2042.2.3 : The Functional Behavior Assessment (FBA)
The graduate employs methods of collecting and analyzing data to assist the Individualized Education Program (IEP) team in the development of a behavior improvement plan (BIP) for a student with behavior significantly below the cultural and age norms.
2042.2.4 : The Behavior Improvement Plan (BIP)
The graduate recommends adjustments to a behavior improvement plan (BIP) based on student data collected through a collaborative evaluation of an existing BIP’s implementation.
In this assessment, you will choose one of the two provided student case studies. You will then complete a functional behavior analysis (FBA) and a behavioral intervention plan (BIP) for that learner.
Each course in the WGU Special Education Program adheres to the ethical principles set by the Council for Exceptional Children (CEC). Please consider these principles as you work on this assessment.
“Special Education Professional Ethical Principles
Professional special educators are guided by the Council for Exceptional Children (CEC) professional ethical principles, practice standards, and professional policies in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles:
1. Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.
2. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.
3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.
4. Practicing collegially with others who are providing services to individuals with exceptionalities.
5. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.
6. Using evidence, instructional data, research, and professional knowledge to inform practice.
7. Protecting and supporting the physical and psychological safety of individuals with exceptionalities.
8. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
9. Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in the laws, regulations, and policies.
10. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.
11. Engaging in the improvement of the profession through active participation in professional organizations.
12. Participating in the growth and dissemination of professional knowledge and skills.”
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Part 1: Functional Behavior Assessment
A. Complete a Functional Behavior Assessment (FBA) using the attached “FBA_BIP Form” by doing the following:
1. Identify the learner for whom you are writing the FBA. Choose from the “Elementary Case Study” or “Secondary Case Study” in the “Supporting Documents” section below.
2. Identify the target behavior of the learner and describe the behavioral baseline using multiple data examples from the learner’s case study.
3. Describe the reinforcement behaviors that seem to make the target behavior continue.
4. Develop a hypothesis statement about the function of the behavior based on the information provided in the chosen case study that incorporates the following components:
• the function of the target behavior
• when the behavior occurs
• the setting in which the behavior occurs
• the antecedent and consequences of the target behavior
Part 2:Behavior Intervention Plan
B. Using the information from part A and the attached “FBA_BIP Form”, complete a Behavior Intervention Plan (BIP) by doing the following:
1. Describe the replacement behavior for the target behavior identified in part A2.
2. Describe the behavioral improvement plan, including the following:
a. Describe one strategy for teaching the replacement behavior.
b. Describe one strategy for supporting the implementation of the replacement behavior. Your strategy should do the following:
• focus on the learner’s interests
• focus on related cultural factors
• include reinforcers to address related consequences
c. Justify the appropriateness of the reinforcement procedure from part B2b using data from the case study.
3. Identify the members of the behavioral management team and the role they play in teaching the behavioral improvement, supporting the behavioral improvement, and collecting data.
4. Describe one classroom and one curriculum accommodation (for a total of two accommodations) that will address the function of the target behavior.
5. Describe how you can ensure the behavioral improvement plan is culturally responsive.
6. Describe how you will track the replacement behavior to monitor the effectiveness of the BIP. Include a timeline for reporting and reviewing outcomes.
C. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
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NOT EVIDENT The submission demonstrates both behavior and disposition that conflict with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. |
APPROACHING COMPETENCE The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. |
COMPETENT The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. |
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NOT EVIDENT The candidate does not identify the learner for whom the FBA is being written. |
APPROACHING COMPETENCE Not applicable. |
COMPETENT The candidate identifies the learner for whom the FBA is being written. |
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NOT EVIDENT The candidate does not identify the target behavior or does not establish a behavioral baseline for the learner. |
APPROACHING COMPETENCE The candidate identifies the target behavior of the learner and provides support to the behavioral baseline by selecting relevant data examples from the learner’s case study. However, the candidate makes errors in data interpretation or does not implement a variety of information within the case study, which affects the accuracy of the behavioral baseline. |
COMPETENT The candidate identifies the target behavior of the learner and provides support to the behavioral baseline by selecting relevant data examples from the learner’s case study, and the candidate accurately interprets the data and implements a variety of information within the case study in order to accurately describe the baseline. |
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NOT EVIDENT The candidate does not describe the reinforcement behaviors that seem to make the target behavior continue. |
APPROACHING COMPETENCE The candidate inaccurately describes the reinforcement behaviors that seem to make the target behavior continue through a superficial examination of the multiple factors that occur in conjunction with the behavior. |
COMPETENT The candidate accurately describes the reinforcement behaviors that seem to make the target behavior continue by critically examining multiple factors that occur in conjunction with the behavior. |
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NOT EVIDENT The candidate does not provide a hypothesis. |
APPROACHING COMPETENCE The candidate inaccurately uses the effect of the antecedents and consequences on the target behavior to hypothesize the function of the learner’s behavior or does not incorporate each of the given components in the hypothesis. |
COMPETENT The candidate accurately uses the effect of the antecedents and consequences on the target behavior to hypothesize the function of the learner’s behavior and incorporates each of the given components in the hypothesis. |
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NOT EVIDENT The candidate does not provide a replacement behavior. |
APPROACHING COMPETENCE The candidate provides an ineffective replacement behavior or does not consider the function of the behavior when selecting the learner’s replacement behavior. |
COMPETENT The candidate provides an effective replacement behavior and considers the function of the behavior when selecting the learner’s replacement behavior. |
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NOT EVIDENT The candidate does not describe a strategy for teaching the replacement behavior. |
APPROACHING COMPETENCE The candidate demonstrates a flawed understanding of stating clear behavioral expectations to provide an inappropriate strategy for a desired replacement behavior. |
COMPETENT The candidate demonstrates an accurate understanding of stating clear behavioral expectations to provide an appropriate strategy for a desired replacement behavior. |
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NOT EVIDENT The candidate does not describe a strategy for supporting the implementation of the replacement behavior. |
APPROACHING COMPETENCE The candidate demonstrates a flawed understanding of stating clear behavioral expectations to describe a strategy, but the strategy does not support the implementation of the replacement behavior using the learner’s interests, related cultural factors, or reinforcers to address related consequences. |
COMPETENT The candidate demonstrates an accurate understanding of stating clear behavioral expectations to describe a strategy that will support the implementation of the replacement behavior using the learner’s interests, related cultural factors, and reinforcers to address related consequences. |
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NOT EVIDENT The candidate does not justify the appropriateness of the reinforcement procedure. |
APPROACHING COMPETENCE The candidate attempts to justify the appropriateness of the reinforcement procedure, but there is not a logical connection between the influences on individual development and learning and the relevant data from the case study. |
COMPETENT The candidate justifies the appropriateness of the reinforcement procedure by making a logical connection between an accurate understanding of the influences on individual development and learning and the relevant data from the case study. |
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NOT EVIDENT The candidate does not identify the members of the behavioral management team and the role they play in teaching the behavioral improvement, supporting the improvement plan, and collecting the data. |
APPROACHING COMPETENCE The candidate incorrectly identifies the members of the behavioral management team and the role they play in teaching the behavioral improvement plan, supporting the improvement plan, and collecting the data. |
COMPETENT The candidate correctly identifies the members of the behavioral management team and the role they play in teaching the behavioral improvement, supporting the behavioral improvement, and collecting the data. |
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NOT EVIDENT The candidate does not describe classroom or curriculum accommodations to address the function of the target behavior. |
APPROACHING COMPETENCE The candidate demonstrates a flawed understanding of individual development to describe 1 classroom and 1 curriculum accommodation, but 1 or both of the accommodations would not address the function of the target behavior. |
COMPETENT The candidate demonstrates an accurate understanding of individual development to describe 1 classroom and 1 curriculum accommodation that will address the function of the target behavior. |
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NOT EVIDENT The candidate does not describe how to ensure the behavioral improvement plan is culturally responsive. |
APPROACHING COMPETENCE The candidate attempts to describe how to ensure the behavioral improvement plan is culturally responsive; however, the candidate does not make a connection between the intervention plan and the learner’s background. |
COMPETENT The candidate describes how to ensure the behavioral improvement plan is culturally responsive by incorporating knowledge of the learner’s family and cultural norms into specific elements of the behavioral improvement. |
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NOT EVIDENT The candidate does not describe how the replacement behavior will be tracked to monitor the effectiveness of the BIP or does not include a timeline for reporting and reviewing outcomes. |
APPROACHING COMPETENCE The candidate describes an implausible process for how the replacement behavior will be tracked to monitor the effectiveness of the BIP. Or the candidate provides an unrealistic or inconsistent timeline for reporting and reviewing outcomes. |
COMPETENT The candidate describes a plausible process for how the replacement behavior will be tracked to monitor the effectiveness of the BIP, and the candidate provides a realistic and consistent timeline for reporting and reviewing outcomes. |
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NOT EVIDENT The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized. |
APPROACHING COMPETENCE The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style. |
COMPETENT The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style. |
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NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. |
APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. |
COMPETENT Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding. |
Council for Exceptional Children (n.d.). Special education professional ethical principles. Retrieved January 21, 2021, from https://exceptionalchildren.org/standards/ethical-principles-and-practice-standards