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Early Childhood/Special Education (ECSE) Program – Undergraduate

Assessment #3

Positive Behavior Intervention Plan (PBIP)

Directions

Outcomes: As a result of the completion of the Positive Behavior Intervention Plan signature assessment,
the candidate will demonstrate competency in the ability to assess student behavior, determine its impact
on school success, and design, implement, and evaluate interventions and supports in order to positively
affect student behavior.

CEC/InTASC/NAEYC Standards Addressed: This activity is designed to assess the following

CEC/InTASC/CAEP K-6 standards:

CEC Preparation Standards InTASC Teacher Standards NAEYC Standards

A. Learners and Learning
1. Learner Development and 1. Learner Development 1. Promoting Child Development and
Individual Learning Differences Learning
2. Learning Differences

2. Learning Environments 3. Learning Environments

B. Content
3. Curricular Content Knowledge
C. Instructional Pedagogy
4. Assessment
5. Instructional Planning and
Strategies
D. Professionalism and Collaboration
6. Professional Learning and
Ethical Practice
4. Content Knowledge
5. Applications of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Professional Learning and
Ethical Practice
5. Using Content Knowledge to Build
Meaningful Curriculum
3. Observing, Documenting and
Assessing to Support Young Children
and Families
4. Using Developmentally Effective
Approaches
2. Building Family and Community
Relationships

7. Collaboration 10. Leadership and 6. Becoming a Professional

Collaboration

*Primary Focus – Standards: CEC 1, 2, 7/InTASC 2, 3, 10/NAEYC 1, 3, 4, 5, 6

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Candidate Directions for the Completion of the Positive Behavior Intervention Plan

The Positive Behavior Intervention Plan is a project that is required for all undergraduate teacher
candidates enrolled in the Department of Special Education’s single certification special education major
and dual certification special education majors, as well as the initial certification teacher candidates
enrolled in the Department of Special Education’s graduate programs. Each candidate must develop and
implement a PBIP for one student who demonstrates one behavior that interferes with the student’s
academic or social success. The candidate should use these directions, as well as the rubric to complete
the PBIP project.

Part I. Definition of Specific Behavior

The candidate employs the guidance of the mentor teacher to identify a student, who presents with a
behavior that interferes with the student’s academic or social achievement. After identifying the student
the candidate must explicitly describe the specific behavior as
 observable;
 measurable;
 to the frequency of occurrence;
 to the duration of occurrence; and
 to the disruptive or dangerous nature of the inappropriate behavior.

Part II. Literature Review

The candidate conducts a literature review of five different sources specific to the inappropriate behavior
and strategies utilized to develop a behavior intervention plan. The purpose of the literature review is to
select a researched-based intervention appropriate for the selected behavior. Requirements for the five
sources consist of
 minimally two peer-reviewed journal articles;
 an option of one or zero websites;
 sources which are not greater than five years old, unless the work is by a recognized expert and
approved by the instructor;
 a three to six sentence summary of each source; and
 APA in-text and reference citations.
In a concluding paragraph, the candidate applies information from the sources to justify the selected
intervention.

Part III. Baseline Data Collection

The candidate must observe the student in the same context (e.g., class, subject, scenario) on at least two
separate days within a short period of time (seven - ten days). The observations should be a minimum of
15 - 30 minutes each. The candidate must collect data on the one selected intervention. Baseline data
collection must occur at each observation and consist of the candidate
 designing an appropriate data collection system;
 including a description of exactly what and how the data was collected;
 submitting the original data collection sheets, indicating the dates and times of observations;
and
 summarizing the baseline data, records review (e.g., cumulative, special education, or
disciplinary files), and other pertinent data (e.g., as teacher interviews).

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Part IV. Hypothesis of Functional Intention

Based on the analysis of data collected, the candidate must
 state the function of the behavior for the student (e.g., sensory, access to tangibles,
avoidance/escape or attention); and
 justify the selection of the function, as well as why other functions are not applicable.

Part V. Replacement Behavior

The candidate must identify one appropriate replacement behavior that satisfies the function of the
inappropriate behavior. In a concise summary, the candidate must
 state, in operational terms, a replacement behavior that satisfies the function of the
inappropriate behavior;
 identify what the student should be doing;
 explain how the replacement behavior will be taught; and
 disclose when the replacement behavior will be taught.

Part VI. Positive Behavior Intervention and Supports

The candidate must implement one positive intervention and minimally two supports when designing the
behavior intervention plan. The candidate must
 describe one research based intervention that will be utilized to promote the desired behavior
(i.e. an intervention that was located in a peer reviewed journal); and
 describe two complimentary supports to reinforce the desired behavior (e.g., verbal praise,
high-fives etc.).

Part VII. Data Collection

The candidate must implement the PBIP for 13 – 15 days. When the plan is implemented, data must be
collected measuring the results of the selected intervention. The original data collection sheets for the 13 –
15 days, indicating the dates and times of each data collection period, must be submitted.

Part VIII. Data Summary, Interpretation and Visual Representation

The candidate analyzes, interprets and summarizes the 13 – 15 days of data. The summary must include
 one to three pages of narrative;
 visual representations of the data in at least two ways (e.g., table, pie chart, bar graph, line
graph, scatter plot);
 how implementation of the positive behavior intervention plan affected outcomes; and
 plans for maintenance and generalization of the PBIP for the student.

Part IX. Reflection

The candidate must reflect on this project in a one to two page summary, which describes
 how the completion of this project contributed to growth in knowledge, skills, and dispositions
in regards to behavior management;
 two changes that would be made if the project were to be repeated; and
 how collaborating with other school-based professionals and/or students’ families might
influence future student behaviors.

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Towson University
College of Education
Department of Special Education
Positive Behavior Intervention Plan

This rubric outlines both the processes that the candidate must perform in order to demonstrate mastery of CEC standards and elements, as well as
specific program expectations for the candidate to successfully complete the assignment.

Candidate: Refer to the attached instruction sheet for a specific explanation of requirements for this assessment. Responses to components and
requirements should be completed in narrative format.

3 points 2 points 1 point

Candidate’s
Components and Requirements Proficient Developing Unsatisfactory
Score
I. Definition of Specific Behavior The candidate The candidate The candidate’s
The candidate identifies and describes the targeted inappropriate identifies and describes identifies and identification and/or
behavior as a defined behavior and describes a description of the
 observable; addresses all of the defined behavior behavior does not
 measurable; components listed. partially address all of the
 to the frequency of occurrence; addressing the components listed
 to the duration of occurrence; and components listed. and/or contains
 to the disruptive or dangerous nature of the inappropriate behavior. multiple mechanical
and/or spelling errors.
CEC 1 (1.2)
ECSE 1.K1
InTASC 2
NAEYC 1a
II. Literature Review The candidate writes a The candidate The candidate writes
The candidate conducts a literature review of five different sources literature review and writes a literature a literature review
specific to the inappropriate behavior and strategies utilized to summary that review and and summary that
develop the behavior intervention plan, which includes addresses all of the summary that does not addresses all
 minimally two peer-reviewed journal articles; components listed. partially addresses of the components
 an option of one or zero websites; the components listed and/or contains
 sources which are not greater than five years old, unless the work is listed. multiple mechanical
by a recognized expert and approved by the instructor; and/or spelling errors.
 a three to six sentence summary of each source; .

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 APA in-text and reference citations; and

 a concluding paragraph, which applies information from the
sources to justify the selected intervention to use skills in problem
solving.

CEC 2 (2.2) IGC.2.S5

ECSE 2.S1
InTASC 3
NAEYC 6
III. Baseline Data Collection The candidate uses The candidate The candidate uses
The candidate collects baseline data by observing the student in the multiple methods of uses multiple multiple methods of
same context for assessment and data methods of assessment and data
 two separate days (between 7 and 10 days); sources in making assessment and sources in making
 15-30 minutes each; and decisions about data sources in decisions about
which consists of individuals with making decisions individuals with
exceptionalities and about individuals exceptionalities, but
 designing an appropriate data collection system; addresses all with does not address all
 including a description of exactly what and how the data was components listed. exceptionalities of the components
collected; and partially listed and/or includes
 submitting the original data collection sheets, indicating the dates addresses the multiple mechanical
and times of observations; and components listed. and/or spelling errors
 using multiple methods of assessment and data sources
including records review (e.g., cumulative, special education, or
disciplinary files), and other pertinent data (e.g., teacher interviews,
behavior checklists) in making decisions about individuals with
exceptionalities.

CEC 4 (4.3)
ECSE 4.S6
InTASC 10
NAEYC 3b
IV. Hypothesis of Functional Intention The candidate analyzes The candidate The candidate
The candidate analyzes date in order to data addressing all of analyzes data analyzes data and
 state the function of the behavior for the student (e.g., sensory, the components listed partially does not address all
access to tangibles, avoidance/escape or attention); and in order to respond to addressing the of the components
the needs of the components listed listed in order to

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 justify the selection of the function, as well as why other functions individuals with in order to respond to the needs
are not applicable in order to respond to the needs of the exceptionalities. respond to the of the individuals
individuals with exceptionalities. needs of the with exceptionalities
individuals with and/or contains
CEC 1 (1.2) exceptionalities. multiple mechanical
ECSE 1.K2 and/or spelling errors.
InTASC 1, 2
NAEYC 1b
V. Replacement Behavior The candidate The candidate The candidate
The candidate identifies one appropriate replacement behavior identifies one identifies one identifies one
addressing the function of the inappropriate behavior. In a concise appropriate appropriate replacement behavior
summary, the candidate replacement behavior replacement and does not address
 states, in operational terms, a replacement behavior that satisfies addressing all of the behavior partially all of the components
the function of the inappropriate behavior; components listed in addressing the listed in order to
 identifies what the student should be doing; order to respond to components listed respond to the needs
 explains how the replacement behavior will be taught; and the needs of the in order to of the individuals
 discloses when the replacement behavior will be taught in order to individuals with respond to the with exceptionalities
respond to the needs of the individuals with exceptionalities. exceptionalities. needs of the and/or contains
individuals with multiple mechanical
CEC 1 (1.2) exceptionalities. and/or spelling errors.
ECSE 1.K2
InTASC 2
NAEYC 1b
VI. Positive Behavior Intervention and Supports The candidate designs The candidate The candidate
The candidate describes and implements and implements a designs and designs and
 one positive intervention; and behavior intervention implements a implements a
 minimally two supports when designing the behavior intervention plan addressing all of behavior behavior intervention
plan to intervene safely and appropriately with individuals with the components listed intervention plan plan that does not
exceptionalities. in order to intervene partially address all of the
safely and addressing the components listed in
CEC 2 (2.3) IGC.2.S6 appropriately with components listed order to intervene
ECSE 2.S2 individuals with in order to safely and
InTASC 3 exceptionalities. intervene safely appropriately with
NAEYC 1c and individuals with
appropriately exceptionalities
with individuals and/or contains

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with multiple mechanical

exceptionalities. and/or spelling errors.
VII. Data Collection and Visual Representation The candidate The candidate The candidate
The candidate implements the PBIP in which implements the PBIP, implements the implements the PBIP,
 data is collected for the selected intervention for 13 – 15 days; and addresses all of the PBIP and partially and does not address
 original data sheets are submitted, including components listed in addresses the all of the components
 dates and times of each data collection period in order to use order to use components listed listed in order to use
motivational and instructional interventions to teach motivational and in order to use motivational and
individuals with exceptionalities how to adapt to different instructional motivational and instructional
environments. interventions to teach instructional interventions to
individuals with interventions to teach individuals
CEC 2 (2.2) exceptionalities how teach individuals with exceptionalities
ECSE 2.S4 to adapt to different with how to adapt to
InTASC 3 environments. exceptionalities different
NAEYC 3b . how to adapt to environments and/or
different contains multiple
environments. mechanical and/or
spelling errors.
VIII. Data Summary and Interpretation The candidate The candidate The candidate
The candidate analyzes, interprets and summarizes data which analyzes, interprets and analyzes, analyzes, interprets
includes summarizes data which interprets and and/or summarizes
 one to three pages of narrative; addresses all of the summarizes data data which does not
 visual representations of the data in at least two ways (e.g., table, components listed in which partially address all of the
pie chart, bar graph, line graph, scatter plot); order to in order to addresses the components listed in
 how implementation of the positive behavior intervention plan adapt the physical components listed order to in order to
affected outcomes; and environment to in order to in adapt the physical
 plans for maintenance and generalization of the PBIP for the provide optimal order to adapt environment to
student in order to adapt the physical environment to provide learning the physical provide optimal
optimal learning opportunities for individuals with opportunities for environment to learning
exceptionalities. individuals with provide optimal opportunities for
exceptionalities. learning individuals with
opportunities for exceptionalities
CEC 2 (2.2) IGC.2.K2 individuals with and/or contains
ECSE 2.S4 exceptionalities. multiple mechanical
InTASC 3 and/or spelling errors.
NAEYC 3b

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IX. Reflection The candidate reflects The candidate The candidate reflects
The candidate reflects and generates a one to two page summary and generates a one to reflects and and generates a one
describing two page summary generates a one to to two page summary
 how the completion of this project contributed to growth in addressing all of the two page which does not
knowledge, skills, and dispositions in regards to classroom components in order summary which address all of the
management; to use motivational partially addresses components in order
 two changes that would be made if the project were to be repeated; and instructional all of the to use motivational
and interventions to teach components in and instructional
 how collaborating with other school-based professionals and/or individuals with order to use interventions to
students’ families might influence future student behaviors in exceptionalities how motivational and teach individuals
order to use motivational and instructional interventions to to adapt to different instructional with exceptionalities
teach individuals with exceptionalities how to adapt to different environments. interventions to how to adapt to
environments. teach individuals different
with environments and/or
CEC 7 (7.2) IGC.7.S3 exceptionalities contains multiple
ECSE 7.S2 how to adapt to mechanical and/or
InTASC 10 different spelling errors.
NAEYC 6b, 2a environments.

KEY
Points/Score
Minimum passing score = 22/27 = 81% - Must obtain 22 or more overall points and cannot score lower than a 2 on any section to pass this
signature assessment.

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