A special education teacher works collaboratively with the IEP team to develop intervention plans for problem behaviors that may affect the learning and safety of students 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” for the first two days of the FBA. In 250-500 words, summarize the findings of the FBA addressing the following:Frequency of incidentsInteraction with peersConsequencesHypothesis for the function of the behavior: Why do you think the student is acting out?Support a minimum of two scholarly resources within your analyses. Part 2: Behavior Intervention Plan (BIP)Draft a proposal for an intervention plan based on the FBA data provided within the “Angel Case Study.”In 500-750 words, using the “Behavior Intervention (BIP) Template,” create a behavior intervention plan that includes the following:Three behavioral goals for the student to work toward.Specific collaborative steps the special education teacher can take to help the general education teacher implement the behavior plan and create a safe, inclusive, culturally responsive learning environment that engages the student inmeaningful 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.Engaging rewards and reinforcements that encourage quality learning and performance, along with guiding feedback. How the team will evaluate the success of the BIP.Legal and ethical considerations regarding intervention and handling of confidential information.Support Angel’s intervention plan with a minimum of three scholarly resources, in addition to the “Ethical Principles and Professional Practice Standards for Special Educators.” Submit Part 1 and Part 2 of this assignment as one deliverable.


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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 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 began to collect data for a week to
see how frequent the above behaviors were occurring during class time. After observing and
counting behaviors for a week, the ELA teacher has 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 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:
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Out of seat sharpening
comments to
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See 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.
ABC Analysis Chart
Target Behavior:
Student is not in his seat or not completing work during ELA class time.
A-Out of Seat sharpening pencil
B-Taking something from another student
C-making comments to peers or adults that may disrupt the class
Date Antecedent
10/17 Teacher gave directions
for the writing task and
told students they had 10
minutes to complete their
thesis statement and
supporting details for the
passage read
10/17 Student was asked to join
assigned group for group
sharing and critique of
thesis statement and
supporting details.
Teacher passed out rubric
for student critique and
asked students to move to
assigned groups.
Behavior Consequence
A, C
redirected student
A, B
Gina yelled,
Teacher gave
Johnny a referral
to the front office
Angel took time searching for
pencil. Then slowly walked to
the pencil sharpener. After
sharpening pencil Angel walked
back to desk, but stopped to tell
Johnny, “What are you looking
at? Keep your queer eyes off of
me!” Johnny replied, “shut up!”
Teacher redirected both students
and gave Angel a warning. She
also reminded Angel of the
classroom rule of using
respectful language with peers
and adults.
Angel sneered.
Angel sharpened pencil again,
then slowly walked to group.
After he sat down, he took
Gina’s critique form away. Gina
replied, “Give it back you jerk!”
Teacher intervened as Angel
ripped her form in half and
threw it at her. The teacher gave
Johnny a referral to the front
office. Johnny strolled out
without a complaint.
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10/18 Students are entering ELA
classroom at the beginning
of the period.
Angel took Johnny’s
homework assignment off
of his desk and hid it in
his own notebook while
Johnny was talking with
10/18 Teacher was discussing
motive of character and
how the author used
foreshadowing to engage
the reader.
10/18 Teacher directs students to
turn in homework.
Johnny reacted.
Teacher told
Angel to give
assignment back
to Johnny.
Johnny looked for his paper,
looked around the room and
asked “who took my
Angel laughed and Johnny said,
“Give it back!”
Teacher told Angel to give the
assignment back.
Teacher redirects
Angel taps Nick’s shoulder and
tells him his fly is open. Nick
looks down then tells Angel to
“shut up!”
A, B, C
Gets attention
from peers and
redirection from
teacher, avoids
turning in
I forgot my name on my stupid
homework. He gets up to
sharpen pencil. On the way
back he grabs Johnny’s
homework and tosses it on the
floor. Johnny says, “Stop it
man!” Angel laughs. The bell
rings. Johnny retrieves paper
and turns it in. Angel leaves
without submitting homework.
As he leaves he says “See you
later suckers!”
Frequency of Behavior Graph
A-Out of Seat sharpening
B-Taking something from
another student
C-making comments to
peers or adults that may
disrupt the class
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Behavior Intervention Plan (BIP) Template
Student Name: ______________________________________
DOB: __________________
Date: ______________
Teacher/Case Manager: _______________________________________
Measureable Goals
Interventions and Frequency of
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Goal/Intervention Review Notes

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