGC.2.S6, IGC.6.S2; InTASC 2(h); GCU Mission Critical 2, 4, 5]
4.4 Engage individuals with disabilities to work toward quality learning and performance and provide feedback to guide them. [CEC 4.4, ICSI.4.K1, ICSI.5.S14, ICSI.5.S17, IGC.5.S23, IGC.5.S24; InTASC 6(d), 6(f), 6(l), 6(m), 6(q), 6(s), 8(b); GCU Mission Critical 1, 4, 5]
6.7 Demonstrate legal, ethical, and quality requirements related to the management of confidential student information. [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); GCU Mission Critical 1, 2, 4, 5]