Behavior plan special education

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Effective teachers must be able to draw from a variety of strategies in order to respond to different, challenging student behaviors. Teachers can apply these strategies to remind students of expectations, redirect behavior, and positively respond to expected behavior in the classroom.

Review the “Behavior Intervention Plan (BIP) Example.” Then, use the “Behavior Intervention Plan (BIP) Template” to complete.

Identifying one student from the “Class Profile” who would benefit from additional intervention, complete a behavior intervention plan to include:

  • Behavior
  • Goals and how they will be measured
  • Interventions and Frequency of Interventions
  • Person Responsible

In  500-750 words, describe strategies teachers can use to respond to challenging behavior during classroom instruction.  should address the following topics:

  • Describe and provide implementation examples of the following strategies: specific praise, choice making, effective group contingencies, contingent instructions, and time-out.
  • Describe how or if these communication strategies can be used to motivate and encourage individuals with disabilities how to adapt to different learning environments.
  • Discuss any cautions related to using each strategy.
  • Describe the decision making process that teachers use when deciding how to intervene on challenging behavior when engaged in instruction.

Support your findings with a minimum of two scholarly resources.

APA style is not required but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit assignments that are print deliverables to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.


Behavior Intervention Plan (BIP) Example

Student Name: ______________________________________ Date: ______________

DOB: __________________ Teacher/Case Manager: _______________________________________

Defined Behavior

Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.

Behavior Goals

A. During free time, student will interact in positive ways with other students and staff 90% of the time. General or Special Ed teacher will track during each scheduled time block.

B. Student will go to lunch in the cafeteria without supervision 90% of the time. General Ed teacher will track.

C. Student will stay on task 90% of the time. General or Special Ed teacher will track during each scheduled time block.

D. Student will complete in-class assigned work 90% of the time. General or Special Ed teacher will track during each scheduled time block.

Interventions & Frequency of Intervention

(This will support the teaching and learning of the goal.)

List persons who are responsible for services and monitoring performance

1. Social work involvement for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started. Social worker

2. Daily monitoring medication compliance and effectiveness. Nurse, Teacher

3. Bibliotherapy for parents. Ongoing. Parents

4. Teach the student alternative positive self-statements and appraisals. Daily, as needed. General Education Teacher and Special Education Teacher

5. Reinforce positive self-statements, attention to school work, and initiating social interactions. Daily, as needed General Education Teacher and Special Education Teacher

6. Weekly group instruction of combating irrational and self- defeating thinking in special education classroom. Special Education Teacher

Motivational and Instructional Interventions

Provide incentives for group work and participation

Invite other students to join the student for lunch in the classroom.

Plan games that will involve the student during class and group student in a group with supportive, familiar peers.

Rewards and Reinforcements

Free time, time on the computer, verbal praise

Safety Interventions

Student is not a threat to others or himself. Monitor as needed.

Legal and Ethical Considerations in Maintaining Student Confidentiality

Teachers and staff should not disclose confidential information about the student with other students during lunch groups or other group activities.

Resources

Read 5 ways to engage reluctant students: https://www.edutopia.org/discussion/5-ways-engage-reluctant-students



Class Profile

Student Name

English Language Learner

Socioeconomic

Status

Gender

IEP/504

Other

Age

Reading

Performance Level

Math Performance

Level

Parental

Involvement

Internet Available

at Home

Arturo

Yes

Low SES

Male

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Med

No

Bertie

No

Low SES

Female

No

None

Grade level

One year above grade level

At grade level

Low

Yes

Beryl

No

Mid SES

Female

No

NOTE: School does not have gifted program

Grade level

Two years above grade level

At grade level

Med

Yes

Brandie

No

Low SES

Female

No

Tier 2 RTI for Math

Grade level

At grade level

One year below grade level

Low

No

Dessie

No

Mid SES

Female

No

Tier 2 RTI for Math

Grade level

Grade level

One year below grade level

Med

Yes

Donnie

No

Mid SES

Female

No

Hearing Aids

Grade level

At grade level

At grade level

Med

Yes

Eduardo

Yes

Low SES

Male

No

Tier 2 RTI for Reading

Grade level

One year below grade level

At grade level

Low

No

Emma

No

Mid SES

Female

No

None

Grade level

At grade level

At grade level

Low

Yes

Enrique

No

Low SES

Male

No

Tier 2 RTI for Reading

One year above grade level

One year below grade level

At grade level

Low

No

Fatima

Yes

Low SES

Female

No

Tier 2 RTI for Reading

Grade level

One year below grade level

One year above grade level

Low

Yes

Frances

No

Mid SES

Female

No

Diabetic

Grade level

At grade level

At grade level

Med

Yes

Francesca

No

Low SES

Female

No

None

Grade level

At grade level

At grade level

High

No

Fredrick

No

Low SES

Male

Traumatic Brain Injury

Tier 3 RTI for Reading and Math

One year above grade level

Two years below grade level

Two years below grade level

Very High

No

Ines

No

Low SES

Female

ASD

Tier 2 RTI for Math

Grade level

One year below grade level

One year below grade level

Low

No

Jade

No

Mid SES

Female

No

None

Grade level

At grade level

One year above grade level

High

Yes

Kent

No

High SES

Male

Emotionally Disabled

None

Grade level

At grade level

One year above grade level

Med

Yes

Lolita

No

Mid SES

Female

No

None

Grade level

At grade level

At grade level

Med

Yes

Maria

No

Mid SES

Female

No

NOTE: School does not have gifted program

Grade level

One year above level

Two years above grade level

Low

Yes

Mason

No

Low SES

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

Nick

No

Low SES

Male

No

None

Grade level

One year above grade level

At grade level

Med

No

Sharlene

No

Mid SES

Female

No

None

Grade level

One year above grade level

At grade level

Med

Med

Sophia

No

Mid SES

Female

No

None

Grade level

At grade level

At grade level

Med

Yes

Stuart

No

Mid SES

Male

No

Allergic to peanuts

Grade level

One year above grade level

At grade level

Med

Yes

Terrence

No

Mid SES

Male

No

None

Grade level

At grade level

At grade level

Med

Yes

Wayne

No

High SES

Male

Intellectually Disabled

Tier 3 RTI for Math

Grade level

One year below grade level

Two years below grade level

High

Yes

Wendell

No

Mid SES

Male

Learning Disabled

Tier 3 RTI for Math

Grade level

One year below grade level

Two years below grade level

Med

Yes

Yung

No

Mid SES

Male

No

NOTE: School does not have gifted program

One year below grade level

Two years above grade level

Two years above grade level

Low

Yes

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