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Assessment and Intervention of Behavior

Learning Objectives

Essential Questions:

1. What are reliable sources of student behavior?

2. What is a function of behavior?

3. How are the function of behavior and intervention related?

4. What should be included in an intervention plan?


Students will identify a problem behavior and define it in objective and measurable terms.

Students will gather and display baseline behavior data in graph format.

Students will examine a variety of sources to hypothesize the function of a problem behavior.

Students will use gathered information to create a behavior intervention plan.

Students will create a lesson plan to teach acceptable behaviors to students with problem behaviors.


CEC Standards
Standard 4: Instructional Strategies
Special educators posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN.
Special educators enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem.
Special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan. P
Standard 7: Instructional Planning
Special educators develop long-range individualized instructional plans anchored in both general and special curricula.
Standard 8: Assessment
Special educators use multiple types of assessment information for a variety of educational decisions.
Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress.
Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results.
Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making.
Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN.
Standard 9: Professional and Ethical Practice
Special educators are guided by the profession’s ethical and professional
practice standards.
educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices.

Praxis 2
0542 -
I. Assessment
*Demonstrate knowledge of specialized policies regarding screening, pre-referral
strategies, referral, and placement procedures for individuals with mild to
moderate disabilities
*Demonstrate knowledge of assessment for eligibility
*Demonstrate knowledge of how to write appropriate IEP goals and objectives for students with mild to moderate disabilities in:
-behavior domains

Terms to Know

Let's discuss...

Do you believe that all behaviors have a purpose? Can problem behavior truly be reduced to attention, escape, or sensory needs? Can students truly be disabled if they are simply trying to fulfill these needs, or is ED/BD a socially constructed concept?

Think about these before moving forward...

Before you begin...

1. Read the introductory sections in the Functional Behavior Assessment text
2. Review the process further by skimming through the following website:
Center for Effective Collaboration and Practice.


To achieve a C:
1. Complete and submit the Critical Reflection in LIVETEXT.
2. Complete the FBA quiz under TESTS & QUIZZES in Sakai.

To achieve a B:
1. Complete all C level requirements.
2. Submit a reflection of all the "What do you think?" questions under the assignment section in Sakai.

To achieve a A:
1. Complete all B level requirements.
2. Complete and submit the Field Reflection activity under the assignment section in Sakai.
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