For this assignment, you will be assuming the role of a special educator and will create a behavior plan. As you have read in the Instructor Guidance and throughout this course, a behavior plan
Provides more intensive intervention and monitoring.
Increases support around the student’s specific needs.
Provides an individualized behavior plan which becomes part of the individualized education program (IEP).
Addresses targeted issues in a specific functional and evidence-based manner.
Involves active collaboration with teachers, support staff, the student, and parents.
Helps teachers to address behaviors and issues consistently across subjects, rooms, and sessions.
Bridging this real-life experience with the theories of instruction in the virtual course environment, this assignment mirrors a career building experience.
Instructions: Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation.
In previous coursework, you have learned about the process of developing an IEP and the participation of a multidisciplinary team to, in part, plan and develop key goals around the student’s areas of strengths and weaknesses. It is important to access previous video examples, discussions, and other coursework as you develop this plan. You have been collecting these web addresses in your link-library. This would be a perfect time to access them.
In this example, you will focus on one document that is written by the team and that will become part of the student’s IEP. This document, known as the Behavior Plan, specifically identifies and addresses behaviors considered to be inappropriate and/or dangerous. It is a plan that changes the environment to shape a student’s behavior in a positive manner. Replacement behaviors are then identified and designed for the purpose of changing the inappropriate behaviors to something more appropriate. Also included in this plan are positive behavioral interventions, strategies, and supports.
Use the below guidelines and attached rubric to create the Behavior Plan. If you have questions about the assignment or the rubric, please contact your Instructor using the Ask Your Instructor discussion before the due date.
Content Expectations: (Note: There are two parts to this assignment.)
Part One: Using the rubric attached, complete the attached Positive Behavior Intervention Plan downloadto include:
Demographic information
Prevention: Environmental factors and necessary changes
Alternatives: Functional factors and new functionally-equivalent behaviors to teach and support
Effective reaction: Reactive strategies to positively promote change
Outcome: Measurable behavioral goals and analysis
Communication: Communication provisions
Participation: List the collaborative participants in plan development
Part Two: Narrative—Submit a separate document that includes the following:
Terms:Describe the target behavior to be addressed in this plan using observable terms to describe.
Relevancy: Analyze how the process of creating a behavior plan is relevant to your current profession or future professional goals.
Reflection:Reflect on the process of creating a behavior plan. Include elements of observation, collaboration, parent engagement, and student input.
The Behavior Plan
Must be one to two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing Center (Links to an external site.).
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must document all sources in APA style as outlined in the Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Writing Center.
Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
Text
Cohen, L. G., & Spenciner, L. J. (2009). Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Education.
