Behavior Change Plan for Patient with Attention Deficit Hyperactivity Disorder

Benchmark - Proposal for Behavior Change Plan

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 250-300 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 500-700 words, using the “Behavior Intervention (BIP) Template,” create a behavior intervention plan for Angel that includes the following:
Three measureable 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 CEC Ethical Principles and Professional Practice Standards for Special Educators.
Program competencies and national standards assessed in the benchmark assignment:
MED in Elementary Education and Special Education ITL/NITL
MED in Special Education ITL/NITL
MED in Special Education Mild to Moderate Disabilities (Nevada)
2.1 Through collaboration with general educators and other colleagues, teacher candidates create safe, inclusive, culturally responsive learning environments to engage individuals with disabilities 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]
2.2 Use motivational and instructional interventions to teach individuals with disabilities 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]
2.3 Explain how to intervene safely and appropriately with individuals with disabilities 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, 5]
4.4 Engage individuals with disabilities to work toward quality learning and performance and provide feedback to guide them. [CEC 4.4, ICSI.4.K1, ICSI.5.S14, ICSI.5.S17, IGC.5.S23, IGC.5.S24; InTASC 6(d), 6(f), 6(l), 6(m), 6(q), 6(s), 8(b); GCU Mission Critical 1, 4, 5]
6.7 Demonstrate legal, ethical, and quality requirements related to the management of confidential student information. [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); GCU Mission Critical 1, 2, 4, 5]
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