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Benchmark - Proposal for Behavior Change Plan Teachers must employ a variety of assessments, instructional strategies, and intervention techniques to support their students who are displaying behaviors that are getting in the way of successful learning in the classroom. If initial classroom management efforts are unsuccessful in helping such a student, then it is often determined that the situation warrants a behavior plan. For a behavior plan to be successful, it is imperative that stakeholders collaborate to support the student in reducing the occurrence of challenging behaviors and increasing appropriate behaviors. When appropriate, the student should also be involved in the development of the behavior plan. Providing students with choices and involving them in decision‐making aids in the development of self‐advocacy and self‐determination.For this benchmark, you will propose a behavioral intervention plan for a student based on the information provided in “Student Scenario: Joseph.” Use the “Proposal for Behavior Change Template” to complete this assignment.Part 1: Data Collection and Definition of Student BehaviorDescribe Joseph’s behaviors on the ABC chart using the “Proposal for Behavior Change Template” provided. Create one measurable, observable operational definition for Joseph’s challenging behavior.Part 2: Analysis of Data The hypothesis is a best guess of the cause of the function of behavior that summarizes the observations. It includes the when (antecedent or trigger), the what (behavior of student), and the why (outcome student’s target behavior: attention, tangible, or escape).Part 3: Intervention Ideas and Replacement BehaviorsBased on your analysis of the FBA data and the operational definition for Joseph’s behavior, identify an appropriate replacement behavior.Part 4: Proposed Intervention PlanPropose an intervention plan that outlines one goal for Joseph and includes the following: Replacement behavior and specific steps to be implemented that will help Joseph reach each goal. Strategies to manage activities and social interaction through collaboration with general educators and other colleagues . Rewards and reinforcements you will use with Joseph. A plan to monitor progress by gathering ongoing data from colleagues and student’s family . Steps to resolve any escalation of behavior safely and appropriately . Be sure to incorporate appropriate intervention and replacement behavior ideas identified in Part 3.Part 5: Reflection In a 250‐500 word summary reflect upon how you, in your future professional practice, will ensure formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences.Support your template responses with 1‐2 scholarly resources.While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.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 this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.College of Education (COE) program competencies and national standards assessed in the benchmark assignment:COE 1.8:Explain how to intervene safely and appropriately with individuals with exceptionalities in crises.[CEC 2.3, ICSI.2.K6, ICSI.2.S10, IGC.2.S4, IGC.2.S5, IGC.2.S6, IGC.6.S2; InTASC 2(h); GCU Mission Critical 2, 4, and 5]COE 3.7Use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. [CEC 2.2; ICSI.2.K5, ICSI.2.S2, ICSI.2.S3, IGC.2.S3, IGC.5.S23, IGC.5.S24; InTASC 3(d), 3(e), 3(l); GCU Mission Critical 1, 2]COE 3.13Through collaboration with general educators and other colleagues, teacher candidates create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. [CEC 2.1; ICSI.2.K1, ICSI.2.K2, ICSI.2.K3, ICSI.2.K4, ICSI.2.K5, ICSI.2.S1, ICSI.2.S4, ICSI.2.S15, ICSI.7.S6, IGC.7.K1, IGC.7.K4, IGC.7.S1, IGC.7.S2, IGC.7.S4; InTASC 3(a), 3(c), 3(f), 3(k); GCU Mission Critical 1, 3, 4, 5]COE 4.2Select and use technically sound formal and informal assessments that minimize bias. [CEC 4.1; ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); GCU Mission Critical 2, 3, 5]COE 4.3Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. [CEC 4.2; ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q); GCU Mission Critical 2, 5]COE 4.4In collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities. [CEC 4.3, ICSI.4.K1, ICSI.4.K2, ICSI.4.S4, ICSI.4.S1, ICSI.4.S6, ICSI.6.K4, ICSI.7.K2, ICSI.7.K3, ICSI.7.K4, ICSI.7.S2, ICSI.7.S3, ICSI.7.S4, ICSI.7.S5, ICSI.7.S3, ICSI.7.S10, IGC.4.K1, IGC.4.K2, IGC.4.K3, IGC.7.K2, IGC.7.S2; InTASC 6(g), 6(i), 6(o), 6(t), 6(v), 9(c), 9(l) 10(a); GCU Mission Critical 1, 2, 3, 4, 5] spd_400_proposal_for_behavior_change_plan_template.docx spd_400_rubric__proposal_for_behavior_change_plan_.xlsx spd_400_rubric__proposal_for_behavior_change_plan_.xlsx Unformatted Attachment Preview Proposal for Behavior Change Template Part 1: ABC Chart Create five mock activities to serve as your observation. Include antecedents, behaviors, and consequences for Joseph based on the functions of behavior data from “Student Scenario for Joseph.” ABC Chart Student Name: Joseph Class Reading Example Activity Antecedent Behavior Consequence What was the activity or task during the time of the behavior? What was the trigger or situation right before the behavior occurred? What was the observed behavior? What happened because of the behavior? Small group work of in class reading of “James and the Giant Peach.” Teacher tells students to get into their designated small groups around the room. Joseph throws the book down and asks to use the restroom. Escape Reading Reading Science Science Science Operationally Defined Target Behavior: Create one measurable, observable operational definition for Joseph’s target behavior. Focus on one function of behavior: attention, tangible, or escape. © 2019. Grand Canyon University. All Rights Reserved. Part 2: Analysis of Data In 250-500 words, analyze the case study data, your ABC chart, and your operational definition, and discuss any emerging patterns. Develop a hypothesis as to why the target behavior is occurring. Justify your hypothesis with your assessment analysis and explain how your findings can be used to guide educational decisions for Joseph. Hypothesis of target behavior including function of behavior: Analysis of case study: Part 3: Intervention Ideas and Replacement Behaviors Develop a list of five motivational and instructional intervention ideas that will contribute to reducing the occurrence of the target behavior and encourage the replacement behavior. Interventions should help Joseph adapt to different environments and promote safe and appropriate behaviors. Motivational and Instructional Intervention Ideas 1. 2. 3. 4. 5. © 2019. Grand Canyon University. All Rights Reserved. Part 4: Proposed Intervention Plan Goal 1 (Identify one functional behavior focus: attention, tangible, or escape): Replacement behavior: Specific steps to change behavior (antecedent modifications): Strategies to manage situations (to reduce target behavior) using collaboration with general educators and other colleagues: Rewards and reinforcements: Progress monitoring (what data will be collected and in what manner, including data from colleagues and student’s family): Steps to resolve any escalation: Part 5: Reflection In a 250-500 word summary reflect upon how you, in your future professional practice, will ensure formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences. © 2019. Grand Canyon University. All Rights Reserved. Course Code SPD-400 Class Code SPD-400-O500 Criteria Criteria Percentage 100.0\% Part 1: Data Collection and Definition of Student Behavior - ABC Chart 5.0\% Part 1: Operationally Defined Target Behavior 5.0\% Part 2: Analysis of Data COE: 4.3 [CEC 4.2; ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q); MC2, MC5] 15.0\% Part 3: Intervention Ideas and Replacement Behaviors COE: 3.7 [CEC 2.2; ICSI.2.K5, ICSI.2.S2, ICSI.2.S3, IGC.2.S3, IGC.5.S23, IGC.5.S24; InTASC 3(d), 3(e), 3(l); MC1, MC2] 10.0\% Part 4: Proposed Intervention Plan - Steps of Implementation and Management Strategies COE: 3.13 [CEC 2.1; ICSI.2.K1, ICSI.2.K2, ICSI.2.K3, ICSI.2.K4, ICSI.2.K5, ICSI.2.S1, ICSI.2.S4, ICSI.2.S15, ICSI.7.S6, IGC.7.K1, IGC.7.K4, IGC.7.S1, IGC.7.S2, IGC.7.S4; InTASC 3(a), 3(c), 3(f), 3(k); 15.0\% Part 4: Proposed Intervention Plan – Progress Monitoring COE: 4.4 [CEC 4.3, ICSI.4.K1, ICSI.4.K2, ICSI.4.S4, ICSI.4.S1, ICSI.4.S6, ICSI.6.K4, ICSI.7.K2, ICSI.7.K3, ICSI.7.K4, ICSI.7.S2, ICSI.7.S3, ICSI.7.S4, ICSI.7.S5, ICSI.7.S3, ICSI.7.S10, IGC.4.K1, IGC.4.K2, IGC.4.K3, IGC.7.K2, IGC.7.S2; InTASC 10.0\% Part 4: Proposed Intervention Plan – Resolving Escalation COE: 1.8 [CEC 2.3, ICSI.2.K6, ICSI.2.S10, IGC.2.S4, IGC.2.S5, IGC.2.S6, IGC.6.S2; InTASC 2(h); MC2, MC4, MC5] 10.0\% Part 5: Reflection COE: 4.2 [CEC 4.1; ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); MC2, MC3, MC5] 10.0\% Template Format 5.0\% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0\% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0\% Total Weightage 100\% Assignment Title Benchmark - Proposal for Behavior Change Plan No Submission (0.00\%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 300.0 Insufficient (65.00\%) ABC chart depicting data found in Joseph’s student scenario is inadequate and includes vague or inaccurate descriptions. Operational definition for Joseph’s target behavior is inaccurate, overly simple or not measurable, and observable. Narrative ineffectively analyzes and discusses emerging patterns discovered in Part 1. A vague or inaccurate hypothesis is developed depicting why the behavior is occurring. Hypothesis is weakly justified by interpreting assessment results, guiding educational decisions. Motivational and instructional intervention ideas are inappropriate or inadequate for helping Joseph adapt to different environments while promoting safe and appropriate behaviors. Identification of replacement behavior is unsuitable. Intervention plan unclearly outlines specific steps to help Joseph reach his goal. Inappropriate or under-developed strategies and rewards/reinforcements to manage activities and social interaction through collaboration with staff are also included. Plan to gather ongoing data from colleagues and family for progress monitoring is unrealistic or ineffective. Intervention plan lacks detailed steps to resolve escalation of behavior safely or steps presented are inappropriate. Summary insufficiently reflects upon how formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences in his or her future professional practice. Content is confusing. Template is missing key elements or includes pervasive errors. A lack of control with formatting is apparent. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Approaching (75.00\%) ABC chart depicting data found in Joseph’s student scenario is appropriate and includes basic descriptions. Sufficiently developed, measurable, observable operational definition for Joseph’s target behavior is provided. Narrative attempts to analyze and discuss emerging patterns discovered in Part 1. A simple hypothesis is developed depicting why the behavior is occurring. Hypothesis is plausibly justified by interpreting assessment results, guiding educational decisions. Motivational and instructional intervention ideas are broad and sufficiently help Joseph adapt to different environments while promoting safe and appropriate behaviors. Identification of replacement behavior is rudimentary. Intervention plan appropriately outlines specific steps to help Joseph reach his goal along with simple strategies and rewards/reinforcements to manage activities and social interaction through collaboration with staff. Plan to gather ongoing data from colleagues and family for progress monitoring is minimal. Intervention plan includes basic steps to resolve escalation of behavior safely and appropriately. Summary sufficiently reflects upon how formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences in his or her future professional practice. Content is somewhat unfocused. Appropriate template is used, but formatting includes several minor errors or some lack of clarity. Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. Sources are documented, as appropriate to assignment and style, although some formatting errors are present. Acceptable (85.00\%) ABC chart depicting data found in Joseph’s student scenario is sound and includes accurate, clear descriptions. Accurate, measurable, observable operational definition for Joseph’s target behavior is provided. Narrative provides a logical analysis and discusses emerging patterns discovered in Part 1. A sound hypothesis is developed depicting why the behavior is occurring. Hypothesis is completely justified by interpreting assessment results, guiding educational decisions. Motivational and instructional intervention ideas are sound and clearly help Joseph adapt to different environments while promoting safe and appropriate behaviors. Identification of replacement behavior is sound. Intervention plan provides detailed outline for specific steps to help Joseph reach his goals. Relevant strategies and rewards/reinforcements to manage activities and social interaction through collaboration with staff are also present. Sound plan for gathering ongoing data from colleagues and family for progress monitoring is provided. Intervention plan includes appropriate steps to resolve escalation of behavior safely and appropriately. Summary clearly reflects upon how formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences in his or her future professional practice. Content is clear. Appropriate template is fully used. There are very few errors in formatting style. Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Target (100.00\%) ABC chart depicting data found in Joseph’s student scenario is comprehensive and includes realistic, objective descriptions. Thorough, precise measurable, observable operational definition for Joseph’s target behavior is provided. Narrative provides a skillful analysis and discusses emerging patterns discovered in Part 1. An expert hypothesis is developed depicting why the behavior is occurring. Hypothesis is insightfully justified by interpreting assessment results, guiding educational decisions. Motivational and instructional intervention ideas are creative and distinctly help Joseph adapt to different environments while promoting safe and appropriate behaviors. Identification of replacement behavior is proficient. Intervention plan provides a quality outline for specific steps to change behavior. Compelling, realistic professional strategies and rewards/reinforcements to manage activities and social interaction through collaboration with staff are also incorporated. Proficient, realistic plan for gathering ongoing data from colleagues and family for progress monitoring is provided. Comments Intervention plan includes thoughtful steps to resolve escalation of behavior safely and appropriately. Summary provides a compelling reflection and includes how formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences in his or her future professional practice. Content is well-presented and easy to read. All template and format elements are correct. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. Points Earned Course Code SPD-400 Class Code SPD-400-O500 Criteria Criteria Percentage 100.0\% Part 1: Data Collection and Definition of Student Behavior - ABC Chart 5.0\% Part 1: Operationally Defined Target Behavior 5.0\% Part 2: Analysis of Data COE: 4.3 [CEC 4.2; ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q); MC2, MC5] 15.0\% Part 3: Intervention Ideas and Replacement Behaviors COE: 3.7 [CEC 2.2; ICSI.2.K5, ICSI.2.S2, ICSI.2.S3, IGC.2.S3, IGC.5.S23, IGC.5.S24; InTASC 3(d), 3(e), 3(l); MC1, MC2] 10.0\% Part 4: Proposed Intervention Plan - Steps of Implementation and Management Strategies COE: 3.13 [CEC 2.1; ICSI.2.K1, ICSI.2.K2, ICSI.2.K3, ICSI.2.K4, ICSI.2.K5, ICSI.2.S1, ICSI.2.S4, ICSI.2.S15, ICSI.7.S6, IGC.7.K1, IGC.7.K4, IGC.7.S1, IGC.7.S2, IGC.7.S4; InTASC 3(a), 3(c), 3(f), 3(k); 15.0\% Part 4: Proposed Intervention Plan – Progress Monitoring COE: 4.4 [CEC 4.3, ICSI.4.K1, ICSI.4.K2, ICSI.4.S4, ICSI.4.S1, ICSI.4.S6, ICSI.6.K4, ICSI.7.K2, ICSI.7.K3, ICSI.7.K4, ICSI.7.S2, ICSI.7.S3, ICSI.7.S4, ICSI.7.S5, ICSI.7.S3, ICSI.7.S10, IGC.4.K1, IGC.4.K2, IGC.4.K3, IGC.7.K2, IGC.7.S2; InTASC 10.0\% Part 4: Proposed Intervention Plan – Resolving Escalation COE: 1.8 [CEC 2.3, ICSI.2.K6, ICSI.2.S10, IGC.2.S4, IGC.2.S5, IGC.2.S6, IGC.6.S2; InTASC 2(h); MC2, MC4, MC5] 10.0\% Part 5: Reflection COE: 4.2 [CEC 4.1; ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); MC2, MC3, MC5] 10.0\% Template Format 5.0\% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0\% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0\% Total Weightage 100\% Assignment Title Benchmark - Proposal for Behavior Change Plan No Submission (0.00\%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 300.0 Insufficient (65.00\%) ABC chart depicting data found in Joseph’s student scenario is inadequate and includes vague or inaccurate descriptions. Operational definition for Joseph’s target behavior is inaccurate, overly simple or not measurable, and observable. Narrative ineffectively analyzes and discusses emerging patterns discovered in Part 1. A vague or inaccurate hypothesis is developed depicting why the behavior is occurring. Hypothesis is weakly justified by interpreting assessment results, guiding educational decisions. Motivational and instructional intervention ideas are inappropriate or inadequate for helping Joseph adapt to different environments while promoting safe and appropriate behaviors. Identification of replacement behavior is unsuitable. Intervention plan unclearly outlines specific steps to help Joseph reach his goal. Inappropriate or under-developed strategies and rewards/reinforcements to manage activities and social interaction through collaboration with staff are also included. Plan to gather ongoing data from colleagues and family for progress monitoring is unrealistic or ineffective. Intervention plan lacks detailed steps to resolve escalation of behavior safely or steps presented are inappropriate. Summary insufficiently reflects upon how formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences in his or her future professional practice. Content is confusing. Template is missing key elements or includes pervasive errors. A lack of control with formatting is apparent. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Approaching (75.00\%) ABC chart depicting data found in Joseph’s student scenario is appropriate and includes basic descriptions. Sufficiently developed, measurable, observable operational definition for Joseph’s target behavior is provided. Narrative attempts to analyze and discuss emerging patterns discovered in Part 1. A simple hypothesis is developed depicting why the behavior is occurring. Hypothesis is plausibly justified by interpreting assessment results, guiding educational decisions. Motivational and instructional intervention ideas are broad and sufficiently help Joseph adapt to different environments while promoting safe and appropriate behaviors. Identification of replacement behavior is rudimentary. Intervention plan appropriately outlines specific steps to help Joseph reach his goal along with simple strategies and rewards/reinforcements to manage activities and social interaction through collaboration with staff. Plan to gather ongoing data from colleagues and family for progress monitoring is minimal. Intervention plan includes basic steps to resolve escalation of behavior safely and appropriately. Summary sufficiently reflects upon how formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences in his or her future professional practice. Content is somewhat unfocused. Appropriate template is used, but formatting includes several minor errors or some lack of clarity. Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. Sources are documented, as appropriate to assignment and style, although some formatting errors are present. Acceptable (85.00\%) ABC chart depicting data found in Joseph’s student scenario is sound and includes accurate, clear descriptions. Accurate, measurable, observable operational definition for Joseph’s target behavior is provided. Narrative provides a logical analysis and discusses emerging patterns discovered in Part 1. A sound hypothesis is developed depicting why the behavior is occurring. Hypothesis is completely justified by interpreting assessment results, guiding educational decisions. Motivational and instructional intervention ideas are sound and clearly help Joseph adapt to different environments while promoting safe and appropriate behaviors. Identification of replacement behavior is sound. Intervention plan provides detailed outline for specific steps to help Joseph reach his goals. Relevant strategies and rewards/reinforcements to manage activities and social interaction through collaboration with staff are also present. Sound plan for gathering ongoing data from colleagues and family for progress monitoring is provided. Intervention plan includes appropriate steps to resolve escalation of behavior safely and appropriately. Summary clearly reflects upon how formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences in his or her future professional practice. Content is clear. Appropriate template is fully used. There are very few errors in formatting style. Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. Sources are documented, as appropriate to assignment and style, and f ... Purchase answer to see full attachment