FBA/BIP Assignment

Part A: Functional Behavior Assessment Interview

Criteria

Levels of Achievement

Content (70%)

Advanced

Proficient

Developing

Not Present

Student Information

5 points

All pertinent student information is listed and accurate.

4 points

Some student information is missing or inaccurate.

1 to 3 points

Student information section is incomplete.

0 points

This portion of the assignment was not completed.

Describing the Behavior

CEC 1.2: Demonstrates understanding of development and individual differences

5 points

The candidate responds to the needs of individuals with exceptionalities by identifying presenting problem behaviors and accurately describing their topography, frequency, duration, and intensity.

4 points

The presenting behaviors are identified, but are not described in accurate detail in relation to topography, frequency, duration, or intensity.

1 to 3 points

The presenting behaviors are not identified.

0 points

This portion of the assignment was not completed.

Defining Ecological Events

CEC 1.2: Demonstrates understanding of development and individual differences

5 points

The candidate demonstrates understanding of development and individual differences by accurately identifying and describing relevant ecological events.

4 points

The ecological events are accurately identified, but many important details are missing.

1 to 3 points

The ecological events are not accurately identified.

0 points

This portion of the assignment was not completed.

Defining Antecedents

CEC 1.2: Demonstrates understanding of development and individual differences

5 points

The candidate demonstrates understanding of individual differences by accurately identifying and describing antecedents that predict when behavior is likely and not likely to occur.

4 points

The antecedents are accurately identified, but many important details are missing.

1 to 3 points

The antecedents are not accurately identified.

0 points

This portion of the assignment was not completed.

Defining Consequences or Outcomes

CEC 1.2: Demonstrates understanding of development and individual differences

5 points

The candidate demonstrates understanding of individual differences by accurately identifying and describing consequences that are maintaining or reinforcing the problem behaviors.

4 points

The consequences or outcomes of the identified behaviors are accurately identified, but many important details are missing.

1 to 3 points

The consequences or outcomes of the identified behaviors are not accurately identified.

0 points

This portion of the assignment was not completed.

Rating the Efficiency of Behaviors

CEC 4.2: Interprets assessment results

5 points

The candidate demonstrates the ability to interpret assessment results by accurately rating the efficiency of the presenting behaviors.

4 points

The efficiency of the presenting behaviors has been rated but is not consistently inaccurate.

1 to 3 points

The rating of the efficiency of the presenting behaviors is not accurately rated.

0 points

This portion of the assignment was not completed.

Considering Functional Alternatives

CEC 5.1: Demonstrates understanding of individual abilities

5 points

The candidate demonstrates understanding of individual abilities, interests, learning environments, and cultural and linguistic factors by accurately identifying functional alternatives (behaviors or skills) the student can perform to generate the same outcome or reinforcers produced by the problem behavior.

4 points

The functional alternatives are accurately identified, but many important details are missing.

1 to 3 points

The functional alternatives are not accurately identified.

0 points

This portion of the assignment was not completed.

Communication

CEC 5.1: Demonstrates understanding of individual abilities

5 points

The candidate demonstrates understanding of individual abilities (i.e., linguistic factors) by accurately identifying the primary ways the student achieves communicative outcomes.

4 points

The methods of communication are accurately identified, but many important details are missing.

1 to 3 points

The methods of communication are not accurately identified.

0 points

This portion of the assignment was not completed.

Support/Avoid Behaviors

CEC 1.2: Demonstrates understanding of development and individual differences

5 points

The candidate demonstrates understanding of individual differences by accurately identifying and describing what supports and what interferes with the student’s learning.

4 points

The support and avoid strategies are accurately identified, but many important details are missing.

1 to 3 points

The support and avoid strategies are not accurately identified.

0 points

This portion of the assignment was not completed.

Identifying Reinforcers

CEC 5.1: Demonstrates understanding of individual abilities and interests

5 points

The candidate demonstrates understanding of individual abilities, interests, learning environments, and cultural and linguistic factors by identifying reinforcers that motivate the student.

4 points

Appropriate reinforcers are accurately identified, but many important details are missing.

1 to 3 points

Appropriate reinforcers are not accurately identified.

0 points

This portion of the assignment was not completed.

Previous Interventions

CEC 4.2: Interprets assessment results to guide educational decisions

5 points

For each presenting behavior, the candidate analyzes results from previous interventions to guide educational decisions. Interventions for each presenting behavior are accurately identified and described including duration, program, and effects.

4 points

Previous interventions for each presenting behavior are accurately identified and described, but many important details are missing.

1 to 3 points

Previous interventions for each presenting behavior are not identified.

0 points

This portion of the assignment was not completed.

Summary Statements

CEC 4.3: Uses multiple types of assessment to make decisions

5 points

The candidate uses multiple types of assessment information to develop an accurate summary statement for each presenting behavior. Each summary includes the distant setting event, immediate antecedent, problem behavior, and maintaining consequence.

4 points

An accurate summary statement is developed for each presenting behavior. The summary includes the distant setting event, immediate antecedent, problem behavior, and maintaining consequence; however, many important details are missing.

1 to 3 points

An accurate summary statement is not developed for each presenting behavior.

0 points

This portion of the assignment was not completed.

Part B: Behavior Intervention Plan

Criteria

Levels of Achievement

Content

Advanced

Proficient

Developing

Not Present

Target Behavior

CEC 1.2: Demonstrates understanding of development and individual differences

5 points

The candidate demonstrates understanding of individual development and learning differences by identifying a target behavior that has an impact on student learning. The target behavior is operationally defined, observable, and measurable. The candidate includes examples, as well as data on duration, frequency, and intensity.

4 points

The candidate demonstrates understanding of individual development OR learning differences by identifying a target behavior that has an impact on student learning. The target behavior is operationally defined, observable, and measurable. No data is provided.

1 to 3 points

The candidate is unable to identifying a target behavior that has an impact on student learning. OR, the target behavior is NOT operationally defined, observable, or measurable.

0 points

The requirements are missing.

Function of the Behavior

CEC 4.2: Interprets assessment results to guide educational decisions

5 points

The candidate demonstrates the ability to use data to make educational decisions by identifying the function of the student behavior based on data collected via the functional behavioral assessment (FBA). Data is provided.

4 points

The candidate demonstrates the ability identify the function of the student behavior based on data collected via the functional behavioral assessment (FBA). No data is provided.

1 to 3 points

The candidate is unable to demonstrate the ability identify the function of the student behavior based on data collected via the functional behavioral assessment (FBA). No data is provided.

0 points

The requirements are missing.

Antecedent Modifications

CEC 2.1: Creates a safe, inclusive, and culturally response learning environment

5 points

The candidate created a safe, inclusive, AND culturally responsive learning environment by identifying changes that can be made to the environment to support the student and prevent the occurrence of the target behavior.

4 points

The candidate created a safe and inclusive environment by identifying changes that can be made to the environment to support the student and prevent the occurrence of the target behavior.

1 to 3 points

The candidate created a safe environment by identifying changes that can be made to the environment to support the student and prevent the occurrence of the target behavior.

0 points

The requirements are missing.

Behavioral Goal

CEC 1.2: Demonstrates understanding of development and individual differences

5 points

The behavioral goal includes the condition, student, replacement behavior, criterion, and timeframe, demonstrating the candidate’s ability to use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. The replacement behavior is observable and measurable.

4 points

The behavioral goal includes four of the following: condition, student, replacement behavior, criterion, and timeframe, demonstrating the candidate’s ability to use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.

1 to 3 points

The behavioral goal includes one – three of the following: condition, student, replacement behavior, criterion, and timeframe, demonstrating the candidate’s ability to use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. The replacement behavior is not measurable or observable.

0 points

The requirements are missing.

Strategies for Teaching and Reinforcing the Replacement Behavior

CEC 2.2: Uses motivational and instructional interventions

5 points

The candidate used motivational and instructional interventions to teach the student a replacement behavior. The replacement behavior is measurable/observable and serves the same function as the behavior targeted for reduction. There is a clear explanation of how the replacement behavior will be directly taught AND reinforced.

4 points

The candidate used motivational OR instructional interventions to teach the student a replacement behavior. The replacement behavior is measurable OR observable and serves the same function as the behavior targeted for reduction.

There is a clear explanation of how the replacement behavior will be directly taught OR reinforced.

1 to 3 points

The replacement behavior is not measurable OR observable. It does not serve the same function as the behavior targeted for reduction.

OR

No plan for teaching and reinforcing the replacement is articulated.

0 points

The requirements are missing.

Strategies for Reducing the Target Behavior

CEC 1.1: Demonstrates understanding of language, culture, and family background

CEC 6.1: Demonstrates knowledge of professional ethical principles and standards

5 points

The candidate demonstrated understanding of language, culture, and family background, coupled with professional ethical principles, to guide decision making with regard to selecting strategies for reducing the target behavior.

4 points

The candidate demonstrated understanding of language, culture, and family background to guide decision making with regard to selecting strategies for reducing the target behavior.

1 to 3 points

Strategies for reducing target behavior are discussed but they do not demonstrate understanding of language, culture, and family background, OR professional ethical principles to guide decision making.

0 points

The requirements are missing.

Crisis Plan

CEC 2.3: Demonstrates knowledge of how to intervene safely in crisis

5 points

The candidate demonstrated the knowledge of how to intervene safely and appropriately with students in crisis.

4 points

The candidate demonstrated the knowledge of how to intervene safely OR appropriately with students in crisis.

1 to 3 points

The candidate did not demonstrated the knowledge of how to intervene safely or appropriately with students in crisis.

0 points

The requirements are missing.

Laws

CEC 6.1: Demonstrates knowledge of professional ethical principles and standards

5 points

The candidate demonstrated knowledge of the laws and procedures required for suspending a student with a disability, demonstrating a clear understanding of the MDR and its relationship to the FBA/BIP.

4 points

The candidate demonstrated knowledge of the laws and procedures required for suspending a student with a disability.

1 to 3 points

The candidate did NOT demonstrate knowledge of the laws and procedures required for suspending a student with a disability. The relationship between the MDR and the FBA/BIP is not explained.

0 points

The requirements are missing.

Benefits of the Plan

CEC 2.1: Creates a safe, inclusive, and culturally response learning environment

5 points

The candidate demonstrates the ability to create a safe, culturally responsive learning environment by developing a behavior intervention plan that encourages the student’s emotional well-being, positive social interactions, and self-determination and engages the student in meaningful learning activities and social interactions.

4 points

The candidate developed a behavior intervention plan that encourages the student’s emotional well-being, positive social interactions, OR self-determination.

1 to 3 points

The candidate developed a plan but it is missing 2 or more of following encourages the student’s emotional well-being, positive social interactions, and self-determination.

0 points

The requirements are missing.

Culturally Responsive Practices

CEC 1.1: Demonstrates understanding of how language, culture, and family background influence learning

5 points

The candidate developed a plan that demonstrates understanding of how language, culture, and family background influence the learning and behavior of the student.

4 points

The candidate developed a plan that demonstrates understanding of how language, culture, OR family background influence the learning and behavior of the student.

1 to 3 points

The candidate developed a plan but it does not demonstrate understanding of any of the following: language, culture, and family background.

0 points

The requirements are missing.

Generalization

CEC 2.2: Teaches students to adapt to different environments

5 points

The candidate demonstrates the ability to use motivational and instructional interventions to teach the student how to adapt in two or more different environments. The plan includes a student self-monitoring system.

4 points

The candidate developed a plan that teaches the student how to adapt in one other environment.

The plan includes a student self-monitoring system.

1 to 3 points

The candidate developed a plan that teaches the student how to adapt in one other environment.

The plan does not include a student self-monitoring system.

0 points

The requirements are missing.

Progress Monitoring

CEC 4.2: Demonstrates ability to use knowledge of assessment principles to guide decisions

5 points

The candidate demonstrated the ability to use knowledge of assessment principles to inform decision making about the efficacy of the plan and to guide decisions about future interventions.

4 points

The candidate used knowledge of assessment principles to provide feedback OR inform decision making about the efficacy of the plan.

1 to 3 points

Assessment principles are not clearly articulated or not clearly applied in the plan.

0 points

The requirements are missing.

Collaboration & Communication

CEC 6.6: Provides guidance to other educators

CEC 7.3: Uses collaboration to promote well-being across settings and collaborators

5 points

The candidate developed a plan that uses collaboration with families and other educators to promote the well-being of the student across a range of setting.

AND

The plan involves other educators AND families and includes a clear explanation of how progress will be communicated with educators and parents.

4 points

The candidate developed a plan that uses collaboration with families OR other educators to promote the well-being of the student across a range of settings.

The plan minimally involves other educators and families. The plan includes an explanation of how progress will be communicated with educators OR parents.

1 to 3 points

Collaboration is minimal and the guidance to other teachers, paraeducators, tutors, and volunteers is missing or unclear.

The plan does not involve other educators or families and the explanation of how progress will be communicated with others is unclear.

0 points

The requirements are missing.

Appendices

CEC 4.3: Demonstrates the ability to utilize multiple types of assessment information to make decisions

14 to 15 points

The candidate demonstrated the ability to utilize multiple types of assessment information and collaborate with colleagues and families by including the following artifacts in appendices: (a) Behavioral contract; (b) Record keeping document; (c) Communication with family.

11 to 13 points

Two of the three artifacts listed are included as appendices: (a) Behavioral contract; (b) Record keeping document; (c) Communication with family.

1 to 10 points

One or two of the artifacts listed are included as appendices: (a) Behavioral contract; (b) Record keeping document; (c) Communication with family.

OR

The quality of the appendices is not appropriate for this student.

0 points

The requirements are missing.

Structure (30%)

Advanced

Proficient

Developing

Not Present

Grammar and Spelling

CEC 6.1

Demonstrates Professionalism

27 to 30 points

Language is professional with the exception of 1 - 3 grammar or spelling errors.

21 to 26 points

Language is professional but contains 4 - 9 grammar or spelling errors.

1 to 20 points

Language is not professional and/or contains 10 or more grammar or spelling errors.

0 points

This assignment was not completed.

Professionalism & Resources

CEC 6.1

Demonstrates ethical principles

27 to 30 points

The overall plan is professional and nicely /uniformly formatted. Resources (3 – 5) are used and properly cited and referenced.

21 to 26 points

The overall plan is professional but not uniformly formatted. One or two resources are cited.

1 to 20 points

The plan does not look professional and is not uniformly formatted. No cited resources.

0 points

This assignment was not completed.

Instructor Comments:

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