Functional Assessment
hollybangbang
functional_assessment_assignment.docFUNCTIONAL ASSESSMENT ASSIGNMENT
You will submit an individual case study that describes a classroom management or a behavioral concern that you are experiencing in your classroom. A format will be provided. This case study will be the focus of a problem solving process and class discussion that will generate possible interventions for resolution. (worth 100 points).
In this assignment, you are to write a case study about an individual student/client who is causing you concern because of his or her behavior. You will then perform a functional assessment of the problem using the required ADE SPED functional assessment form that can be found at http://arksped.k12.ar.us/sections/rulesandregulations.html ). You will then will fill out a final behavior support plan and hand it in with the case study and functional assessment. Here is the format for the assignment:
|
|
|
SCORE |
|
1. |
A detailed case study of the student and the behavior concern (20 pts)
|
|
|
a. |
A brief background discussion of the classroom, students, school, neighborhood, and situation (5 pts)
|
|
|
b. |
A brief background of the target student (5 pts)
|
|
|
c. |
A detailed description of the behavioral concern, including several examples and other data (10 pts)
|
|
|
2. |
A functional assessment of the behavior (see attached scoring rubric – 40 pts)
|
|
|
3. |
A behavior support plan for remediating the behavior that is based on the functional assessment and class discussion (see attached scoring rubric – 40 pts)
|
|
|
TOTAL
|
|
Functional Assessment and Behavior Support Plan Rubric (80 points)
|
|
EXEMPLARY |
EXCEEDS EXPECTATIONS |
MEETS EXPECTATIONS |
UNSATISFACTORY |
|
Functional Assessment (35 points) |
Highly salient, systematic, precise, specific and objective descriptions and statements which thoroughly, yet concisely, describes the problem behavior(s). Highly valid and meaningful hypotheses and judgments of possible supports and causes of the problem behavior(s). Terms used are highly understandable but are also remarkably consistent with and thoroughly grounded in the educational psychology knowledge base and the special education profession. Terms used and the overall description and analyses are remarkably useful in terms of further assessment and subsequent intervention. |
Salient, systematic, precise, specific and objective description which concisely describes the problem behavior(s). Highly valid and meaningful hypotheses and judgments of possible supports and causes of the problem behavior(s). Terms used are very understandable but are also consistent with and grounded in the educational psychology knowledge base and the special education profession. Terms used and the overall description and analyses are quite useful in terms of further assessment and subsequent intervention. |
Systematic, specific and objective description which adequately describes the problem behavior(s). Valid and meaningful hypotheses and judgments of possible supports and causes of the problem behavior(s). Terms used are supported by the knowledge base and the profession and are understandable and useful in terms of further assessment and subsequent intervention. |
Description is unsystematic, imprecise, vague, and/or subjective and biased. It inadequately describes the problem behavior(s). Hypotheses and judgments are invalid and/or not meaningful and may lead to inadequate and unprofessional interventions. Terms and analyses used are not understandable, not supported by the knowledge base and profession, and/or not useful in terms of further assessment and subsequent intervention. |
|
Behavior Support Plan (35 points) |
Highly salient, systematic, precise, specific and objective descriptions and statements which thoroughly, yet concisely, describes the problem behavior(s) and intervention goals and plans. Highly valid and meaningful hypotheses, judgments of possible supports and intervention plans. Terms used are highly understandable but are also remarkably consistent with and thoroughly grounded in the educational psychology knowledge base and the special education profession. Terms used and the overall description and analyses are remarkably useful in terms of implementation and evaluation of BSP. |
Salient, systematic, precise, specific and objective description which concisely describes the problem behavior(s) and intervention goals and plans. Highly valid and meaningful hypotheses and judgments of possible supports and intervention plans. Terms used are very understandable but are also consistent with and grounded in the educational psychology knowledge base and the special education profession. Terms used and the overall description and analyses are quite useful in terms of implementation and evaluation of BSP. |
Systematic, specific and objective description which adequately describes the problem behavior(s) and intervention goals and plans. Valid and meaningful hypotheses and judgments of possible supports and intervention plans. Terms used are supported by the knowledge base and the profession and are understandable and useful in terms of implementation and evaluation of BSP. |
Description is unsystematic, imprecise, vague, and/or subjective and biased. It inadequately describes the problem behavior(s) and intervention goals and plans. Hypotheses and judgments are invalid and/or not meaningful and may lead to inadequate and unprofessional interventions. Terms and analyses used are not understandable, not supported by the knowledge base and profession, and/or not useful in terms of implementation and evaluation of BSP. |
|
Adherence to Legal Guidelines1 and CEC Code of Ethics and Standards (5 pts) |
The Federal and State legal guidelines for functional assessments and CEC Code of Ethics and Standards of Behavior have been clearly and meticulously followed and met. |
The Federal and State legal guidelines for functional assessments and CEC Code of Ethics and Standards of Behavior have been clearly and carefully followed and met. |
The Federal and State legal guidelines for functional assessments and CEC Code of Ethics and Standards of Behavior have been clearly followed and met. |
The Federal and State legal guidelines for functional assessments and CEC Code of Ethics and Standards of Behavior have not been followed or met. |
|
Organization: Coherent organization and presentation of the functional assessment (3 pts) |
Descriptions and analyses are presented cogently in compliance with assignment guidelines and, actually, transcend requirements. Functional assessment form and text are professionally presented. |
Descriptions and analyses are presented clearly and are highly organized in compliance with assignment guidelines and, actually, exceed requirements. Functional assessment form and text are proficiently presented. |
Descriptions and analyses are presented understandably and meet assignment guideline requirements. Functional assessment form and text are clearly presented. |
Descriptions and analyses are ambiguous and assignment guidelines are not followed or met. Functional assessment form and text are unfinished or incomplete, disorganized, confusing, sloppy, and/or unprofessional. |
|
Standard Formal English (2 pts) |
Exemplary use of conventions of English |
No word use, grammar, or punctuation errors |
A few word choice, grammar and punctuation errors |
Numerous word choice, grammar and punctuation errors |
1 Please see http://bazelon.org/issues/children/publications/suspending/suspendingdisbelief.pdf
Behavior Support Plan (BSP) (40 points)
|
|
EXEMPLARY |
EXCEEDS EXPECTATIONS |
MEETS EXPECTATIONS |
UNSATISFACTORY |
|
Behavior Support Plan (30 points) |
Highly salient, systematic, precise, specific and objective descriptions and statements which thoroughly, yet concisely, describes the problem behavior(s) and intervention goals and plans. Highly valid and meaningful hypotheses, judgments of possible supports and intervention plans. Terms used are highly understandable but are also remarkably consistent with and thoroughly grounded in the educational psychology knowledge base and the special education profession. Terms used and the overall description and analyses are remarkably useful in terms of implementation and evaluation of BSP. |
Salient, systematic, precise, specific and objective description which concisely describes the problem behavior(s) and intervention goals and plans. Highly valid and meaningful hypotheses and judgments of possible supports and intervention plans. Terms used are very understandable but are also consistent with and grounded in the educational psychology knowledge base and the special education profession. Terms used and the overall description and analyses are quite useful in terms of implementation and evaluation of BSP. |
Systematic, specific and objective description which adequately describes the problem behavior(s) and intervention goals and plans. Valid and meaningful hypotheses and judgments of possible supports and intervention plans. Terms used are supported by the knowledge base and the profession and are understandable and useful in terms of implementation and evaluation of BSP. |
Description is unsystematic, imprecise, vague, and/or subjective and biased. It inadequately describes the problem behavior(s) and intervention goals and plans. Hypotheses and judgments are invalid and/or not meaningful and may lead to inadequate and unprofessional interventions. Terms and analyses used are not understandable, not supported by the knowledge base and profession, and/or not useful in terms of implementation and evaluation of BSP. |
|
Adherence to Legal Guidelines 1 and CEC Code of Ethics and Standards (5 pts) |
The Federal and State legal guidelines for BSP’s and CEC Code of Ethics and Standards of Behavior have been clearly and meticulously followed and met. BSP is clearly based on the functional assessment. |
The Federal and State legal guidelines for BSP’s and CEC Code of Ethics and Standards of Behavior have been clearly and carefully followed and met. BSP is clearly based on the functional assessment. |
The Federal and State legal guidelines for BSP’s and CEC Code of Ethics and Standards of Behavior have been clearly followed and met. BSP is clearly based on the functional assessment. |
The Federal and State legal guidelines for BSP’s and CEC Code of Ethics and Standards of Behavior have not been followed or met. BSP is not clearly based on the functional assessment. |
|
Organization: Coherent organization and presentation of the behavior support plan (3 pts) |
Descriptions, goals, and intervention plans are presented cogently in compliance with assignment guidelines and, actually, transcend requirements. BSP form and text are professionally presented. |
Descriptions, goals, and intervention plans are presented clearly and are highly organized in compliance with assignment guidelines and, actually, exceed requirements. BSP form and text are proficiently presented. |
Descriptions, goals, and intervention plans are presented understandably and meet assignment guideline requirements. BSP form and text are clearly presented. |
Descriptions, goals, and intervention plans are ambiguous and assignment guidelines are not followed or met. BSP form and text are unfinished or incomplete, disorganized, confusing, sloppy, and/or unprofessional. |
|
Standard Formal English (2 pts) |
Exemplary use of conventions of English |
No word use, grammar, or punctuation errors |
A few word choice, grammar and punctuation errors |
Numerous word choice, grammar and punctuation errors |
1 Please see http://bazelon.org/issues/children/publications/suspending/suspendingdisbelief.pdf
