Use the rubrics .Everything should be on the template.
PositiveBehavior Interventions and Supports Project
Part I: Functional Behavior Assessment
Overview
In this assignment, candidates will selct a student that has been identified with a disability (student must have IEP) that exhibits ONE of the following social skills deficits: taking turns, conversational skills, interacting with peers, making positive choices, following directions, completing tasks/chores, organization and/or transition skills. Students will not address violent behaviors or work with students who demonstrate aggressive behaviors (hitting, elopement, profanity).
Learning Outcomes
Know and demonstrate professional roles and responsibilities relevant to ethical and legislative requirements as related to Council of Exceptional Children (CEC) Code of Ethics, professional certification standards, and confidentiality.
Gather, interpret, and communicate background and assessment information from a variety of sources to make educational decisions and design individualized instruction.
Administer and analyze appropriate formal and informal assessment to make educational decisions for exceptional learners.
Understand and adhere to legal and ethical guidelines for assessing, identifying, and monitoring diverse learners with exceptionalities.
Directions
1. Select a student with an exceptionality that displays a social behavior deficit listed above.
2. Complete parent survey, student survey, motivational assessment, and social skills checkslist.
3. Complete Student Profile Sheet.
4. Complete Student Observation using ABC Chart (2 observations for a minimum of 30 consecutive minutes).
5. Write and turn in to Blackboard a Functional Behavior Analysis paper template with the completed student profile information, motivational assessment, and social skills checklist).
Candidates will use the template provided that addresses APA formatting (includes a title page, headers, and page numbers). The paper should be written as a report and not in first person.
a. Summarize the student’s profile.
b. Identify the student’s target behavior
c. Summarize the ABC (state the antecedent, behavior, consequence)
d. Hypothesize the function of the behavior
Functional Behavior Assessment
1. Parent Interview
2. Student Profile Information Sheet
3. ABC Student Observation
4. Student Interview
5. Motivational Assessment
6. Social Skills Checklist
FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)
PARENT INTERVIEW
Directions: Please complete and return this form to your child’s school. The information will be used to help develop a
behavior intervention plan for your child. Please return the completed form to ______________________.
Please contact the school/teacher if you have any questions.
Child’s Name ___________________________________________ Age _______ Today’s Date _____________
Address ________________________________________________ Phone __________________________________
Person completing form ________________________________________ Relationship to child __________________
Does your child have any medical or physical conditions? __________________________________________________
List any current medications your child is taking: _________________________________________________________
Describe your child. (check all that apply)
easily distracted cooperative talkative angry
stubborn impulsive shy/quiet friendly
self-abusive physically aggressive often fidgety shy
overactive verbally aggressive bossy mean
moody easy to please cries easily pouts
polite/kind funny/clever prefers to be alone sad
eager to please others withdrawn sociable passive
Self-concept: Good Fair Poor Relations with parents: Good Fair Poor
Relations with peers: Good Fair Poor Relations with teachers: Good Fair Poor
Relations with sister/brother: Good Fair Poor Accepts responsibility for behavior? Yes No Some
List his/her favorite things to do/places to go: ____________________________________________________________
What motivates your child to behave well? ______________________________________________________________
What usually causes your child to misbehave? ___________________________________________________________
How often does your child misbehave? _________________________________________________________________
List the specific problem behaviors your child has at home: _________________________________________________
List the specific problem behaviors your child has at school: ________________________________________________
What efforts have you taken to assist the school in dealing with your child’s behavior? ___________________________
________________________________________________________________________________________________
When were you first aware of behavioral problems at school? ______________________________________________
________________________________________________________________________________________________
List all community services, doctors, psychologists, social workers, etc that have been helping with these problems:
Agency
Address
Phone Number
Start/End Date
Please attach any additional information you would like the school to consider in planning a behavior intervention.
Parent/Guardian Signature _______________________________________________ Today’s Date _______________
Functional Behavior Assessment
Student’s Profile Sheet
(Complete ALL Sections)
Student’s Name: _______________________ Exceptionality: ______________________
Grade: ______________________ Date of Birth: _______________________________
1. List behaviors of concern.
2. What does the student do well and when does it occur?
3. What does the student struggle with and when does it occur? Does there appear to be a skill deficit or do you feel that the student sometimes chooses not to use the skills that they have?
4. What is reinforcing and enjoyable for this student?
5. Are there good days and bad days? If so, does there seem to be a pattern?
6. How does the student communicate his/her needs (verbally, nonverbally, written, etc.)
7. What is his/her learning style (visual, auditory, tactile, kinesthetic)?
8. What type of instruction is the most successful for the student (direct, group/cooperative learning, lecture, independent/seatwork)?
9. Does academic failure or difficulty with materials appear to produce behaviors?
10. What are settings that negatively affect the behaviors?
11. What are triggers that negatively affect behaviors (lack of social attention, demands/requests, task transition, setting transition, interruption in routine, negative social interactions, when limits are set or consequences are imposed, redirected, embarrassment, sleep patterns, eating routines, medications, health, life stressors, etc.)?
12. What are the warning signs that the student exhibits that indicate that a behavior is about to occur (restless, withdrawal, loud voice, blurting out, change in mood, etc.).
13. How does the student respond after the behavior has occurred?
14. What interventions/strategies have been used with the student?
15. What consequences have been implemented and which ones have been effective (warnings, timeouts, ignore behavior, loss of privileges, sent to office, suspension, write-up?
16. Is attendance or tardiness a concern?
FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA))
STUDENT INTERVIEW
Student _________________________________ Date ___________
I have many friends at school
Yes
No
Not Sure
I like coming to school
Yes
No
Not Sure
My classmates like me
Yes
No
Not Sure
I like the other students in my class
Yes
No
Not Sure
I complete my homework most of the time
Yes
No
Not Sure
My parents love me
Yes
No
Not Sure
I get into trouble at school
Yes
No
Not Sure
My home is a happy place
Yes
No
Not Sure
My teachers like me
Yes
No
Not Sure
I get in trouble at home
Yes
No
Not Sure
I get into fights
Yes
No
Not Sure
I have been suspended this year
Yes
No
Not Sure
I have been sent to the office for misbehaving
Yes
No
Not Sure
I usually do what my teacher(s) ask me to do
Yes
No
Not Sure
My classmates tease and pick on me
Yes
No
Not Sure
What do I do that gets me in trouble at school? ___________________________________________________
_________________________________________________________________________________________
What do I do that gets me in trouble at home? ___________________________________________________
_________________________________________________________________________________________
What would help me to behave better in school? __________________________________________________
_________________________________________________________________________________________
What would help me to behave better at home? ___________________________________________________
_________________________________________________________________________________________
*** IDENTIFYING REWARDS ***
Name 3 things you most like to do at school: Name 3 things you most like to do at home:
1. ______________________________________ 1. _____________________________________
2. ______________________________________ 2. _____________________________________
3. ______________________________________ 3. _____________________________________
Name 3 classmates with whom you would like to work: Name 3 special jobs that you would like to do at school:
1. ______________________________________ 1. _____________________________________
2. ______________________________________ 2. _____________________________________
3. ______________________________________ 3. _____________________________________
ELSE 6163 Positive Behavior Interventions and Supports
If you had 15 minutes of free-time at school to do what you wanted, what would you do? ________________
Adapted from LCD (6-1-99) 1
MOTIVATION ASSESSMENT SCALE
Name_______________________________________________ Rater________________________________________ Date___________
Behavior Description____________________________________________________________________________________________________
Setting Description______________________________________________________________________________________________________
Instructions: The Motivation Assessment Scale is a questionnaire designed to identify those situations in which an individual is likely to behave in certain ways. From this information, more informed decisions can be made concerning the selection of appropriate reinforcers and treatments. To complete the Motivation Assessment Scale, select one behavior that is of particular interest. It is important that you identify the behavior very specifically. Aggression, for example, is not as good as a description as hits his sister. Once you have specified the behavior to be rated, read each question carefully and circle the number that best describes your observation of this behavior.
Never=0 Almost Never=1 Seldom=2 Half the Time=3 Usually=4 Almost Always=5 Always=6
1. Would the behavior occur continuously, if this person were left alone for long periods of time, for example, several hours?
0 1 2 3 4 5 6
2. Does the behavior occur following a request to perform a difficult task?
0 1 2 3 4 5 6
3. Does the behavior seem to occur in response to your talking to another person in the room?
0 1 2 3 4 5 6
4. Does the behavior ever occur to get a toy, food, or activity that this person has been told that he or she can’t have?
0 1 2 3 4 5 6
5. Would the behavior occur repeatedly in the same way for very long periods of time if no one were around, for example rocking back and forth for over an hour?
0 1 2 3 4 5 6
6. Does the behavior occur when any request is made of this person?
0 1 2 3 4 5 6
7. Does the behavior occur whenever you stop attending to this person?
0 1 2 3 4 5 6
8. Does the behavior occur when you take away a favorite toy, food, or activity?
0 1 2 3 4 5 6
9. Does it appear to you that this person enjoys performing the behavior? (It feels, tastes, looks, smells, and sounds pleasing.)
0 1 2 3 4 5 6
10. Does this person seem to do the behavior to upset or annoy you when you are trying to get him or her to do what you ask?
0 1 2 3 4 5 6
11. Does this person seem to do the behavior to upset or annoy you when you are not paying attention to him or her, for example, if you are sitting in a separate room, interacting with another person?
0 1 2 3 4 5 6
12. Does the behavior stop occurring shortly after you give this person the toy, food, or activity he or she has requested?
0 1 2 3 4 5 6
13. When the behavior is occurring does this person seem calm and unaware of anything else going on around him or her?
0 1 2 3 4 5 6
14. Does the behavior stop occurring shortly after (one to five minutes) you stop working or making demands of this person?
0 1 2 3 4 5 6
15. Does this person seem to do the behavior to get you to spend some time with him or her?
0 1 2 3 4 5 6
16. Does this behavior seem to occur when this person has been told that he or she can’t do something he or she had wanted to do?
0 1 2 3 4 5 6
Scoring Sheet
Sensory
Escape
Attention
Tangible
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Total Score
Mean Score
Relative Ranking
INSTRUCTIONS FOR USING THE MOTIVATION ASSESSMENT SCALE
Person filling out the form had to be familiar with the individual who has the behavior challenge. To direct our understanding of the behavior challenge to the intent of the challenge versus the way it appears or make use feel. To understand the correlation between the frequency of the challenging behavior and it’s potential for multiple intents. To identify those situations in which an individual is likely to behave in certain ways for example, placing work demands often leads to head banging. OUTCOMES: To assist in the identification of the motivation(s) of a specific behavior. From: Duran, V.M. & Crimmins, D.B. (1988). Identifying the variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, 99-117. Adapted by J.M. Cafiero
SAMPLE A-B-C Recording Form
Date: _____6/30/2020_______Location: _ ___3rd grade general education classroom_____
Observer’s name ___Exemplary Candidate Length of time observed: __30 minutes_
Date / Time
8/26/15
Antecedent
Behavior
Consequence
8:00-8:05
Setting: class had transitioned into classroom from morning meeting. Students sitting at tables for read to self while teacher takes attendance and takes care of morning business
Sitting quietly at table drawing with colored pencils from a book of cartoon characters
Teacher redirects to read to self. Suggests Tony pick another of his books.
8:05-8:10
Setting: same
Teacher redirected and went back to the front of class.
Tony knelt on floor next to chair at his table and continued to quietly draw from his book.
Other student at his table looks up from their reading and watches him for a few seconds then goes back to reading.
8:10-8:15
Setting: same
Other student at his table starts to arrange her area instead of
reading
Tony stops drawing to watch peer.
Begins to talk to peer quietly.
Peer redirects him and tells him to stop talking.
8:15-8:20
Setting: same
Continued read to self. Classroom continues to be quiet with majority of students on task with a few students off task
Tony continues to draw with colored pencils now with book closed. (8:15)
Tony continues to draw after redirection (8:16)
Tony stops drawing and watches peer at table play with hair while reading (8:17)
Teacher redirects while walking past to the door
Teacher redirects him again to read to self
.Teacher comes over to table, removes drawing, book and puts colored pencils back in center table
Tony’s head is down on the table with an upset face (8:19)
storage. Quietly talks to Tony about Read to Self-expectations. Picks out a book from his box for him and directs him to read quietly to self.
8:20-8:25
Setting: same read to self-time. Teacher is walking around room and preparing for next activity. Students are still at tables.
At about 8:24 teacher directs students to
“find a good place to stop in their reading”
Tony’s head is still on table (8:22)
Tony sits up. He is still frowning and his eye brows are knitted.
Tony begins to rearrange colored pencils in the center storage area.
Tony picks up his book and begins to flip the pages then stops when teacher directs to close books
No response from teacher or table mates.
No response from teacher or table mates.
Table mate watches him for a few seconds
and returns to reading.
No response from teacher or table mates.
8:25-8:30
Teacher gives directions to clear table and put baskets under chairs and then turn chairs towards front for smart board activity.
Tony follows directions and turns chair. Listens with eyes on teacher and sitting still. After a minute, Tony picks up his chair while still under his bottom and moves to the other side of his table closer to the front of the room.
No response from teacher or students.
Functional Behavior Assessment Rubric
Standards
Exemplary
15 points
Acceptable
13 points
Unacceptable
10
Summary of Student Profile Information
Candidate describes the student’s demographic and background information that includes relevant cultural and familial information that is related to the target learner’s educational needs and abilities that supports the need for the development of interventions with positive behavior supports.
Candidate describes the student’s demographic and background information, including pertinent cultural and familial information, related to the target learner’s educational needs and abilities.
Candidate fails to provide a description of the student’s demographic and background information that relates to the learner’s educational needs. Candidate also does not justify the need for the development of interventions with positive behavior supports.
Completed Assessment(s) and Interviews
Clearly and accurately summarized all completed the Social Skills Checklist and Motivational Assessment Scale and parent and student interviews. Completed assessments and interviews are uploaded to Blackboard.
Vaguely or inaccurately completed the Social Skills Checklist and Motivational Assessment Scale and parent and student interviews. Completed assessments and interviews are uploaded to Blackboard.
Unclearly completed the Social Skills Checklist and Motivational Assessment Scale and parent and student interviews and or fails to upload Completed assessments and interviews to Blackboard.
Target Behavior
The candidate identifies the student’s target behavior that is observable, measurable, and includes examples and non-examples of the behavior.
The candidate identifies a target behavior that is observable but does not include examples and non-examples of the behavior.
The candidate does not identify a target behavior that is observable and/or does not include examples and non-examples of the behavior.
ABC Recording
The candidate provides a collection of student’s behavior using observation notes; antecedents, behavior, and consequences are
defined with action words without the use of feelings, intentions, or inferences.
The candidate provides a collection of behavior notes using observation; antecedents, behavior, and consequences however, behaviors are defined with the use of feelings or inferences such as aggressive, angry, happy, excited, or lazy.
The candidate does not provide a collection of student behaviors using either observation notes or antecedents, behavior, or consequences.
ABC Summary Statement
The candidate identifies a hypothesis in one complete statement; the behavior listed in the hypothesis is the same one identified as the focus of the FBA, and all three components (antecedent, behavior, consequence) are linked to the FBA data.
The candidate identifies the hypothesis in a statement that includes the antecedent, behavior, and consequence; however, one does not link to the FBA data.
Candidate does not identify a hypothesis statement or the statement written only links one component (antecedent, consequence, behavior) to the FBA data.
Function of Behavior
The candidate identifies a function of the behavior that is valid, supported in research literature, and linked to FBA data.
The candidate identifies the function of the behavior that is valid and supported in research literature but is not linked to FBA data.
Candidate fails to identify function of the behavior that is related to the observations conducted.
Exemplary
10 points
Acceptable
8 points
Unacceptable
6 points
Overall Writing Guidelines
Candidate demonstrates professional writing that adheres to APA format and is free of errors in spelling, grammar, and punctuation
Candidate demonstrates professional writing that adheres to APA format; however, there are 5 or less errors noted in format, spelling, grammar, and punctuation.
Candidate demonstrates inadequate professional writing skills that does not adhere to APA format AND more than 5 errors noted in format, spelling, grammar, and punctuation.
This assignment will be formatted using APA Guidelines that includes a title page with headers and page numbers. An abstract and reference page is not needed.
Part I: Functional Behavior Assessment
Summary of Student Profile Information
Name:
Date of Birth:
Grade:
Exceptionality:
Summary of 16 questions from Student Profile Information
Parent and Student Interviews
Provide a detailed summary of the parent and student interviews
Summary of Results of Social Skill Checklist and Motivation Assessment Scale
Target Behavior
State the behavior that you want to increase or decrease in one sentence
ABC Charts
Observation 1
A-B-C Recording Form
Date: _____________________Location: ____________________________________
Observer’s name _____________________________Length of time observed: ___________
Date / Time
Antecedent
Behavior
Consequence
Observation 2
A-B-C Recording Form
Date: _____________________Location: ____________________________________
Observer’s name _____________________________Length of time observed: ___________
Date / Time
Antecedent
Behavior
Consequence
Antecedent, Behavior, Consequence Summary Statement
1. The antecedent is…..
2. The behavior is……
3. The consequence….
Function of the behavior
Based on the ABC charts provided and the results of the Behavior Rating Scale the function of the behavior is……
Social Skills Checklist (Elementary) – 1 –
SOCIAL SKILLS CHECKLIST
(Elementary/Pre-K)
Name of child: ______________________ Date: _______________________
Birth date: __________________________ Assessor’s name: _______________
Instructions: For each question, check if that particular social skill occurs Almost Always, Often,
Sometimes, or Almost Never.
RATING SCALE
Almost always- the student consistently displays this skill in many settings and with a variety of people
Often- the student displays this skill on a few occasions, settings and with a few people
Sometimes- the student seldom displays this skill but may demonstrate it on infrequent occasions.
Almost Never- the student never or rarely exhibits this skill. It is uncommon to see this in their daily routine.
SOCIAL PLAY & EMOTIONAL DEVELOPMENT Almost Always Often Sometimes
Almost
Never
1.1 Beginning Play Behaviors
1. Maintains proximity to peer within 1 foot
2. Observes peers in play vicinity within 3 feet
3. Parallel play near peers using the same or similar materials
(e.g., playing cars near a peer who is also playing cars)
4. Physically imitates peer
5. Verbally imitates peer
6. Takes turns appropriately during simple games
1.2 Intermediate Play Behaviors
1. Shares toys and talks about the activity with peers, even
though the play agenda of the other children is different
2. Physically and verbally responds to interactions from peers
(accepts toy from peer, answers questions)
3. Returns and initiates greetings with peers
4. Know appropriate ways of joining in an activity with peers
5. Invites others to play
6. Takes turns during structured activities
7. Obeys game rules
8. Requests toys, food, and materials from peers
1.3 Advanced Play Behavior
1. Plays cooperatively with peers during imaginative play
2. Makes comments about what he/she is playing to peers
3. Organizes play (suggests ideas to peers on how to play)
4. Follows peer play plans
5. Takes turns during unstructured activities without a time
limit
6. Offers toys, food, and materials to peers
Social Skills Checklist (Elementary) – 2 –
EMOTIONAL REGULATION Almost Always Often Sometimes
Almost
Never
2.1 Understanding Emotions
1. Identifies likes and dislikes
2. Identifies emotions in self
3. Identifies emotions on others
4. Justifies emotions once identified (eating because I’m
hungry)
5. Demonstrates affection and empathy toward peers
6. Refrains from aggressive behaviors toward peers
7. Refrains from aggressive behaviors toward self
8. Does not exhibit intense fears or phobias
9. Interprets body language
10. Uses different tones of voice to convey messages
2.2 Self Regulation
1. Allows others to comfort him/her if upset or agitated
2. Self regulates when tense or upset
3. Self regulates when energy level is high
4. Deals with being teased in acceptable ways
5. Deals with being left out of a group
6. Accepts not being first at a game or activity
7. Accepts losing at a game without becoming upset/angry
8. Says “no” in acceptable way to things he/she does not want
to do
9. Accepts being told “no” without becoming upset/angry
10. Able to say “I don’t know”
11. Able to end conversations appropriately
2.3 Flexibility
1. Accepts making mistakes without becoming upset/angry
2. Accepts consequences of his/her behavior
3. Accepts unexpected changes
4. Continues to try when something is difficult
5. Ignores others or situations when it is desirable to do so
2.4 Problem Solving
1. Identifies/defines problems
2. Generates solutions to problems
3. Carries out solutions by negotiating or compromising
4. Understands impact his/her behavior has on peers
Social Skills Checklist (Elementary) – 3 –
COMMUNICATION SKILLS Almost Always Often Sometimes
Almost
Never
3.1 Conversational Skills
1. Initiate conversation when it is appropriate to do so
2. Initiates conversation around specific topic
3. Asks “Wh” questions
4. Responds to “Wh” questions
5. Makes a variety of comments, related to the topic during
conversation
6. Introduces him/herself to someone new
7. Introduces people to each other
8. Ends conversations appropriately
3.2 Nonverbal Conversational Skills
1. Maintains appropriate proximity to conversation partner
2. Orients body toward speaker
3. Pays attention to a person’s nonverbal language and
understands what is being communicated
4. Waits to interject
3.3 Compliments
1. Gives appropriate compliments to peers
2. Appropriately receives compliments
3. Asks for a favor appropriately
4. Apologizes independently
Social Skills Checklist (Elementary) – 4 –
SUMMARY OF SOCIAL SKILLS CHECKLIST
Total % Marked
as Almost
Always
Total %
Marked as
Often
Total %
Marked as
Sometimes
Total %
Marked as
Almost Never
1.1 Beginning Play Behaviors
1.2 Intermediate Play Behaviors
1.2 Advanced Play Behaviors
2.1 Understanding Emotions
2.2 Self Regulation
2.3 Flexibility
2.4 Problem Solving
3.1 Conversational Skills
3.2 Nonverbal Conversational
Skills
3.3 Compliments
Calculation: For each section, calculate the percentage of questions marked as Almost Always, Often,
Sometimes, and Almost Never. To calculate, total the number of questions checked under the category in
that specific section and divide by the total number of questions in the section, then multiply by 100.
Example:
To calculate the total % of components marked “Almost Always” under the Beginning Play
Behaviors section, first total the # of questions checked “Almost Always” in that section. Then,
determine the # of total questions under Beginning Play Behaviors. Divide the # of questions
checked by the total # of questions and then multiply by 100.
________ questions marked “Almost Always” ÷ 6 total questions, x 100 = _______ %
5.2Final PBIS Project
ELSE 6163 Positive Behavior Interventions and Supports
Part I: Functional Behavior Assessment
|
Summary of Student Profile |
|
Name: Date of Birth: Grade: Exceptionality: Summary of 16 questions form Student Profile Information Sheet |
|
Interviews – Provide a detailed summary of the parent and student interviews |
|
Summary of Results of Social Skills Checklist and Motivation Assessment Scale |
|
Provide summary of the results of Social Skills Checklist and Motivation Assessment Scale |
|
Target Behavior |
|
State the behavior that you want to change (increase or decrease) |
|
ABC Charts |
|
Observation 1 |
|
Observation 2 |
A-B-C Recording Form Date: _____________________Location: ____________________________________ Date / Time Antecedent Behavior Consequence |
|
Observation 3 |
|
Antecedent, Behavior, Consequence Summary Statement |
|
1. The antecedent is….. 2. The behavior is…… 3. The consequence |
|
Function of the behavior |
|
Based on the ABC charts provided and the results of the Behavior Rating Scale the function of the behavior is…… |
Part II: Behavior Intervention Plan
|
Behavior Objective |
|
State the ONE behavior that you want the student to exhibit positively. Make sure you include the 4 components of an objective (Learner, Condition, Behavior, and Criterion) |
|
Operational Definition |
|
Provide a detailed description of the behavior that you will be targeting. Provide an example and non-example of the behavior. |
|
Intervention Plan |
|
Description of intervention selected supported by evidenced based research. Rationale of why this intervention is selected. |
|
Description of individuals that will be involved and their roles in implementing the plan. |
|
Proactive Strategies |
|
Describe what strategies will be implemented to avoid triggering the BOC. This is not the intervention. |
|
Replacement Strategies |
|
Replacement behaviors to be taught |
|
How the behaviors will be taught |
|
When and how will the replacement skill will be taught |
|
Consequence Strategies |
|
Criteria for token economy system |
|
Brief crisis intervention plan |
|
Generalization |
|
Setting(s) the behavior will be generalized in |
|
Timeline of intervention for generalization |
|
Identify strategies that will be used to maintain positive behavior skills |
|
Monitoring |
|
How will progress be monitored during and after the intervention is implemented |
|
How the team will monitor or revise the intervention if needed |
INSERT BIP AT A GLANCE HERE
Part III: Intervention Implementation and Results
|
Summary Analysis of Results and Recommendations |
|
-Provide a detailed summary of the results of the interventions. -Links behavior change and the use of data collection to make educational decisions. – Provide detailed recommendations for the target student and to personnel involved based on the results of the intervention and the present level of performance of the student. |
|
Baseline and Intervention Chart |
|
Include a graph to show the data collected from BOTH baseline and Intervention phase. A minimum of 10 data points is needed. |
|
Defensible Stability Statement |
|
Write a statement of stability (state how baseline data was collected and if the behavior was consistent). This shows that the targeted behavior is continuous. |
|
Reflective Journals |
|||
|
Baseline Day One Date |
Intervention Week 1 Day One Date |
Intervention Week 2 Day One Date |
|
|
Baseline Day Two Date |
Intervention Week 1
Day Two Date |
||
|
Baseline Day Three Date |
Intervention Week 1 Day Three Date |
Intervention Week 2
Day Three Date |
|
|
Baseline Day Four Date |
Intervention Week 1 Day Four Date |
Intervention Week 2
Day Three Date |
|
|
Baseline Day Five Date |
Intervention Week 1
Day Five Date |
Intervention Week 2
Day 4 Date |
|
Impact on Student Learning |
|
Include summary statement(s) of how the project has impacted student learning and recommendations for the future. |
|
Final Reflection of Experiences |
|
Include a final reflection about this entire project. Answer the following questions within this section. What have you learned? What was the most difficult part of the project? What was the easiest? How do you think this experience has impacted you personally and professionally? If you had to do it all over again, what would you do differently? What would you keep the same? |
References
Appendices
Scan Interview Forms Here
Scan Motivational Assessment Scale Here
Scan in Social Skills Assessment
Scan in Data Collection Sheets here
