Proposal for Behavior Change Plan Assignment

Proposal for Behavior Change Plan Assignment

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Question Description
Help me study for my English class. I’m stuck and don’t understand.

Benchmark – Proposal for Behavior Change Plan
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.

Part 1: Data Collection and Definition of Student Behavior

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:

Replacement behavior and specific steps to be implemented that will help Joseph reach each goal.
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.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

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]

spd_400_proposal_for_behavior_change_plan_template.docx
spd_400_rubric__proposal_for_behavior_change_plan_.xlsx
spd_400_rubric__proposal_for_behavio

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.