Behavioral Intervention Plan

Behavioural Assessment and Analysis The graduate accurately uses daily measurement and other assessments of behaviour (e.g., Functional Behavior Assessment) and the systematic investigation of important variables of behaviour to identify and record problem behaviours and changes in behaviour. 631.3.2: Behavior Management and Intervention The graduate accurately applies the theory and principles of behaviour and applied behavioural analysis, as well as important variables of behaviour, to effectively intervene, initiate, maintain, and generalize behaviour change. INTRODUCTION The behavioural management of students within inclusive settings is dependent on many variables in the classroom design. The physical arrangement of the room, an effective grouping of students, stimulation of cooperative learning situations, and the use of clear and consistent rules and routines can contribute to the success of inclusive classrooms. Teachers who can plan instruction and design classrooms effectively can minimize behavioural challenges and conflicts. In this task, you will develop a behavioural intervention plan (BIP) based on a provided case study and Functional Behavior Assessment (FBA) data. You must read through the “Case Study: Rodney” and “Case Study: Bonnie” web links below and select one student’s case study from which to create your BIP. There is no set format for your responses in this task; however, as you apply your knowledge of Functional Behavior Assessments and behavioural intervention plans to real-world settings, your individual districts or states may require specific formats. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.   You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.   Complete this task based on your chosen case study:   A. Choose one target behaviour from your chosen case study’s Functional Behavior Assessment (FBA) and do the following: 1. Describe the target behaviour. 2. Determine the trigger(s) or antecedent(s) for the target behaviour. 3. Identify the function of the target behaviour. 4. Identify one consequence for the target behaviour.   B. Develop a BIP for the behaviour identified in part A, by doing the following 1. Recommend one replacement behaviour to replace the target behaviour. a. Justify the recommended replacement behaviour, using scholarly sources or course materials. 2. Recommend one positive intervention to increase the replacement behaviour. a. Justify the recommended positive intervention to increase the replacement behaviour, using scholarly sources or course materials. 3. Recommend two instructional strategies to teach a replacement behaviour. a. Justify the recommended instructional strategies to teach replacement behaviour, using scholarly sources or course materials. 4. Determine two accommodations or modifications that should be included in the BIP. a. Explain how your accommodations or modifications support the student.   C. Describe a data collection tool you would use to document the student’s progress in using the replacement behaviour from part B1, based on your chosen case study.   D. Identify all individuals involved in the implementation of the BIP (e.g., student, teacher, parent, or others, if applicable). 1. Explain the responsibilities of each individual who has a role in the implementation of the BIP. a. Explain how the student and parents/guardians will be involved in the implementation of the BIP.   E. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.   F. Demonstrate professional communication in the content and presentation of your submission.