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Revise Paper for Behavior Intervention Plan

Revise Paper for Behavior Intervention Plan

My professor is giving me a change to fix this paper. I am going to provide examples of the Behavioral Intervention Plan they are labeled. My paper that needs to be fixed is called BIP. I will also provide the rubric that she grade me on so you can focus on what to fix. Can you replace the word escapism with a different word.

https://iris.peabody.vanderbilt.edu/module/fba/

What a Behavioral Intervention Plan means: https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/behavior-intervention-plans-what-you-need-to-know


Rubric

The ones that are bold faced are the points I got and it needs to be corrected.


Beginning Developing Proficient Outstanding
General Description Points:0 (0.00%)

The general description is not provided and/or does not reflect an understanding and application of the course content.

Points:3.75 (3.75%)

The general description includes some of the required information and reflects limited understanding and application of the course content.

Feedback:Reference definition of escapism. Behavior described is not measurable.

Points:5.25 (5.25%)

The general description includes most of the required information, and reflects an understanding and application of the course content.

Points:7.5 (7.50%)

The general description is thorough, complete and reflects a high level of understanding and application of the course content.

Subject

Points:0 (0.00%)

The description of the student is not provided and/or does not reflect an understanding and application of the course content.

Points:3.75 (3.75%)

The description of the student includes some of the required information and reflects limited understanding and application of the course content.

Points:5.25 (5.25%)

The description of the student includes most of the required information, and reflects an understanding and application of the course content.

Points:7.5 (7.50%)

The description of the student is thorough, complete and reflects a high level of understanding and application of the course content.

Feedback:5–Seventeen is very young to be a sophomore in college. Avoid using words like “loves” to describe what are perceived as the student’s preferences. Use objective rather than subjective terms, Race/ethnicity? Language status?

Setting

Points:0 (0.00%)

The description of the setting is not provided and/or does not reflect an understanding and application of the course content.

Points:3.75 (3.75%)

The description of the setting includes some of the required information and reflects limited understanding and application of the course content.

Points:5.25 (5.25%)

The description of the setting includes most of the required information, and reflects an understand and application of the course content.

Points:7.5 (7.50%)

The description of the setting is thorough, complete and reflects a high level of understanding and application of the course content.

Feedback:6–will the plan be implemented all day, every day. If so, how would it be monitored?

Target Behavior

Points:0 (0.00%)

Target behavior is not provided or is poorly/ inadequately defined. Product does not reflect an understanding and application of the course content.

Points:6.25 (6.25%)

Target behavior is broadly defined and a basic rationale is provided for why behavior change is needed. Product reflects limited understanding and application of the course content.

Feedback:No information is provided that would enable one to identify when the behavior is occurring. Ignorance cannot be observed.

Points:8.75 (8.75%)

Target behavior is defined and a reasonable rationale is provided for why behavior change is needed. Product reflects an understanding and application of course content.

Points:12.5 (12.50%)

Target behavior is clearly defined such that an independent observer could recognize when it does and does not occur. Clear rationale is provided for why behavior change is needed. Product reflects a high level of understanding and application of course content.

Baseline Phase

Points:0 (0.00%)

The baseline phase is not described, no measure is provided reflecting current behavior, and/or A-B-C chart is not included. Product does not reflect an understanding and application of the course content.

Points:6.25 (6.25%)

The baseline phase is broadly described, a numeric measure is provided reflecting current behavior, and/or A-B-C chart includes some of the required information. Product reflects some understanding and application of the course content.

Points:8.75 (8.75%)

The baseline phase is mostly described, a numeric measure is provided reflecting current behavior, and/or A-B-C chart includes most of the required information. Product reflects an understanding and application of the course content.

Feedback:7.5–This was generously graded based upon effort. Behavior 1 is not measurable and it unclear under which circumstances behavior 2 was occurring. Did someone literally follow him all day, every day?

Points:12.5 (12.50%)

The baseline phase is clearly described, a graphic representation is provided reflecting current behavior, and A-B-C chart includes all of the required information. Product reflects a high level of understanding and application of course content.

Short-term Objective

Points:0 (0.00%)

STO(s) is vague, subjective and includes one or fewer of the required elements (condition, behavior and criteria) and would not be useful in measuring progress in the area(s) of intervention. Product does not reflect an understanding and application of the course content.

Points:6.25 (6.25%)

STO includes two of the three required elements (condition, behavior and criteria) and is somewhat useful in measuring progress in the area(s) of intervention. Product reflects some understanding and application of the course content.

Feedback:3–Does not include a condition or criteria. If he goes where his behavior cannot be noted, how would you note it?

Points:8.75 (8.75%)

STO(s) includes reference to the three required elements (condition, behavior and criteria) and is mostly useful in measuring progress in the area(s) of intervention. Product reflects an understanding and application of the course content.

Points:12.5 (12.50%)

STO(s) includes the three required elements (condition, behavior and criteria), is succinctly stated in one sentence, and is designed to accurately measure progress in the area(s) of intervention. Product reflects a high level of understanding and application of course content.

Intervention

Points:0 (0.00%)

The intervention phase is not described, does not include alternative interventions, and/or includes no references to the relevant literature. Product does not reflect an understanding and application of the course content.

Points:6.25 (6.25%)

The intervention phase is broadly described and includes one method of alternative intervention; no references to the relevant literature are provided. Product reflects some understanding and application of the course content.

Points:8.75 (8.75%)

The intervention phase is mostly described, includes two methods of alternative intervention, and one reference to the relevant literature. Product reflects an understanding and application of the course content.

Points:12.5 (12.50%)

The intervention is clearly described, includes two relevant alternative interventions and two references to the relevant literature. Product reflects a high level of understanding and application of course content.

Feedback:10–again, generously graded.

Progress Monitoring

Points:0 (0.00%)

Method of progress monitoring is not described, does not enable comparison to baseline data, and/or does not include the chart/tool that will be used. Product does not reflect an understanding and application of the course content.

Points:6.5 (6.50%)

Method of progress monitoring is broadly described, enables some comparison to baseline data, and/or includes the chart/tool that will be used. Product reflects some understanding and application of the course content.

Feedback:It is unclear what behavior is being measured or how this will compare to baseline. Very generously graded.

Points:8.75 (8.75%)

Method of progress monitoring is mostly described, enables comparison to baseline data, and includes the chart/tool that will be used. Product reflects an understanding and application of the course content.

Points:12.5 (12.50%)

Method of progress monitoring is clearly described, enables accurate comparison to baseline data, and includes an appropriately constructed chart/tool that will be used. Product reflects a high level of understanding and application of course content.

Quality of Writing

Points:0 (0.00%)

Product is incomprehensible and includes more than five mechanical errors (e.g., spelling, grammar, punctuation, use of person-first language, adherence to APA conventions).

Points:7.5 (7.50%)

Product is somewhat comprehensible and includes five or fewer mechanical errors (e.g., spelling, grammar, punctuation, use of person-first language, adherence to APA conventions).

Feedback:Writing was very difficult to follow. Numerous mechanical errors ( in many cases the subjects name is not capitalized).

Points:10.5 (10.50%)

Product is comprehensible and includes no more than three mechanical errors (e.g., spelling, grammar, punctuation, use of person-first language, adherence to APA conventions).

Points:15 (15.00%)

Product is clearly and concisely written and includes no more than one mechanical error (e.g., spelling, grammar, punctuation, use of person-first language, adherence to APA conventions).

The rubric total value of 66.50 has been overridden with a value of 59.75 out of 100.

Name:BIP Rubric

Description:This rubric will be used to evaluate your BIP. It contains all of the information included in the BIP Guidelines provided in class.