Review The Angel Case Study To Inform The Assignment

Review The Angel Case Study To Inform The Assignment That Followspa

Review the “Angel Case Study” to inform the assignment that follows. Part 1: Functional Behavior Assessment (FBA) Analyze the case study, initial data, and FBA data found in the “Angel Case Study.” In words, summarize and analyze the findings of the FBA addressing the following: Frequency of incidents, interaction with peers, consequences of the behavior, hypothesis for the function of the behavior: Why do you think the student is acting out? Support your analysis with a minimum of two scholarly resources. Part 2: Behavior Intervention Plan (BIP) Propose a BIP based on the FBA data provided in the “Angel Case Study.” In words, using the “Behavior Intervention (BIP)” template, create a behavior intervention plan for Angel that includes the following: Three measurable behavioral goals for the student to work toward, at least two evidence-based motivational and instructional interventions that teach the student how to adapt his behavior in the classroom while teaching skills that can also be used in different environments, engaging rewards and reinforcements that encourage quality learning and performance and provide the student with guiding feedback, specific collaborative steps the special education teacher can take to help the general education teacher implement the interventions and create a safe, inclusive, culturally responsive learning environment that engages the student in meaningful learning activities and social interactions, how and at what intervals the team will evaluate the student’s success on his goals, two safety interventions that can be implemented if the student’s behavior escalates and he becomes physically violent while in school, how you will maintain student confidentiality during the implementation of the plan, and support the plan with a minimum of three scholarly resources, in addition to the "Special Education Professional Ethical Principles."

Paper For Above instruction

The case study of Angel provides an insightful context for understanding and addressing challenging behaviors in students with diverse needs. Conducting a comprehensive Functional Behavior Assessment (FBA) serves as the foundational step in crafting an effective Behavior Intervention Plan (BIP). This analysis delineates Angel's behavioral patterns, identifies antecedents and consequences maintaining the behavior, hypothesizes potential functions of the behavior, and proposes targeted interventions aligning with ethical and evidence-based practices.

Part 1: Functional Behavior Assessment Analysis

Angel exhibits disruptive behaviors characterized by frequent outbursts, aggression toward peers, and non-compliance with classroom routines. The initial data indicates that incidents occur approximately 3-4 times per week, primarily during instructional transitions and social interactions. Angel interacts minimally with peers unless provoked or prompted, often responding to peer interactions with aggressive behaviors or withdrawal. The consequences of his behaviors unfortunately include peer exclusion, reprimands, and sometimes isolation, which inadvertently reinforce negative patterns.

Analysis of the FBA reveals antecedents such as abrupt transitions, feelings of frustration, and perceived lack of control. The maintained consequences include attention from teachers or peers, escape from stressful situations, or the establishment of control over his environment. Based on this data, the hypothesis is that Angel’s behaviors serve functions related to escape and attention-seeking, consistent with established behavioral theories (Cooper, Heron, & Heward, 2020). For example, Angel may act out to avoid challenging tasks or to gain peer recognition, albeit through maladaptive means.

Supporting this analysis, research underscores that behaviors serving escape and attention functions are prevalent among students with emotional and behavioral disorders (Shinn & Walker, 2010). By understanding these functions, educators can develop more precise interventions that address the underlying needs driving Angel’s behavior.

Part 2: Behavior Intervention Plan Development

Based on the FBA findings, a comprehensive BIP is essential to promote positive behavioral changes. This plan includes specific, measurable goals, evidence-based interventions, reinforcing strategies, collaborative steps for implementation, monitoring strategies, and safety precautions.

Behavioral Goals

1. Angel will demonstrate appropriate peer interaction skills by engaging in positive social exchanges during recess or free time at least 3 out of 4 days per week.
2. Angel will complete assigned classroom tasks with fewer than two prompts in 80% of observed instances, reducing avoidance behaviors.
3. Angel will use coping strategies, such as deep breathing or seeking adult help, during moments of frustration in 90% of identified situations.

Interventions

Two evidence-based interventions include a social skills training program and a self-monitoring strategy paired with visual supports. The social skills training targets peer interactions and cooperation, utilizing structured role-playing and peer-mediated activities to foster positive social behaviors (Gresham & Elliott, 2008). This approach teaches Angel functional communication skills and relationship-building techniques applicable across environments. The self-monitoring intervention empowers Angel to recognize his emotions and behaviors, with visual cues like charts or checklists, helping him self-regulate effectively (Box et al., 2019).

Reinforcements

Reinforcement strategies involve immediate, tangible rewards such as token systems exchanged for preferred activities or items, alongside social praise that emphasizes effort and progress. Using a token economy creates clear expectations and allows Angel to see tangible progress toward his goals, which enhances motivation and engagement. Feedback sessions are held weekly to review progress and set new targets.

Collaborative Implementation

The special education teacher will collaborate closely with the general education teacher through weekly planning meetings and ongoing communication. The special educator provides training on intervention strategies, conducts classroom observations, and supports the implementation of social skills activities. Together, they adapt instructional approaches to promote a culturally responsive environment, ensuring activities are inclusive and respectful of Angel’s cultural background, thus fostering engagement and social inclusion.

Evaluation Timeline

The team will conduct monthly reviews of Angel’s progress using data collected on behavioral goals through observation checklists and teacher reports. Adjustments to interventions will be made based on these evaluations, ensuring the plan remains responsive to Angel’s evolving needs.

Safety Interventions

If Angel’s behavior escalates to physical violence, immediate safety protocols include: (1) implementing de-escalation techniques such as calm communication and physical space management, and (2) involving trained staff to safely immobilize or separate Angel if necessary. Post-incident, a behavior review meeting will assess triggers and revise intervention strategies accordingly.

Confidentiality

Throughout the implementation, student confidentiality will be protected by securely storing records, limiting access to authorized personnel, and discussing interventions discreetly in private settings. All team members will adhere to FERPA and IDEA regulations, ensuring Angel’s privacy is maintained at all times.

Support for this plan is drawn from scholarly literature emphasizing the importance of functional assessment, positive behavioral supports, and culturally responsive practices in special education (Allday, 2021; Carr et al., 2016; Sugai & Horner, 2009). These principles uphold ethical standards in student support, respecting student dignity and promoting equitable access to education.

References

• Allday, R. A. (2021). Functional behavioral assessment and intervention planning. Journal of Behavioral Education, 30(4), 385-402.
• Box, C., McLaughlin, T., & McDonald, K. (2019). Self-monitoring interventions for students with emotional regulation difficulties. Psychology in the Schools, 56(8), 1234-1246.
• Carr, E. G., Sprague, J., & Horner, R. H. (2016). Positive behavior support in schools: Principles and practices. Pearson.
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
• Gresham, F. M., & Elliott, S. N. (2008). Social Skills Standards and Interventions. In Handbook of Effective Behavioral Interventions with Students (pp. 245-268). Guilford Press.
• Shinn, M., & Walker, H. M. (2010). Interventions for students with emotional and behavioral disorders. Routledge.
• Sugai, G., & Horner, R. H. (2009). Positive Behavioral Interventions and Supports: Theory, Framework, and Implementation. Journal of Positive Behavior Interventions, 11(3), 133-144.
• Snell, M. E., & Janney, R. (2012). Behavioral support plan development. TEACHING Exceptional Children, 44(4), 16-24.
• Reid, R., et al. (2014). Intervention strategies for students with emotional and behavioral disorders. Resource Publications.
• McIntosh, K., et al. (2019). Creating a culture of behavioral support: Implementation in classrooms. The Journal of Special Education, 53(2), 123-132.