Mini-Intervention 3: Behavioral Assessment

Mini-Intervention 3: Behavioral Assessment

Overview

Students who demonstrate particularly challenging behavior often require more intensive interventions. For your third mini-intervention, you will complete a behavioral assessment for at least one student in your classroom or professional setting. This may be for a student who has an IEP or a student who has a 504 plan.

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As with other mini-interventions in the course, you will need to spend some field experience time in your classroom completing this assignment. Suggested time: 2–4 hours over the next couple of weeks.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 3: Integrate research-based classroom management practices into the learning environment.

Identify the outcomes for the student’s behavioral change, including the rationale for the change, the behavior goal, and the replacement behavior.

Provide a detailed overview of a student’s current behavior that needs to be changed in order to improve the learning environment.

Competency 4: Analyze the application of special education laws including IEP accommodations and Section 504 plans.

Develop intervention procedures to implement in order to change the identified behavior.

Instructions

Provide a detailed overview of a student’s current behavior that needs to be changed in order to improve the learning environment.

1. Identify the outcomes for the student’s behavior change, including the rationale for the change, the behavior goal, and the replacement behavior.

2. Develop intervention procedures to implement in order to change the identified behavior.

Discussion 2

Power Struggles

Most power struggles with children begin over consequences, fairness, embarrassment, and being told what to do. We frequently see this at the park or playground, with very young children. Julio’s mother says, “It’s time to go home.” Julio says, “Five more minutes!” Julio’s mom says, “Let’s go now.” Julio ignores her and runs back to the slide. Julio’s mom follows him and tells him again to go. He sits at the top of the slide and refuses to come down. And the race is on to see who wins. Neither side wanted to back down in this situation, so things escalate to the point that the child is going to be in real trouble!

This also happens in the classroom. Often a teacher makes a request and a student refuses to comply. The teacher demands compliance and the student talks back inappropriately. And again, the race is on.

Describe a situation in which you engaged in a power struggle with a student or you have seen another teacher engage in a power struggle with a student. What do you think the function of the student’s behavior was? How did you or the other teacher handle it? Knowing what you know now, how would you handle it differently (or how would you suggest the other teacher handle it differently)?

After collecting data for a week

Did your intervention help to change the behavior?

Was there a difference in its frequency or severity?

What data supports your assessment?