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FOLLOW THE ASSIGMENT RUBRICS

5.2 Final PBIS Project

First and Last Name

ELSE 6163 Positive Behavior Interventions and Supports

Date

Part I: Functional Behavior Assessment

Summary of Student Profile

Name:

Date of Birth:

Grade:

Exceptionality:

Summary of 16 questions form Student Profile Information Sheet

Interviews – Provide a detailed summary of the parent and student interviews

Summary of Results of Social Skills Checklist and Motivation Assessment Scale

Provide summary of the results of Social Skills Checklist and Motivation Assessment Scale

Target Behavior

State the behavior that you want to change (increase or decrease)

ABC Charts

Observation 1


A-B-C Recording Form

Date: _____________________Location: ____________________________________

Observer’s name _____________________________Length of time observed: ___________

Date / Time

Antecedent

Behavior

Consequence

Observation 2


A-B-C Recording Form

Date: _____________________Location: ____________________________________

Observer’s name _____________________________Length of time observed: ___________

Date / Time

Antecedent

Behavior

Consequence

Observation 3


A-B-C Recording Form

Date: _____________________Location: ____________________________________

Observer’s name _____________________________Length of time observed: ___________

Date / Time

Antecedent

Behavior

Consequence

Antecedent, Behavior, Consequence Summary Statement

1. The antecedent is…..

2. The behavior is……

3. The consequence

Function of the behavior

Based on the ABC charts provided and the results of the Behavior Rating Scale the function of the behavior is……

Part II: Behavior Intervention Plan

Behavior Objective

State the ONE behavior that you want the student to exhibit positively. Make sure you include the 4 components of an objective (Learner, Condition, Behavior, and Criterion)

Operational Definition

Provide a detailed description of the behavior that you will be targeting. Provide an example and non-example of the behavior.

Intervention Plan

Description of intervention selected supported by evidenced based research. Rationale of why this intervention is selected.

Description of individuals that will be involved and their roles in implementing the plan.

Proactive Strategies

Describe what strategies will be implemented to avoid triggering the BOC. This is not the intervention.

Replacement Strategies

Replacement behaviors to be taught

How the behaviors will be taught

When and how will the replacement skill will be taught

Consequence Strategies

Criteria for token economy system

Brief crisis intervention plan

Generalization

Setting(s) the behavior will be generalized in

Timeline of intervention for generalization

Identify strategies that will be used to maintain positive behavior skills

Monitoring

How will progress be monitored during and after the intervention is implemented

How the team will monitor or revise the intervention if needed

INSERT BIP AT A GLANCE HERE

Part III: Intervention Implementation and Results

Summary Analysis of Results and Recommendations

-Provide a detailed summary of the results of the interventions.

-Links behavior change and the use of data collection to make educational decisions.

– Provide detailed recommendations for the target student and to personnel involved based on the results of the intervention and the present level of performance of the student.

Baseline and Intervention Chart

Include a graph to show the data collected from BOTH baseline and Intervention phase. A minimum of 10 data points is needed.

Defensible Stability Statement

Write a statement of stability (state how baseline data was collected and if the behavior was consistent). This shows that the targeted behavior is continuous.

Reflective Journals

Baseline Day One Date

Intervention Week 1

Day One Date

Intervention Week 2

Day One Date

Baseline Day Two Date

Intervention Week 1

Day Two Date

Intervention Week 2

Day One Date

Baseline Day Three Date

Intervention Week 1

Day Three Date

Intervention Week 2

Day Three Date

Baseline Day Four Date

Intervention Week 1

Day Four Date

Intervention Week 2

Day Three Date

Baseline Day Five Date

Intervention Week 1

Day Five Date

Intervention Week 2

Day 4 Date

Impact on Student Learning

Include summary statement(s) of how the project has impacted student learning and recommendations for the future.

Final Reflection of Experiences

Include a final reflection about this entire project. Answer the following questions within this section. What have you learned? What was the most difficult part of the project? What was the easiest? How do you think this experience has impacted you personally and professionally? If you had to do it all over again, what would you do differently? What would you keep the same?

References

Appendices

Scan Interview Forms Here

Scan Motivational Assessment Scale Here

Scan in Social Skills Assessment

Scan in Data Collection Sheets here

ELSE 6163

POSITIVE BEHAVIOR INTERVENTIONS AND

SUPPORTS

PBIS PROJECT

SCORING RUBRIC

PBIS PROJECT RUBRIC 2

TASKS

Exemplary

Acceptable

Unacceptable

Summary Student
Profile

Information

Candidate describes the student’s
demographic and background

information that includes relevant
cultural and familial information that is

related to the target learner’s
educational needs and abilities that

supports the need for the development
of interventions with positive behavior

supports.

Candidate describes the student’s
demographic and background
information, including pertinent
cultural and familial information,
related to the target learner’s
educational needs and abilities.

Candidate fails to provide
a description of the

student’s demographic and
background information

that relates to the learner’s
educational needs.

Candidate also does not
justify the need for the

development of
interventions with positive

behavior supports.

Completed
Assessments and

Interviews

Clearly and accurately summarized all
completed the Social Skills Checklist
and Motivational Assessment Scale and
parent and student interviews.
Completed assessments and interviews
are uploaded to Blackboard.

Vaguely or inaccurately completed
the Social Skills Checklist and

Motivational Assessment Scale and
parent and student interviews.
Completed assessments and

interviews are uploaded to
Blackboard.

Unclearly completed the
Social Skills Checklist and
Motivational Assessment

Scale and parent and
student interviews and or
fails to upload. Completed

assessments and
interviews to Blackboard.

Target Behavior The candidate identifies the student’s
target behavior that is observable,

measurable, and includes examples and
non-examples of the behavior.

The candidate identifies a target
behavior that is observable but does

not include examples and non-
examples of the behavior.

The candidate does not
identify a target behavior
that is observable and/or

does not include examples
and non-examples of the

behavior.

ABC Recording

The candidate provides a collection of
student’s behavior using observation
notes; antecedents, behavior, and
consequences are defined with action
words without the use of feelings,
intentions, or inferences.

The candidate provides a collection
of behavior notes using observation;
antecedents, behavior, and
consequences however, behaviors
are defined with the use of feelings
or inferences such as aggressive,
angry, happy, excited, or lazy.

The candidate does not
provide a collection of
student behaviors using
either observation notes or
antecedents, behavior, or
consequences.

PBIS PROJECT RUBRIC 3

ABC Summary
Statement

The candidate identifies a hypothesis in
one complete statement; the behavior

listed in the hypothesis is the same one
identified as the focus of the FBA, and

all three components (antecedent,
behavior, consequence) are linked to the

FBA data.

The candidate identifies the
hypothesis in a statement that

includes the antecedent, behavior,
and consequence; however, one

does not link to the FBA data.

Candidate does not
identify a hypothesis

statement or the statement
written only links one

component (antecedent,
consequence, behavior) to

the FBA data.

Function of
Behavior

The candidate identifies a function of the
behavior that is valid, supported in

research literature, and linked to FBA
data.

The candidate identifies the function
of the behavior that is valid and

supported in research literature but
is not linked to FBA data.

Candidate fails to identify
function of the behavior

that is related to the
observations conducted.

Writing Behavioral
Objectives

The candidate identifies a behavioral
objective by including: the learner,

behavior, condition and criteria within the
objective.

The candidate identifies skill in
developing behavioral objectives by
including: 3 of the 4 components.
Learner, behavior, condition and

criteria.

The candidate
demonstrates fails to write
a behavioral objectives for
the behavior. The objective

is vague and/or includes
less than three
components.

Operational
Definition

Candidate identifies operational
definition of the target behavior that is

clear and explicitly defined and
generalized (repeated, paraphrased by
others) that include both examples and

non-examples of the behavior observed.

Candidate identifies an operational
definition of the targeted behavior

that are both measurable and
observable to ensure proper data

collection. Examples and non-
examples of the behavior are not

provided.

Candidate does not
identify the operational
definition of the target

behavior in observable and
measurable terms or

provide examples of the
behavior to ensure proper

data collection.

Intervention Plan –
Overview

Candidate selects and uses research
supported methods for academic and
nonacademic instruction of individuals
with exceptionalities that provides a

detailed description of the intervention
that is supported by evidence based

Candidate selects and uses
research supported methods for

academic and nonacademic
instruction of individuals with

exceptionalities that provides the
name and a general description of

Candidate does not select
or use research supported
methods for academic and
nonacademic instruction of

individuals with
exceptionalities that is

PBIS PROJECT RUBRIC 4

research and states a correlation
between the intervention and its impact

on the target behavior.

intervention selected that is
supported by evidence based

research.

supported by evidence
based research.

Proactive
Preventative
Strategies

The candidate develops strategies and
supports to prevent the behaviors

described in the Behavior Intervention
Plan and includes both: strategies which
are general, prevention supports such as
providing choices, reinforcing alternative

acceptable behavior, self- monitoring
checklist, and strategies that are based

on the function (e.g., if escape work,
then reduce work stress); if for social

attention from peers, then design
opportunities for peer interaction that are

based on the function of the behavior.

The candidate develops strategies
and supports to prevent the

behaviors that are described in the
Behavior Intervention Plan but only

include general, prevention supports
that are not based on the function of

the behavior.

The candidate does not
develop strategies to

prevent the behavior that
is described in the

Behavior Intervention Plan
and/or does not describe
how to respond when the
behavior occurs (i.e., how

to prevent the behavior
from becoming worse
when it has already

occurred).

Replacement
Skills

The candidate identify ‘replacement’
behaviors that serve the same function
as the problem behavior (i.e. allows the
student to communicate the same need
in a more acceptable way) and provides
details regarding what strategies will be

used to teach the replacement
behaviors, when it will be taught,

frequency, and duration.

The candidate identify replacement
behavior that is defined but not

aligned to the function of the
behavior and strategies to teach

replacement behaviors.

The candidate does not
identify replacement

behaviors.

Consequence
Strategies

The candidate develops strategies that
describe how to respond when/if the

student demonstrates the replacement
behaviors and identify what reinforcers

will be used, the schedule of reinforcers.

The candidate develops strategies
that describe how to respond when
and if the student demonstrates the

replacement behaviors but fail to
clearly identify what reinforcers will

be used, the schedule of reinforcers.

The candidate does not
develop strategies that

describe how to respond
when/if the student
demonstrates the

replacement behaviors are
not identified.

PBIS PROJECT RUBRIC 5

Generalization The candidate describes how
interventions will be implemented across
time, people and settings; and identifies

the time line, and where the
interventions will be implemented, and
strategies that will be used to maintain

positive behavior skills.

The candidate describes how
interventions will be implemented
across time, people and settings.
Identifies the time line, and where

the interventions will be
implemented.

The candidate does not
describe how interventions
will be implemented across
time, people and settings.

Monitoring The candidate develops a
comprehensive plan for monitoring and
evaluating the fidelity of implementation
data (who, what, when, how, and review

dates) as well as a plan to assess the
social validity of the implementation,

positive impact on the target behavior,
and impact of the plan on the student’s

academic and social behaviors.

The candidate develops a plan for
monitoring and evaluating the fidelity
of implementation data (who, what,

when, how, and review dates).

The candidate does not
develop a plan for

monitoring or evaluating
student progress.

Collaborate with
School Personnel

BIP at a Glance

The candidate meets with a team of
individuals to discuss the preventative

and replacement strategies, what will be
taught, supports, monitoring, and the

crisis plan.

The candidate initiates a meeting
but does not meet with individuals to

discuss preventative and
replacement strategies, what will be

taught, supports, monitoring, and
the crisis plan.

The candidate fails to
initiate or meet with a team

of individuals to discuss
the behavior intervention

plan.

Summary and
Analysis of
Results and

Recommendations

Candidate uses assessment information
in making eligibility, programming, and
placement decisions for individuals with
exceptionalities by providing a detailed

summary of the results of the
interventions, links behavior change and

the use of data collection to make
educational decisions, provides detailed
recommendations that are based on the

results of the interventions and the
present level of performance of the

student.

Candidate uses assessment
information in making eligibility,
programming, and placement
decisions for individuals with

exceptionalities: provides general
summary of the results of the

interventions and general
recommendations that are based on
the results of the interventions and
the present level of performance of

the student.

Candidate does not use
assessment information in

making eligibility,
programming, and

placement decisions for
individuals with
exceptionalities.

PBIS PROJECT RUBRIC 6

Gather, develop,
modify

Baseline and
Intervention Data

Candidate selects and uses a technically
sound formal or informal assessment

tool to gather baseline and intervention
(formative) data. The candidate provides

a written rationale for the use of the
assessment tool.

Candidate selects and uses an
assessment tool to gather baseline,
and intervention (formative) data but

the rationale for its use is not
provided or not accurate.

Candidate selects and
uses an assessment tool
to gather baseline and
intervention (formative)

data, however the
assessment tool was not
the appropriate measure

for the behavior being
measured.

Daily Reflective
Journals

Candidate evaluates instruction by
reflecting upon the principles of behavior

change and his/her impact on student
learning.

-Provides detailed daily reflective journal
on project.

– reflections include detailed description
of on-going evaluation of the

intervention.

Candidate evaluates instruction by
reflecting upon the principles of

behavior change and his/her impact
on student learning.

-Provides daily reflective journal on
project.

– reflections include general
description of on-going evaluation of

the intervention.

Candidate fails to evaluate
instruction by reflecting
upon the principles of
behavior change and

his/her impact on student
learning.

-Provides incomplete daily
reflective journal on

project.
– reflections include vague

description of on-going
evaluation of the

intervention.

Impact to Student
Learning

Statement

Candidate summarizes the impact of
the behavioral intervention using positive

behavior supports on the student’s
access to, participation in, and progress

in the general education curriculum
through consideration of all relevant

factors (abilities, interests, environments,
and cultural and linguistic factors)when

considering how the intervention
affected the student’s behavior.

Candidate summarizes the impact of
the behavioral intervention using
positive behavior supports on the

student’s access to, participation in,
and progress in the general

education through some but not all
related areas (abilities, interests,
environments, and cultural and

linguistic factors)when considering
how the intervention affected the

student’s behavior.

Candidate summarizes of
the impact of the

behavioral intervention on
the student’s access to,

participation in, and
progress in the general
education curriculum.

PBIS PROJECT RUBRIC 7

Final Reflection of

Project

Candidate includes a detailed final
reflection of entire project.

– Answers all of questions listed in
guidelines.

-Follows formatting guidelines.

Candidate includes a final reflection
of entire project.

– Answers 5 of the 6 questions listed
in guidelines.

-Follows formatting guidelines.

Candidate includes a final
reflection of entire project.
– Answers less than 5 of
the questions listed in

guidelines.
-Follows some of the
formatting guidelines.

Appendices Candidate includes a scanned and
completed copy of the following items in
the appropriate section of the PBIS
Project: Interview forms, Behavior Rating
Scale, and Data Collection forms.

Candidate includes a scanned and
completed copy of the following

items in the appropriate section of
the PBIS Project: Interview forms,

and data collection forms.

Candidate fails to include a
scanned and scanned and

completed copy of the
following forms: Interview
forms, and data collection

forms.

Overall Writing
Guidelines

Candidate’s project is exemplary and
demonstrates a high level of

professionalism expected for graduate
level programs:

-Follows format and guidelines. No
errors noted.

Candidate’s project is acceptable
and demonstrates a basic level of

professionalism expected for
graduate level programs. Mostly

follows format and guidelines; minor
errors were noted.

Candidate’s project is
unacceptable and

demonstrates a lack of
professionalism expected

for graduate level
programs. Did not

consistently follow format
and guidelines. The project
was seriously flawed and

contained numerous
errors.

Total Points 300 points

ELSE 6163

POSITIVE BEHAVIOR INTERVENTIONS AND

SUPPORTS

PBIS PROJECT

SCORING RUBRIC

PBIS PROJECT RUBRIC 2

TASKS

Exemplary

Acceptable

Unacceptable

Summary Student
Profile

Information

Candidate describes the student’s
demographic and background

information that includes relevant
cultural and familial information that is

related to the target learner’s
educational needs and abilities that

supports the need for the development
of interventions with positive behavior

supports.

Candidate describes the student’s
demographic and background
information, including pertinent
cultural and familial information,
related to the target learner’s
educational needs and abilities.

Candidate fails to provide
a description of the

student’s demographic and
background information

that relates to the learner’s
educational needs.

Candidate also does not
justify the need for the

development of
interventions with positive

behavior supports.

Completed
Assessments and

Interviews

Clearly and accurately summarized all
completed the Social Skills Checklist
and Motivational Assessment Scale and
parent and student interviews.
Completed assessments and interviews
are uploaded to Blackboard.

Vaguely or inaccurately completed
the Social Skills Checklist and

Motivational Assessment Scale and
parent and student interviews.
Completed assessments and

interviews are uploaded to
Blackboard.

Unclearly completed the
Social Skills Checklist and
Motivational Assessment

Scale and parent and
student interviews and or
fails to upload. Completed

assessments and
interviews to Blackboard.

Target Behavior The candidate identifies the student’s
target behavior that is observable,

measurable, and includes examples and
non-examples of the behavior.

The candidate identifies a target
behavior that is observable but does

not include examples and non-
examples of the behavior.

The candidate does not
identify a target behavior
that is observable and/or

does not include examples
and non-examples of the

behavior.

ABC Recording

The candidate provides a collection of
student’s behavior using observation
notes; antecedents, behavior, and
consequences are defined with action
words without the use of feelings,
intentions, or inferences.

The candidate provides a collection
of behavior notes using observation;
antecedents, behavior, and
consequences however, behaviors
are defined with the use of feelings
or inferences such as aggressive,
angry, happy, excited, or lazy.

The candidate does not
provide a collection of
student behaviors using
either observation notes or
antecedents, behavior, or
consequences.

PBIS PROJECT RUBRIC 3

ABC Summary
Statement

The candidate identifies a hypothesis in
one complete statement; the behavior

listed in the hypothesis is the same one
identified as the focus of the FBA, and

all three components (antecedent,
behavior, consequence) are linked to the

FBA data.

The candidate identifies the
hypothesis in a statement that

includes the antecedent, behavior,
and consequence; however, one

does not link to the FBA data.

Candidate does not
identify a hypothesis

statement or the statement
written only links one

component (antecedent,
consequence, behavior) to

the FBA data.

Function of
Behavior

The candidate identifies a function of the
behavior that is valid, supported in

research literature, and linked to FBA
data.

The candidate identifies the function
of the behavior that is valid and

supported in research literature but
is not linked to FBA data.

Candidate fails to identify
function of the behavior

that is related to the
observations conducted.

Writing Behavioral
Objectives

The candidate identifies a behavioral
objective by including: the learner,

behavior, condition and criteria within the
objective.

The candidate identifies skill in
developing behavioral objectives by
including: 3 of the 4 components.
Learner, behavior, condition and

criteria.

The candidate
demonstrates fails to write
a behavioral objectives for
the behavior. The objective

is vague and/or includes
less than three
components.

Operational
Definition

Candidate identifies operational
definition of the target behavior that is

clear and explicitly defined and
generalized (repeated, paraphrased by
others) that include both examples and

non-examples of the behavior observed.

Candidate identifies an operational
definition of the targeted behavior

that are both measurable and
observable to ensure proper data

collection. Examples and non-
examples of the behavior are not

provided.

Candidate does not
identify the operational
definition of the target

behavior in observable and
measurable terms or

provide examples of the
behavior to ensure proper

data collection.

Intervention Plan –
Overview

Candidate selects and uses research
supported methods for academic and
nonacademic instruction of individuals
with exceptionalities that provides a

detailed description of the intervention
that is supported by evidence based

Candidate selects and uses
research supported methods for

academic and nonacademic
instruction of individuals with

exceptionalities that provides the
name and a general description of

Candidate does not select
or use research supported
methods for academic and
nonacademic instruction of

individuals with
exceptionalities that is

PBIS PROJECT RUBRIC 4

research and states a correlation
between the intervention and its impact

on the target behavior.

intervention selected that is
supported by evidence based

research.

supported by evidence
based research.

Proactive
Preventative
Strategies

The candidate develops strategies and
supports to prevent the behaviors

described in the Behavior Intervention
Plan and includes both: strategies which
are general, prevention supports such as
providing choices, reinforcing alternative

acceptable behavior, self- monitoring
checklist, and strategies that are based

on the function (e.g., if escape work,
then reduce work stress); if for social

attention from peers, then design
opportunities for peer interaction that are

based on the function of the behavior.

The candidate develops strategies
and supports to prevent the

behaviors that are described in the
Behavior Intervention Plan but only

include general, prevention supports
that are not based on the function of

the behavior.

The candidate does not
develop strategies to

prevent the behavior that
is described in the

Behavior Intervention Plan
and/or does not describe
how to respond when the
behavior occurs (i.e., how

to prevent the behavior
from becoming worse
when it has already

occurred).

Replacement
Skills

The candidate identify ‘replacement’
behaviors that serve the same function
as the problem behavior (i.e. allows the
student to communicate the same need
in a more acceptable way) and provides
details regarding what strategies will be

used to teach the replacement
behaviors, when it will be taught,

frequency, and duration.

The candidate identify replacement
behavior that is defined but not

aligned to the function of the
behavior and strategies to teach

replacement behaviors.

The candidate does not
identify replacement

behaviors.

Consequence
Strategies

The candidate develops strategies that
describe how to respond when/if the

student demonstrates the replacement
behaviors and identify what reinforcers

will be used, the schedule of reinforcers.

The candidate develops strategies
that describe how to respond when
and if the student demonstrates the

replacement behaviors but fail to
clearly identify what reinforcers will

be used, the schedule of reinforcers.

The candidate does not
develop strategies that

describe how to respond
when/if the student
demonstrates the

replacement behaviors are
not identified.

PBIS PROJECT RUBRIC 5

Generalization The candidate describes how
interventions will be implemented across
time, people and settings; and identifies

the time line, and where the
interventions will be implemented, and
strategies that will be used to maintain

positive behavior skills.

The candidate describes how
interventions will be implemented
across time, people and settings.
Identifies the time line, and where

the interventions will be
implemented.

The candidate does not
describe how interventions
will be implemented across
time, people and settings.

Monitoring The candidate develops a
comprehensive plan for monitoring and
evaluating the fidelity of implementation
data (who, what, when, how, and review

dates) as well as a plan to assess the
social validity of the implementation,

positive impact on the target behavior,
and impact of the plan on the student’s

academic and social behaviors.

The candidate develops a plan for
monitoring and evaluating the fidelity
of implementation data (who, what,

when, how, and review dates).

The candidate does not
develop a plan for

monitoring or evaluating
student progress.

Collaborate with
School Personnel

BIP at a Glance

The candidate meets with a team of
individuals to discuss the preventative

and replacement strategies, what will be
taught, supports, monitoring, and the

crisis plan.

The candidate initiates a meeting
but does not meet with individuals to

discuss preventative and
replacement strategies, what will be

taught, supports, monitoring, and
the crisis plan.

The candidate fails to
initiate or meet with a team

of individuals to discuss
the behavior intervention

plan.

Summary and
Analysis of
Results and

Recommendations

Candidate uses assessment information
in making eligibility, programming, and
placement decisions for individuals with
exceptionalities by providing a detailed

summary of the results of the
interventions, links behavior change and

the use of data collection to make
educational decisions, provides detailed
recommendations that are based on the

results of the interventions and the
present level of performance of the

student.

Candidate uses assessment
information in making eligibility,
programming, and placement
decisions for individuals with

exceptionalities: provides general
summary of the results of the

interventions and general
recommendations that are based on
the results of the interventions and
the present level of performance of

the student.

Candidate does not use
assessment information in

making eligibility,
programming, and

placement decisions for
individuals with
exceptionalities.

PBIS PROJECT RUBRIC 6

Gather, develop,
modify

Baseline and
Intervention Data

Candidate selects and uses a technically
sound formal or informal assessment

tool to gather baseline and intervention
(formative) data. The candidate provides

a written rationale for the use of the
assessment tool.

Candidate selects and uses an
assessment tool to gather baseline,
and intervention (formative) data but

the rationale for its use is not
provided or not accurate.

Candidate selects and
uses an assessment tool
to gather baseline and
intervention (formative)

data, however the
assessment tool was not
the appropriate measure

for the behavior being
measured.

Daily Reflective
Journals

Candidate evaluates instruction by
reflecting upon the principles of behavior

change and his/her impact on student
learning.

-Provides detailed daily reflective journal
on project.

– reflections include detailed description
of on-going evaluation of the

intervention.

Candidate evaluates instruction by
reflecting upon the principles of

behavior change and his/her impact
on student learning.

-Provides daily reflective journal on
project.

– reflections include general
description of on-going evaluation of

the intervention.

Candidate fails to evaluate
instruction by reflecting
upon the principles of
behavior change and

his/her impact on student
learning.

-Provides incomplete daily
reflective journal on

project.
– reflections include vague

description of on-going
evaluation of the

intervention.

Impact to Student
Learning

Statement

Candidate summarizes the impact of
the behavioral intervention using positive

behavior supports on the student’s
access to, participation in, and progress

in the general education curriculum
through consideration of all relevant

factors (abilities, interests, environments,
and cultural and linguistic factors)when

considering how the intervention
affected the student’s behavior.

Candidate summarizes the impact of
the behavioral intervention using
positive behavior supports on the

student’s access to, participation in,
and progress in the general

education through some but not all
related areas (abilities, interests,
environments, and cultural and

linguistic factors)when considering
how the intervention affected the

student’s behavior.

Candidate summarizes of
the impact of the

behavioral intervention on
the student’s access to,

participation in, and
progress in the general
education curriculum.

PBIS PROJECT RUBRIC 7

Final Reflection of

Project

Candidate includes a detailed final
reflection of entire project.

– Answers all of questions listed in
guidelines.

-Follows formatting guidelines.

Candidate includes a final reflection
of entire project.

– Answers 5 of the 6 questions listed
in guidelines.

-Follows formatting guidelines.

Candidate includes a final
reflection of entire project.
– Answers less than 5 of
the questions listed in

guidelines.
-Follows some of the
formatting guidelines.

Appendices Candidate includes a scanned and
completed copy of the following items in
the appropriate section of the PBIS
Project: Interview forms, Behavior Rating
Scale, and Data Collection forms.

Candidate includes a scanned and
completed copy of the following

items in the appropriate section of
the PBIS Project: Interview forms,

and data collection forms.

Candidate fails to include a
scanned and scanned and

completed copy of the
following forms: Interview
forms, and data collection

forms.

Overall Writing
Guidelines

Candidate’s project is exemplary and
demonstrates a high level of

professionalism expected for graduate
level programs:

-Follows format and guidelines. No
errors noted.

Candidate’s project is acceptable
and demonstrates a basic level of

professionalism expected for
graduate level programs. Mostly

follows format and guidelines; minor
errors were noted.

Candidate’s project is
unacceptable and

demonstrates a lack of
professionalism expected

for graduate level
programs. Did not

consistently follow format
and guidelines. The project
was seriously flawed and

contained numerous
errors.

Total Points 300 points

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