behavioral plan

Behavior Intervention/Change Plan (BIP)

You will create a description of a student and an accompanying BIP.While you will not be working with an actual student, you can create a plan that will allow you to exhibit competencies associated with BIP development.

Directions:Respond to all of the prompts below.Be as specific as possible.

  • Provide a general description of the problem and purpose of the plan.
  • Subject:Provide a description of the subject/s (use initials or a pseudonym) include age, grade, race/ethnicity, language status, strengths and needs.
  • Setting:Describe the setting in which the plan will be implemented.
  • Target Behavior:Explain the behavior you have chosen to target and why.
  • Baseline:Explain the baseline condition.Describe the current performance of your student with respect to the target behavior, including a numerical measure.Explain how you measured the target behavior (prior to intervention) and include a graph of your results. This section must include an A-B-C analysis chart (see examples in Chapter 5 of your text). Be detailed.
  • Short-term Objective:State a measureable objective that includes a condition, a behavior, and a criteria.Your objective should be written in one sentence.
  • Intervention:Describe, in detail, the intervention you would implement in an attempt to meet the stated objective.Provide detailed information about the procedures you would use.Be sure to refer to textbooks, professional journals, etc. as you develop your intervention procedures. Then describe two additional interventions that you could use if your first intervention is unsuccessful.
  • Progress Monitoring:Describe, in detail, the way in which you will evaluate the effectiveness of your intervention.You should include a description of the type of data that will be collected, the graph(s) you will use, and an explanation of how you will determine if the student is on track to meet the short-term objective.

You should clearly label and define it within the context of your project such that an independent observer could recognize when the behavior does and does not occur.

You should include references to materials you use (including your textbook) in the development of your plan.Please follow APA guidelines for in-text citations and references.

More sources:

http://iris.peabody.vanderbilt.edu/module/fba/

Rubic:

Beginning Developing Proficient Outstanding
General Description

Points:0 (0.00%)

The general description is not provided and/or does not reflect an understanding and application of the course content.

Points:3.75 (3.75%)

The general description includes some of the required information and reflects limited understanding and application of the course content.

Points:5.25 (5.25%)

The general description includes most of the required information, and reflects an understanding and application of the course content.

Points:7.5 (7.50%)

The general description is thorough, complete and reflects a high level of understanding and application of the course content.

Subject

Points:0 (0.00%)

The description of the student is not provided and/or does not reflect an understanding and application of the course content.

Points:3.75 (3.75%)

The description of the student includes some of the required information and reflects limited understanding and application of the course content.

Points:5.25 (5.25%)

The description of the student includes most of the required information, and reflects an understanding and application of the course content.

Points:7.5 (7.50%)

The description of the student is thorough, complete and reflects a high level of understanding and application of the course content.

Setting

Points:0 (0.00%)

The description of the setting is not provided and/or does not reflect an understanding and application of the course content.

Points:3.75 (3.75%)

The description of the setting includes some of the required information and reflects limited understanding and application of the course content.

Points:5.25 (5.25%)

The description of the setting includes most of the required information, and reflects an understand and application of the course content.

Points:7.5 (7.50%)

The description of the setting is thorough, complete and reflects a high level of understanding and application of the course content.

Target Behavior

Points:0 (0.00%)

Target behavior is not provided or is poorly/ inadequately defined. Product does not reflect an understanding and application of the course content.

Points:6.25 (6.25%)

Target behavior is broadly defined and a basic rationale is provided for why behavior change is needed. Product reflects limited understanding and application of the course content.

Points:8.75 (8.75%)

Target behavior is defined and a reasonable rationale is provided for why behavior change is needed. Product reflects an understanding and application of course content.

Points:12.5 (12.50%)

Target behavior is clearly defined such that an independent observer could recognize when it does and does not occur. Clear rationale is provided for why behavior change is needed. Product reflects a high level of understanding and application of course content.

Baseline Phase

Points:0 (0.00%)

The baseline phase is not described, no measure is provided reflecting current behavior, and/or A-B-C chart is not included. Product does not reflect an understanding and application of the course content.

Points:6.25 (6.25%)

The baseline phase is broadly described, a numeric measure is provided reflecting current behavior, and/or A-B-C chart includes some of the required information. Product reflects some understanding and application of the course content.

Points:8.75 (8.75%)

The baseline phase is mostly described, a numeric measure is provided reflecting current behavior, and/or A-B-C chart includes most of the required information. Product reflects an understanding and application of the course content.

Points:12.5 (12.50%)

The baseline phase is clearly described, a graphic representation is provided reflecting current behavior, and A-B-C chart includes all of the required information. Product reflects a high level of understanding and application of course content.

Short-term Objective

Points:0 (0.00%)

STO(s) is vague, subjective and includes one or fewer of the required elements (condition, behavior and criteria) and would not be useful in measuring progress in the area(s) of intervention. Product does not reflect an understanding and application of the course content.

Points:6.25 (6.25%)

STO includes two of the three required elements (condition, behavior and criteria) and is somewhat useful in measuring progress in the area(s) of intervention. Product reflects some understanding and application of the course content.

Points:8.75 (8.75%)

STO(s) includes reference to the three required elements (condition, behavior and criteria) and is mostly useful in measuring progress in the area(s) of intervention. Product reflects an understanding and application of the course content.

Points:12.5 (12.50%)

STO(s) includes the three required elements (condition, behavior and criteria), is succinctly stated in one sentence, and is designed to accurately measure progress in the area(s) of intervention. Product reflects a high level of understanding and application of course content.

Intervention

Points:0 (0.00%)

The intervention phase is not described, does not include alternative interventions, and/or includes no references to the relevant literature. Product does not reflect an understanding and application of the course content.

Points:6.25 (6.25%)

Method of progress monitoring is broadly described, enables some comparison to baseline data, and/or includes the chart/tool that will be used. Product reflects some understanding and application of the course content.

Points:8.75 (8.75%)

Method of progress monitoring is mostly described, enables comparison to baseline data, and includes the chart/tool that will be used. Product reflects an understanding and application of the course content.

Points:12.5 (12.50%)

The intervention is clearly described, includes two relevant alternative interventions and two references to the relevant literature. Product reflects a high level of understanding and application of course content.

Progress Monitoring

Points:0 (0.00%)

Method of progress monitoring is not described, does not enable comparison to baseline data, and/or does not include the chart/tool that will be used. Product does not reflect an understanding and application of the course content.

Points:6.5 (6.50%)

Method of progress monitoring is broadly described, enables some comparison to baseline data, and/or includes the chart/tool that will be used. Product reflects some understanding and application of the course content.

Points:8.75 (8.75%)

Method of progress monitoring is mostly described, enables comparison to baseline data, and includes the chart/tool that will be used. Product reflects an understanding and application of the course content.

Points:12.5 (12.50%)

Method of progress monitoring is clearly described, enables accurate comparison to baseline data, and includes an appropriately constructed chart/tool that will be used. Product reflects a high level of understanding and application of course content.

Quality of Writing

Points:0 (0.00%)

Product is incomprehensible and includes more than five mechanical errors (e.g., spelling, grammar, punctuation, use of person-first language, adherence to APA conventions).

Points:7.5 (7.50%)

Product is somewhat comprehensible and includes five or fewer mechanical errors (e.g., spelling, grammar, punctuation, use of person-first language, adherence to APA conventions).

Points:10.5 (10.50%)

Product is comprehensible and includes no more than three mechanical errors (e.g., spelling, grammar, punctuation, use of person-first language, adherence to APA conventions).

Points:15 (15.00%)

Product is clearly and concisely written and includes no more than one mechanical error (e.g., spelling, grammar, punctuation, use of person-first language, adherence to APA conventions).

I have provided two examples of how it should look like and I would prefer using the example #1 which I like better on how the format is. And if you need me to scan the chapters of my textbook I can if you need it. I need the assignment by 12/3 before 11:59pm central time. if you need more information or any questions please let me know.

 
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