Ashford ESE 656 ESE/656 ESE656 Week 6 Final Project


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Behavior Plan. Due by Day 7. Throughout this course, you have been developing your skills in the areas of behavior interventions for students with special needs. You have had the opportunity to reflect on specific behavior characteristics and cultural influences on behavior, data collection techniques for documenting behavior, and formal and informal functional assessment tools.

The purpose of this Final Project is the culmination of the learning achieved in this course through a real-world application of the content. This summative assessment supports your achievement of Course Learning Outcomes 1, 2, 3, 4, and 5 and the MASE Program Learning Outcomes 4, 6, and 8.

For this assignment, you will be assuming the role of a special educator and will create a behavior plan. As you have read in the Instructor Guidance and throughout this course, a behavior plan

  • Provides more intensive intervention and monitoring.
  • Increases support around the student’s specific needs.
  • Provides an individualized behavior plan which becomes part of the individualized education program


  • Addresses targeted issues in a specific functional and evidence-based manner.
  • Involves active collaboration with teachers, support staff, the student, and parents.
  • Helps teachers to address behaviors and issues consistently across subjects, rooms, and sessions.

    Bridging this real-life experience with the theories of instruction in the virtual course environment, this assignment mirrors a career building experience.

    Instructions: Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation.

    In this example, you will focus on one document that is written by the team and that will become part of the student’s IEP. This document, known as the Behavior Plan, specifically identifies and addresses behaviors considered to be inappropriate and/or dangerous. It is a plan that changes the environment to shape a student’s behavior in a positive manner. Replacement behaviors are then identified and designed for the purpose of changing the inappropriate behaviors to something more appropriate. Also included in this plan are positive behavioral interventions, strategies, and supports.

    Part One: Using the rubric attached, complete the attached Positive Behavior Intervention Plan to include

    • Demographic information
    • Prevention: Environmental factors and necessary changes
    • Alternatives: Functional factors and new functionally-equivalent behaviors to teach and support
    • Effective reaction: Reactive strategies to positively promote change
    • Outcome: Measurable behavioral goals and analysis
    • Communication: Communication provisions
    • Participation: List the collaborative participants in plan development

      Part Two: Narrative—Submit a separate document that includes the following:

      • Terms: Describe the target behavior to be addressed in this plan using observable terms to describe.
      • Relevancy: Analyze how the process of creating a behavior plan is relevant to your current profession or future professional goals.

        • Reflection: Reflect on the process of creating a behavior plan. Include elements of observation, collaboration, parent engagement, and student input.