PBS

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