Education (Special Education)

Education (Special Education)

© 2014. Grand Canyon University. All Rights Reserved. Effective Date: January, 2015 Page 1 of 5 SPD-540 Proposal for Behavior Change Plan Benchmark Assignment and Rubric Assessment Instructions: In this assignment, you will draft a proposal for an intervention plan based on the Functional Behavior Assessment (FBA) data provided below: Howard Scenario Age: 11 Grade: 6th Howard is showing significant signs of reading and math difficulty and has been diagnosed with ADHD. Ms. Anderson—a first-year teacher—has referred him to the office six times in four months for “insubordination.” When the bell rings, Ms. Anderson instructs the class to begin working on the math problems on the whiteboard. Instead, Howard begins to talk loudly about the rims on his dad’s car. Another student, Davis, comments, “Aw, your daddy has a hooptie and those rims are wack.” Howard responds, “Well, at least we have a car. I saw you waiting for the bus.” Other students begin to laugh, and Davis tells Howard to shut up. At this time Ms. Anderson intervenes, telling the students to quiet down. She reprimands Howard and Davis, tells them to go sit down, and reminds them of their assignment. She then returns to her desk. Howard and Davis continue to discuss their parents’ cars. After a moment, Ms. Anderson again reprimands them for talking. Howard then sharpens his pencil, gets a new piece of paper, and walks back to his seat using the longest route possible. After about fifteen minutes, the students appear to have finished their math problems and Ms. Anderson begins class. After class, Ms. Anderson looks at Howard’s paper and realizes that he only completed a few questions. Howard has several behaviors that Ms. Anderson feels are contributing to his incomplete work, but she is most concerned about him starting his assignments when told to do so. The next week, Ms. Anderson collects event data on Howard’s appropriate and inappropriate comments and latency data on how long it takes him to begin his work each day. In 750-1,000-words, create an intervention plan that includes the following: © 2014. Grand Canyon University. All Rights Reserved. Effective Date: January, 2015 Page 2 of 5 • Specific collaborative steps to be implemented that will change the behavior and create a safe, inclusive, culturally responsive learning environment that engages the student in meaningful learning activities and social interactions; • Evidence-based motivational and instructional interventions to teach the student how to adapt to different environments; • Safety interventions addressing students in crisis; and • Engaging rewards and reinforcements that encourage quality learning and performance, along with guiding feedback. Cite a minimum of three scholarly references to support your intervention plan. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please 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 Turnitin. Submit the assignment in Taskstream. Directions for submitting to Taskstream can be found on the College of Education site in the Student Success Center. Standards/Competencies Assessed: Standards and program competencies assessed in the benchmark assignment: • InTASC: 3 (a), 3(e), 6(a), 6(b), 6(c), 6(g), 8 (a),8 (b), 8(c), 8(d), 9 (b), 9(d) • CEC: 2.1, 2.2, 2.3, 4.4 • COE Program Competencies: o D2, C 2.1: Candidates collaborate with general educators and other colleagues to create safe, inclusive, culturally responsive learning environments that engage individuals with exceptionalities in meaningful learning activities and social interactions. (CEC 2.1) o D2, C2.2: Candidates use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. (CEC 2.2) o D2, C 2.3: Should they occur; candidates intervene safely and appropriately with individuals with exceptionalities in crises. (CEC 2.3) o D4, C 4.4: Candidates engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. (CEC 4.4) Scoring guide: CRITERIA % Value No Evidence Nominal Evidence Unacceptable Evidence Acceptable Evidence Target Evidence CATEGORY 0 ≤69 74 87 100 Proposed Intervention Plan: Responsive and Engaging Learning Environments COE: D2, C 2.1 25 No submission. Intervention proposal fails to identify specific collaborative steps to be implemented, intended to change behavior and create safe, Intervention proposal inadequately identifies specific collaborative steps to be implemented, intended to change behavior and Intervention proposal adequately identifies specific collaborative steps to be implemented, intended to change behavior and Intervention proposal clearly and thoroughly identifies specific collaborative steps to be implemented, intended to change © 2014. Grand Canyon University. All Rights Reserved. Effective Date: January, 2015 Page 3 of 5 inclusive, culturally responsive learning environments. create safe, inclusive, culturally responsive learning environments. create safe, inclusive, culturally responsive learning environments that engage the student in meaningful learning activities and social interactions. behavior and create safe, inclusive, culturally responsive learning environments that engage the student in meaningful learning activities and social interactions. Proposed Intervention Plan: Motivational and Instructional Interventions COE: D2, C2.2 25 No submission. Intervention proposal fails to include evidencebased motivational and instructional interventions to teach the student how to adapt to different environments. Intervention proposal includes weak evidencebased motivational and instructional interventions to teach the student how to adapt to different environments. Intervention proposal includes applicable evidencebased motivational and instructional interventions to teach the student how to adapt to different environments. Intervention proposal includes professional, appropriate evidence-based motivational and instructional interventions to teach the student how to adapt to different environments. Proposed Intervention Plan: Safety COE: D2, C2.3 20 No submission. Intervention proposal fails to address safety interventions for the student in crisis. Intervention proposal ineffectively addresses safety interventions for the student in crisis. Intervention proposal effectively addresses safety interventions for the student in crisis. Intervention proposal thoroughly and appropriately addresses safety interventions for the student in crisis. © 2014. Grand Canyon University. All Rights Reserved. Effective Date: January, 2015 Page 4 of 5 Proposed Intervention Plan: Quality Learning and Performance COE: D4, C 4.4 20 No submission. Intervention proposal fails to identify specific, engaging rewards and reinforcement s or guiding feedback. Intervention proposal unsatisfactoril y identifies specific, engaging rewards and reinforcement s, or guiding feedback. Intervention proposal satisfactorily identifies specific, engaging rewards and reinforcement s that encourage quality learning and performance, along with appropriate guiding feedback. Intervention proposal comprehensive ly identifies specific, engaging rewards and reinforcements that encourage quality learning and performance, along with appropriate guiding feedback. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5 No submission. Surface errors are pervasive enough that they impede communicatio n of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencie s in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English. Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 5 No submission. No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is present and fully inclusive of all cited sources. Documentatio n is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. © 2014. Grand Canyon University. All Rights Reserved. Effective Date: January, 2015 Page 5 of 5

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