A special education teacher works collaboratively with the other members of the IEP team to develop intervention plans for students’ problem behaviors that may affect the learning and safety of others in the classroom.

A special education teacher works collaboratively with the other members of the IEP team to develop intervention plans for students’ problem behaviors that may affect the learning and safety of others in the classroom. The results from a functional behavior assessment are analyzed and used to develop and implement a plan to change behavior based on the function the behavior serves and the needs of the student. Ongoing assessment is needed to determine the success of the intervention.

Review the “Angel Case Study” to inform the assignment that follows.

Part 1: Functional Behavior Assessment (FBA)

Analyze the case study, initial data, and FBA data found in the “Angel Case Study.” In 250-500 words, summarize and analyze the findings of the FBA addressing the following:

Frequency of incidents

Interaction with peers

Consequences of the behavior

Hypothesis for the function of the behavior: Why do you think the student is acting out?

Support your analysis with a minimum of two scholarly resources.

Part 2: Behavior Intervention Plan (BIP)

Propose a BIP based on the FBA data provided in the “Angel Case Study.”

In 500-750 words, using the “Behavior Intervention (BIP)” template, create a behavior intervention plan for Angel that includes the following:

Three measurable behavioral goals for the student to work toward.

At least two evidence-based motivational and instructional interventions that teach the student how to adapt his behavior in the classroom, while teaching skills that can also be used in different environments.

Engaging rewards and reinforcements that encourage quality learning and performance, and provide the student with guiding feedback.

Specific collaborative steps the special education teacher can take to help the general education teacher implement the interventions and create a safe, inclusive, culturally responsive learning environment that engages the student in meaningful learning activities and social interactions.

How and at what intervals the team will evaluate the student’s success on his goals.

Two safety interventions that can be implemented if the student’s behavior escalates and he becomes physically violent while in school.

How you will maintain student confidentiality during the implementation of the plan.

Support the plan with a minimum of three scholarly resources, in addition to the “Special Education Professional Ethical Principles.”

Requirements: 850 words

Angel Case Study

Name: Angel

Age: 11

Grade: 6th

Angel is an 11-year-old male in your sixth grade inclusive English language arts (ELA) classroom. Angel has been diagnosed with ADHD and a specific learning disability in reading.

Angel frequently gets into trouble in line and during recess. He has been involved in two physical fights with a peer on the playground and has had two in-school suspensions and one out of school suspension for fighting and arguing with adults. His special education teacher is working with Angel on conflict resolution skills. He often argues with peers and adults. During classroom instruction it is not uncommon for him to make side comments to annoy another student. This often results in an altercation, or at least some verbal disruption during class. During ELA instruction, sometimes Angel gets out of his seat to sharpen his pencil. It is not uncommon for him to take something off of another student’s desk on the way back, or make another comment to a peer. Angel rarely completes an entire assignment and often turns in work that is totally blank with just pictures and doodles drawn on the paper.

To determine an appropriate intervention, the ELA teacher collected data for a week to see how frequent the above behaviors occurred during class time. After observing and counting behaviors for a week, the ELA teacher shared the data with you, the special education teacher. A review of the initial data presented by the teacher indicated that the most problematic behaviors in the classroom appeared to be taking something away from students and inappropriate or argumentative comments to peers. The fact that Angel is out of his seat sharpening pencils, taking things away from students and arguing were most likely affecting Angel’s ability to complete work.

After discussing these issues with the IEP team and the general education teacher, the team decided to invite Angel’s parents to a meeting to discuss the need for a Functional Behavior Assessment (FBA) and secure the signed permission to evaluate. The team discussed the possible hypotheses for the behavior and agreed the function of the behaviors could be task avoidance, frustration, or attention seeking. Once the parents consented to an FBA, the team began the process of ABC analysis of behavior and prioritizing the behavior to target. The behavior was operationally defined so all members of the team could observe and count the same behavior while taking note of what happened before the behavior (antecedent) and what happened after the behavior (consequence) as well as any setting events that might have an effect on the behavior. The team will use this data to identify a hypothesis and rationale to support intervention. This information will also be used to develop a behavior intervention plan.

See the ELA teacher’s initial data below:

Some of the initial Antecedent-Behavior-Consequence (ABC) analysis data collected by Angel’s IEP team. For reference, there are a total of nine incidents in a two-day period.

Frequency of Behavior Graph

Behavior Intervention Plan (BIP)

Student Name: ______________________________________ Date: ______________

DOB: __________________ Teacher/Case Manager: _______________________________________

Functional Behavior Assessment (FBA)

Student Name

University

Course

Instructor

Functional Behavior Assessment (FBA)

References

Behavior Intervention Plan (BIP)

Student Name: ______________________________________ Date: ______________

DOB: __________________ Teacher/Case Manager: _______________________________________

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