Teachers must employ a variety of assessments, instructional strategies, and intervention techniques to support their students who are displaying behaviors that are getting in the way of successful learning in the classroom. If initial classroom management efforts are unsuccessful in helping such a student, then it is often determined that the situation warrants a behavior plan. For a behavior plan to be successful, it is imperative that stakeholders collaborate to support the student in reducing the occurrence of challenging behaviors and increasing appropriate behaviors. When appropriate, the student should also be involved in the development of the behavior plan. Providing students with choices and involving them in decision‐making aids in the development of self‐advocacy and self‐determination.
For this benchmark, you will propose a behavioral intervention plan for a student based on the information provided in “Student Scenario: Joseph.” Use the “Proposal for Behavior Change Template” to complete this assignment.
Describe Joseph’s behaviors on the ABC chart using the “Proposal for Behavior Change Template” provided. Create one measurable, observable operational definition for Joseph’s challenging behavior.
Part 2: Analysis of Data
The hypothesis is a best guess of the cause of the function of behavior that summarizes the observations. It includes the when (antecedent or trigger), the what (behavior of student), and the why (outcome student’s target behavior: attention, tangible, or escape).
Part 3: Intervention Ideas and Replacement Behaviors
Based on your analysis of the FBA data and the operational definition for Joseph’s behavior, identify an appropriate replacement behavior.
Part 4: Proposed Intervention Plan
Propose an intervention plan that outlines one goal for Joseph and includes the following:
Strategies to manage activities and social interaction through collaboration with general educators and other colleagues .
Rewards and reinforcements you will use with Joseph.
A plan to monitor progress by gathering ongoing data from colleagues and student’s family .
Steps to resolve any escalation of behavior safely and appropriately .
Be sure to incorporate appropriate intervention and replacement behavior ideas identified in Part 3.
Part 5: Reflection
In a 250‐500 word summary reflect upon how you, in your future professional practice, will ensure formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences.
Support your template responses with 1‐2 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
College of Education (COE) program competencies and national standards assessed in the benchmark assignment:
COE 1.8:
Explain how to intervene safely and appropriately with individuals with exceptionalities 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, and 5]
COE 3.7
Use motivational and instructional interventions to teach individuals with exceptionalities 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]
COE 3.13
Through collaboration with general educators and other colleagues, teacher candidates create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities 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]
COE 4.2
Select and use technically sound formal and informal assessments that minimize bias. [CEC 4.1; ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); GCU Mission Critical 2, 3, 5]
COE 4.3
Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. [CEC 4.2; ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q); GCU Mission Critical 2, 5]
COE 4.4
In collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities. [CEC 4.3, ICSI.4.K1, ICSI.4.K2, ICSI.4.S4, ICSI.4.S1, ICSI.4.S6, ICSI.6.K4, ICSI.7.K2, ICSI.7.K3, ICSI.7.K4, ICSI.7.S2, ICSI.7.S3, ICSI.7.S4, ICSI.7.S5, ICSI.7.S3, ICSI.7.S10, IGC.4.K1, IGC.4.K2, IGC.4.K3, IGC.7.K2, IGC.7.S2; InTASC 6(g), 6(i), 6(o), 6(t), 6(v), 9(c), 9(l) 10(a); GCU Mission Critical 1, 2, 3, 4, 5]
Answer preview
. The teacher can also teach replacement strategies. The attention-seeking behaviors can be minimized by adopting strategies that allow the student to communicate without disrupting the class. Some of the methods the student can use include raising a hand when they want to speak and requesting permission before leaving the classroom. Planned ignoring is another strategy. Giving the student attention when they exhibit the attention-seeking behaviors feeds the behavior making it hard to stop. Ignoring the student when they seek attention kills the behavior. Allowing the student to chill out is another strategy. This entails allowing secluding the student to calm down and regain focus before returning to the classroom.
Rewards and reinforcements: Reinforcements are excellent ways of reforming the behavior of a student. For Joseph, the reinforcements can be given when he manages to desist from attention-seeking behaviors after a specific duration. The reinforcements
