Week 4 Capstone

Experience Title:

FBA and Intervention Plan

Aligned CEC Standard: Council for Exceptional Children. (2020).

CEC Advanced Preparation Standard 1 Assessment

1.0 Special education specialists use valid and reliable assessment practices to minimize bias.

Aligned CEC Standard Elements: Council for Exceptional Children.

1.1 Special education specialists minimize bias in assessment.

1.2 Special education specialists design and implement assessments to evaluate the effectiveness of practices and programs.

Rationale:

For this submission I have chosen a functional behavior assessment (FBA) and resulting intervention plan for a student named DJ. DJ exhibited challenging behaviors that impeded his learning in the classroom, and in order to better understand the function of his behavior I completed an underlying characteristics checklist (UCC) and an individual strength and skills inventory (ISSI) as part of his FBA following the Ziggurat model which controls for bias , and then created a global intervention plan (GIP) to make academic gains by targeting his strengths and addressing his areas of need. Of all the assignments I have completed during this master’s program, this FBA and GPI taught me the incredible value of investing time and energy in assessing students’ challenging behaviors to more comprehensively understand how to best manage, use, and overcome those challenges to achieve academic and functional gains.

This artifact represents my proficient application of CEC Advanced Preparation Standard 1 Assessment by my use of valid and reliable assessment practices to minimize bias 1.0 (CEC, 2020). I used a variety of methods for assessing and evaluating the performance of an individual with exceptionalities; because I designed my own checklist and used research-based methods for assessing and evaluating my student’s program, the use of 1.2 (CEC, 2020) was evident. I advocated for evidence-based practices in my classroom assessment and I reported the assessment of my student’s performance and evaluation of his instructional program in his IEP and to the child study team.

In completing the assignment for this artifact, I used the Ziggurat model, which is more than an assessment and intervention strategy; it is a comprehensive planning system for effecting fundamental positive outcomes for individuals of all ages with autism spectrum disorder (Myles, Grossman, Aspy & Henry, 2009). When I completed the prerequisite UCC and ISSI and then applied the data to the ABC-Iceberg, I felt like I had been given the secret key to unlock the mystery of my student’s behavior. I was so excited to feel that I truly could see my student for who he is, both in strengths and unique needs. Applying the data then to the Ziggurat worksheet gave me the confidence to move into the intervention planning stage knowing that I wasn’t just relying on my instincts as a teacher and that the chosen instrument by design, controlled for bias 1.1 (CEC, 2020. The benefit to the Ziggurat model is its evidence-based strategic and systemic approach to designing intervention instruction. According to the National Autism Center, my assessment approach before learning and using the Ziggurat model was “grassroots” (Evidence-Based Practice, 2009). I was a teacher operating largely alone in trying to address my students’ needs within the confines of my own capacity. The Ziggurat model expands that capacity, builds a collaborative team approach, and relies on data to drive instruction. While it is time consuming, it is most definitely worth the investment of time. Once the UCC and ISSI are complete, that same data can be applied again and again to design intervention for future instruction, addressing all student behavior that interferes with learning.

Aspy and Grossman (2012) state that “depending on the individual’s characteristics, any given demand may constitute an obstacle.” We must always remember that students with ASD are unique learners, and unlike their typical peers, may not possess the flexibility of mind to overcome seemingly small obstacles. When typical students struggle with a task, they often ask for help, turn to a peer, or otherwise push through with persistence until successful. When teaching students with ASD, relying on the UCC and ISSI to help understand the individual’s needs and strengths can make all the difference between success and failure in achieving a task. It can help us know how to lower the demands of the task to remove obstacles to student success.

I will use my knowledge and skills gained from this experience in planning new tasks for students with ASD, using the UCC and ISSI to help me analyze tasks to determine if the demand is too easy, too demanding, or just challenging enough to be right in the zone of proximal development (Aspy & Grossman, 2012). I will be able to identify and prioritize skill deficits that may be obstacles to learning, and reduce task demands by considering all key areas in the UCC, providing necessary supports to the environment to foster success. Lastly, I appreciate the value of using assessments that minimize or control for bias 1.0 (CEC, 2020).

References

Aspy, R., and Grossman, B.G. (2012). Interventions for High-Functioning Individuals with Autism Spectrum Disorders: The Ziggurat Model (2nd Edition). Shawnee Mission, Kansas: AACP Publishing. Retrieved from http://gcumedia.com/digital-resources/aapc-publishing/2011/designing-comprehensive-interventions-for-high-functioning-individuals-with-autism-spectrum-disorders_the-ziggurat-model_ebook_2e.php

Council for Exceptional Children. (2020). Advanced special education preparation standards. Arlington, VA: CEC Retrieved from  https://exceptionalchildren.org/standards/advanced-special-education-preparation-standards

Council for Exceptional Children. (2015). Advanced common specialty items. Arlington, VA: CEC Retrieved from https://exceptionalchildren.org/sites/default/files/2020-07/Advanced%20Common%20Specialty%20Items.pdf

Evidence-based practice and autism in the schools: a guide to providing appropriate interventions to students with autism spectrum disorders. (2009). The National Autism Center. Retrieved from http://www.unl.edu/asdnetwork/documents/guidelines_resources/nac_guide.pdf

Myles, B. S., Grossman, B. G., Aspy, R., & Henry, S. A. (2009). Planning a comprehensive program for young children with Autism Spectrum Disorders. International Journal of Early Childhood Special Education, 1(2), 164–180. Retrieved from https://doi-org.lopes.idm.oclc.org/10.1037/spq0000060