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Evaluating Kevin's Behavior Intervention Plan

1889 Words8 Pages

Preference Assessment
The suitable reinforcements for Kevin’s behavior intervention plan came from material learned in class, research articles, and the textbook. The general education teacher is implementing the behavior plan and will need to give the student verbal reinforcement as well as the reinforcement in the behavior intervention plan (BIP). Kevin’s goal is to gain peer attention by calling out inappropriate remarks. While creating the plan this behavior of Kevin’s needs to be well thought out in the intervention plan. Challenging behaviors impact students’ achievement, learning, and socializing with other students (Lester, Notar, & Allanson., 2017). Behaviors can be addressed by a behavior support plan (BSP) or a BIP (Vaughn & Bos. …show more content…

After every subject the teacher can walk over to Kevin’s desk and put a checkmark (yes, somewhat, no) next to the correct subject and determine if Kevin used the alternative behavior appropriately. After looking at the checklist every day the teacher can evaluate if there needs to be something more to done to reteach Kevin the proper ways of using the cue cards. When Kevin owns his own actions and completes the alternative behavior appropriately after two weeks, he will be able to move in to the desired behavior. If Kevin falls back in to old habits after the two weeks, there may need to be a change in the …show more content…

When creating plans, special education teachers look not long a special curriculum but also general education curriculum. Many BIP’s are made for students that are in a general education class, this shows the collaboration of both the general education teachers and the special education teachers. When making a BIP, both teachers need to be dependable on reinforcements to hold the student accountable for his/her actions. There are multiple types of assessments teachers use when evaluating students. Standard eight discusses this and what educators do when assessing the results they find after evaluating students. The results are used to help educators recognize what learning needs need to be met and how to implement an individualized program or adjust a program in progress. Special educators discuss with families and other teachers to validate the individualized plan are non-biased. This leads in to professional and ethical practice stated in standard

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