Study Guide
Field 291: Learning Behavior Specialist 2: Behavior Intervention Specialist
Sample Constructed-Response Assignments
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Overview for the Constructed-Response Assignments
There will be two sections of the test.
Section One will consist of three stand-alone constructed-response assignments.
Section Two will consist of a case study followed by three constructed-response assignments. The case study provides a hypothetical scenario relevant to an educator in your field. You will be asked to respond to the scenario in three assignments.
You will be providing a total of six responses to the constructed-response assignments on the test.
Directions for the Stand-Alone Constructed-Response Assignments
This section of the test will consist of three stand-alone constructed-response assignments. Each of the stand-alone assignments addresses a different subarea of the test as follows:
Assignment Subarea 1 I. Understanding Students with Behavioral Needs, Assessing Students, and Developing Individualized Education Programs 2 II. Planning and Delivering Instruction and Managing a Positive Learning Environment 3 III. Leadership, Collaboration, and Professionalism Each stand-alone constructed-response assignment will have two or more charges that may require you to do one or more of the following tasks:
- describe typical characteristics of a disability;
- identify and describe appropriate assessment tools;
- identify state and/or federal legislation, policies, or laws related to special education services;
- describe instructional theories, techniques, and/or strategies relevant to a specific LBS II content area;
- describe roles and functions of professionals involved in the education of students with disabilities; or
- identify and describe the collaboration process with family members, other professionals, and/or outside agencies.
An excellent response to each constructed-response assignment would demonstrate thorough knowledge and understanding of the subject matter for the specific test subarea. The examinee would fully achieve the purpose of the assignment by responding appropriately to all aspects of the assignment. The examinee would apply subject-matter knowledge to the specific assignment in a substantial, accurate, and appropriate manner. The examinee would also provide sound supporting evidence and high-quality examples that are relevant to the particular assignment, and demonstrate an ably reasoned, comprehensive understanding of the topic.
The constructed-response assignments are designed to assess content-area knowledge and skills, not writing ability. However, your responses must be communicated clearly enough to permit valid judgment of the scoring criteria.
Sample Constructed-Response Assignment 1
Assignment 1 is intended to assess your understanding of "Understanding Students with Behavioral Needs, Assessing Students, and Developing Individualized Education Programs," which is the first subarea of the Learning Behavior Specialist 2: Behavior Intervention Specialist test framework. The test objectives for that subarea are listed below. Your response to Assignment 1 should relate to those test objectives.
Using your knowledge of procedures for developing and monitoring behavior intervention plans (B I Pees) for students with behavior needs, write an essay in which you:
- identify two strategies for using the results of functional behavior assessments (F B Aees) to develop individualized goals for students with behavior needs and describe why each strategy that you identified is effective for this purpose;
- describe two strategies for assessing the effectiveness of behavior intervention plans (B I Pees) and explain the rationale for each strategy that you identified; and
- explain the importance of coordinating behavioral interventions among stakeholders involved in implementing B I Pees.
FOR YOUR REFERENCE ONLY—The constructed-response item for Assignment 1 is written to assess understanding in Subarea 1, "Understanding Students with Behavioral Needs, Assessing Students, and Developing Individualized Education Programs," which consists of the objectives listed below.
Demonstrate knowledge of the components of functional behavior assessments (F B Aees) and behavior intervention plans (B I Pees) (e.g., identifying the function of behaviors, implementing preventative strategies, applying evidence-based interventions).
Apply knowledge of ways to effectively collaborate with stakeholders to analyze, interpret, and communicate the results of formal and informal assessments to inform decisions, determine long- and short-term goals, plan and evaluate instruction, and modify learning environments.
Demonstrate knowledge of strategies for using the results of functional behavior assessments (F B Aees) and relevant data to develop, implement, evaluate, and modify B I Pees to effectively meet the needs of students.
Demonstrate strategies for coordinating behavioral interventions among stakeholders involved in the implementations of I E Pees and B I Pees.
Sample Strong Response to the Constructed-Response Assignment
A strategy for using the results of functional behavior assessments (F B Aees) to develop individualized goals for students with behavior needs would be to analyze the data of the A B C (Antecedent, Behavior, Consequence) chart, to determine what increases or decreases the behavior. The A B C data chart records what happens right before the behavior, the behavior, and the consequences of the behavior. This is effective because it leads to the reason(s) behind the student's behavior which will be helpful when developing the student's goals/B I P such as making schedules, changing the environment, and daily routines. Some reasons for the behavior could include seeking/escaping attention, not having basic needs met, academic frustration, or avoidance of tasks. Another strategy to develop individualized goals for the student with behavior needs is to develop a B I P around the target behavior(s) as described in the F B A. The goals for developing appropriate behavior(s) should be observable and measurable. This strategy is effective because everyone involved with the B I P knows exactly what behavior is being addressed and can implement the plan with consistency and fidelity.
One strategy for assessing the effectiveness of behavioral intervention plans (B I Pees), is to obtain initial baseline data of the student's inappropriate behavior(s) before implementing the B I P. All staff involved would collect frequency and duration data. The B I Pees goal is to stop inappropriate behavior(s) by naming the actions that are needed to replace the behavior. After implementing the B I P for a few weeks the staff would analyze the frequency and duration of the behavior(s) and compare it to the baseline. If the frequency of the desired behavior has not increased, then adjustments should be made in order to make progress. If the desirable behavior has improved, then it would be beneficial to continue with the existing plan. Another strategy is to interview the student to determine what strategies have been beneficial for their progress. Also, the family could give feedback regarding specific changes in behavior they have seen at home. The student and their family are the primary stakeholders in a B I P, and their feedback informs the effectiveness of the B I P.
It is very important to coordinate behavioral intervention among stakeholders so that everyone understands how to implement the B I P with fidelity and consistency. All stakeholders need to be able to identify the behavior being addressed in the B I P. This is so that reliable data is collected regarding the decrease in the target behavior and the effectiveness of the intervention. It is important to use the same language and consequences across all settings including the home. This would promote the generalization of appropriateness of the student's behaviors in all settings.
Sample Constructed-Response Assignment 2
Assignment 2 is intended to assess your understanding of "Planning and Delivering Instruction and Managing a Positive Learning Environment," which is the second subarea of the Learning Behavior Specialist 2: Behavior Intervention Specialist test framework. The test objectives for that subarea are listed below. Your response to Assignment 2 should relate to those test objectives.
Using your knowledge of managing positive learning environments for students with behavioral needs, write an essay in which you:
- identify a hypothetical student by age and behavioral needs and describe two ways to modify a learning environment to meet the behavioral needs of the hypothetical student you identified;
- describe two classroom management strategies that would maximize the learning of the hypothetical student you identified; and
- identify two crisis intervention and/or crisis prevention strategies and describe how the strategies that you identified would promote safety across learning environments of the hypothetical student you identified.
FOR YOUR REFERENCE ONLY—The constructed-response item for Assignment 2 is written to assess understanding of Subarea 2, "Planning and Delivering Instruction and Managing a Positive Learning Environment," which consists of the objectives listed below.
Demonstrate knowledge of methods for planning, designing, and modifying learning environments to meet the cognitive, social-emotional, cultural, linguistic, and communication needs of students.
Demonstrate knowledge of classroom management strategies (e.g., transitions, time management, preventative strategies), including developing and explicitly teaching structured daily routines and expectations to maximize students' learning.
Demonstrate knowledge of de-escalation and crisis intervention and prevention strategies and methods to maintain safety (e.g., frequent check-ins, individualized de-escalation plans, relationship building) across learning environments.
Sample Strong Response to the Constructed-Response Assignment
Lucy is an eleven-year-old fifth grader. They read and comprehend at a third-grade level. Lucy exhibits the following behaviors: is inattentive to what is being taught/assignments, refuses to complete or turn in their assignments, tries to distract classmates by making faces or inappropriate comments, and they destroy/ruin their work by crumpling up work sheets or ripping up workbooks. Lucy is in an inclusive classroom. Both Lucy and the classroom teacher receive support from the behavior interventionist and reading teacher. One modification to the learning environment would be to seat Lucy near the classroom teacher who would then be more readily able to redirect Lucy's attention. Another modification is to provide a carrel for when Lucy is working on an assignment. This modification would help Lucy to concentrate on the assignment, and may help her to complete and turn in work, and limit their ability to distract classmates.
Lucy's behaviors appear to stem from their being overwhelmed by not being able to read assignments or understand them. In fifth grade much of the work is reading-based. One classroom management strategy that would maximize Lucy's learning would be to break down assignments into smaller parts. Given her reading difficulties this would reduce her being overwhelmed by having too much to read all at once. Another classroom management strategy is to have a consistent visual classroom schedule that would include break times. Lucy, like most students, would benefit from predictability/consistency. Lucy would also benefit from time to unwind and have breaks from reading.
A crisis intervention/de-escalation strategy to use when Lucy is crumpling up her work sheets is to calmly tell her in a quiet voice that she needs to take a break. This promotes safety across learning environments as it interrupts/stops Lucy from continuing to destroy/ruin her work across settings. A crisis prevention strategy would be to teach Lucy to become aware of their behavior triggers. Then they could be taught to signal their teachers (for ex. holding up a card or touching their ear) when they are beginning to feel overwhelmed. The teachers would offer an appropriate intervention such as take a break or breathing techniques. This strategy promotes safety across learning environments as all of Lucy's teachers would know the signal as well as the interventions.
Sample Constructed-Response Assignment 3
Assignment 3 is intended to assess your understanding of "Leadership, Collaboration, and Professionalism," which is the third subarea of the Learning Behavior Specialist 2: Behavior Intervention Specialist test framework. The test objectives for that subarea are listed below. Your response to Assignment 3 should relate to those test objectives.
Using your knowledge of ways to effectively support students with behavior needs and their families in the home environment, write an essay in which you:
- identify two approaches for supporting parents/guardians of students with behavior needs in implementing positive behavioral supports in the home environment and explain why each approach is effective for this purpose;
- describe two ways that a behavior intervention specialist could advocate for the parents/guardians of children with behavior needs as they interact with schools and/or community agencies in support of their child; and
- describe a strategy for collaborating with agencies, networks, and/or organizations to implement family supports.
FOR YOUR REFERENCE ONLY—The constructed-response item for Assignment 3 is written to assess understanding in Subarea 3, "Leadership, Collaboration, and Professionalism," which consists of the objectives listed below.
Apply knowledge of the continuum of educational placements within the context of the least restrictive environment (L R E), and behavior supports that promote students' inclusion in general education, small-group, and individual settings as well as various program placements.
Apply knowledge of collaborative strategies to use with families, students, related service providers, and other professionals; and approaches for providing parent/guardian education in the implementation of positive behavioral supports in the home environment.
Apply knowledge of strategies to serve as an advocate for individuals and their families and collaborate with appropriate agency personnel to reduce family stress and implement family support.
Sample Strong Response to the Constructed-Response Assignment
One approach for supporting parents/guardians of students with behavior needs in implementing positive behavior supports in the home environment is to create a daily mode of communication between school and home. The use of an app such as Class Dojo or Remind Hub allows teachers and parents/guardians to easily communicate the successes and concerns regarding a student. These apps are available in numerous languages and use a secure private feed. Both parties can provide quick updates, photos/videos and reminders to help a student make progress toward behavioral goals. A second strategy to help parents/guardians implement positive behavior supports at home is to schedule a monthly progress meeting between all teachers and parents/guardians. At this meeting, teachers and parent/guardians can discuss the progress the student has made regarding behavior in both the school and home by sharing classroom data and anecdotal observations. Questions can be answered, strategies can be modeled, and plans to move forward can be developed. It is an opportunity to make sure teachers and parent/guardians are using the same behavior supports with fidelity.
One way a behavior intervention specialist could advocate for the parents/guardians of children with behavior needs as they interact with schools and/or community agencies is to inform parents/guardians of the community resources available to support their child. Parents/guardians may be unaware of what is available or how to access these resources. A behavior intervention specialist can organize a resource fair or a school open house night with representatives from local community agencies at which time parents/guardians can connect with an appropriate agency. For parents/guardians unable to attend such an event, a list of websites that includes contact information for these agencies can be sent home. Agencies that may be included on this list are Illinois Department of Human Services, Illinois Association for Behavioral Health, and United Way of Chicago. A second way a behavior interventionist can advocate for parents/guardians of children with behavior needs would be to act as a liaison between the parents/guardians and a community agency to set up an initial meeting between the two parties. The behavior intervention specialist can help the parents/guardians make a list of questions and concerns to ask the agency representative and act as a support for the parents/guardians as they develop their relationship with a community agency.
A strategy for collaborating with agencies, networks, and/or organizations to implement family supports is to invite a community agency representative to monthly progress meetings and I E P review meetings with parents/guardians' permission. An agency representative will gather information about what is happening in school and especially at home. With this information, an agency representative can give a description of services that can be provided to the student and family and help make a match between the student, the needed services and the appropriate provider. After services have begun, the agency representative can share notes and observations from the service provider regarding the student's progress with the rest of the team.
Directions for the Case Study Constructed-Response Assignments
This section of the test will consist of one case study followed by three constructed-response assignments. The case study provides a hypothetical scenario, typically about a particular student, and provides background information in the form of test results, teacher reports, home surveys, notes from parents/guardians, and excerpts from professional evaluations or other information
The three constructed-response assignments will address a different subarea of the test as follows:
Assignment Subarea 1 I. Understanding Students with Behavioral Needs, Assessing Students, and Developing Individualized Education Programs 2 II. Planning and Delivering Instruction and Managing a Positive Learning Environment 3 III. Leadership, Collaboration, and Professionalism Each case study constructed-response assignment will have two or more charges that may require you to do one or more of the following tasks:
- identify the strengths and needs of the hypothetical student according to assessment results and other background information provided;
- identify and describe a successful learning environment and instructional models, strategies, or modifications relevant to the hypothetical scenario;
- identify individuals and issues needing to be addressed in the hypothetical student's Individualized Education Program (I E P) meeting; or
- describe individual or team collaboration strategies and explain why you think the strategies would be effective.
An excellent response to each constructed-response assignment would demonstrate thorough knowledge and understanding of the subject matter for the specific test subarea. The examinee would fully achieve the purpose of the assignment by responding appropriately to all aspects of the assignment. The examinee would apply subject-matter knowledge to the specific assignment in a substantial, accurate, and appropriate manner. The examinee would also provide sound supporting evidence and high-quality examples that are relevant to the particular assignment, and demonstrate an ably reasoned, comprehensive understanding of the topic.
The constructed-response assignments are designed to assess content-area knowledge and skills, not writing ability. However, your responses must be communicated clearly enough to permit valid judgment of the scoring criteria.
Case Study
This case study focuses on Joey, who is a 12-year-old sixth-grade student. Joey has transitioned from an alternative education placement for students with social-emotional needs to the general education setting with support. He lives with his father and an older and younger brother. Joey has an Individualized Education Program (I E P), which includes a behavior intervention plan (B I P), but given recent changes in Joey's educational placement and behavior, the I E P team recommends a functional behavior assessment (F B A) in order to develop a B I P that effectively supports his behavior needs in the general education setting.
Use the information from Joey's educational file to answer the three assignments. Be sure to read the entire case file and all three assignments before you begin your responses.
Exhibit 1
Background Information
The information below was obtained from Joey's educational record and summarizes his past medical, family, and educational history.
Past Medical History: Joey was born prematurely at 32 weeks gestation and was exposed to drugs in utero. He remained in the neonatal intensive care unit for approximately two weeks due to low birth weight, respiratory distress, and feeding problems. He was enrolled in early intervention at 12 months of age for delays in speech and language development.
Joey's past medical history is significant for oppositional defiant disorder, attention-deficit/hyperactivity disorder (A D H D), and trauma. He currently takes Adderall for A D H D.
Family History: Joey has been involved with the Illinois Department of Children and Family Services since birth. He was placed with his maternal grandmother at birth but was reunified with his mother at the age of two. From the ages of three to nine he was placed with his maternal grandmother and mother several times as his mother underwent treatment for substance abuse. During that time, Joey witnessed domestic violence between his mother and a partner.
At the age of ten, his father was awarded full custody of Joey and he now resides with his father and two brothers.
Joey's family history is significant for depression and substance abuse.
Educational History: Following a Full and Individual Evaluation (F I E), Joey qualified for an Individualized Education Program (I E P) at the age of three for a developmental delay. By the age of eight, Joey demonstrated age-appropriate speech and language skills, but continued to qualify for an I E P for social-emotional and behavioral needs.
At age ten, Joey was placed in an alternative educational placement given his increasing behavioral needs and several incidents in which he caused physical injury to a teacher and classmates.
By all accounts, Joey has made considerable gains while placed in the alternative educational placement, and he and his family are looking forward to him returning to his community school.
Exhibit 2
Antecedent-Behavior-Consequence (A B C) Data
The information below is an excerpt of Joey's A B C data collected by the behavior intervention specialist.
| intentionally left blank | Antecedent | Behavior | Consequence |
|---|---|---|---|
| Date: 4/21 Time: 8:45 a.m. Activity: Math |
Students were asked to solve the "problem of the day" in their math journals. | Joey retrieved his math journal but began to drum his fingers on the cover while singing. | The teacher verbally redirected Joey to the activity. |
| Date: 4/21 Time: 8:50 a.m. Activity: Math |
Joey was asked to sit by the teacher in the front of the room who reminded him about earning choice time for completing work. | Joey started singing louder, especially as other students started to laugh. | The teacher asked Joey to go to the student support room. Joey was accompanied by a paraprofessional. |
| Date: 4/21 Time: 9:30 a.m. Activity: Music |
Joey was asked to explore percussion instruments in small groups. | Joey started beating on a drum loudly while singing "Bad to the Bone." | The teacher told Joey that it was okay to sing if the words were appropriate for school and he wasn't so loud. |
| Date: 4/21 Time: 10:45 a.m. Activity: ELA |
Students were asked to retrieve their books for independent reading. | As students were reading, Joey attempted to tell inappropriate jokes. | The teacher had Joey sit near his desk and read aloud to him during independent reading. |
Exhibit 3
Classroom Observation
The observation below is an excerpt of a series of classroom observations conducted by the behavior intervention specialist.
| Date: April 22 Time: 30 minutes Activity: ELA |
|---|
|
Students were asked to retrieve their books for independent reading. Joey retrieved his book, but after approximately three minutes of reading, he began to look around the classroom. He began making rude noises and as students started to laugh, he became louder. The teacher asked Joey to sit by his desk and gave Joey a choice of activities. Joey asked for the teacher to read the book aloud, even though this wasn't a choice. The teacher read aloud for approximately 20 minutes. Following the independent reading, the teacher paired students into small groups to discuss their books. Joey was assigned to a group of two students but, after approximately five minutes, appeared uninterested in the activity. He began to sing and beat his desk with the palms of his hands and was initially ignored by the teacher. Once he began to walk around the classroom, distracting the other groups of students, the teacher directed Joey to sit by his desk. The teacher engaged Joey in the activity 1:1 and it appeared as though he enjoyed discussing the book with the teacher. |
| Date: April 22 Time: 30 minutes Activity: Mathematics |
|
Students were asked to retrieve their journals for a "math quick-write." Joey retrieved his journal and pencils and, after being given a prompt, started to write in his journal. After approximately three minutes he began to look around the classroom. He gazed at the teacher as the teacher assisted another student, and then began to sigh loudly, throw bits of pencil eraser at other students, and kick his desk. The teacher asked Joey to sit by his desk and verbally redirected Joey to the immediate task. Joey asked the teacher a couple of questions but completed the assignment as the teacher sat in proximity at his desk. Students were then engaged in a math mini-lesson. Throughout the lesson, Joey made rude noises and statements, such as "boring" and "snooze fest." Joey was verbally redirected by the teacher several times and was then asked to go to student support. He was accompanied by the paraprofessional. |
Exhibit 4
Tally Chart Data
The data below represents the frequency to which Joey engages in disruptive classroom behavior. Disruptive behavior includes singing loudly, shouting out inappropriate comments, and banging and kicking the desk.
The frequency of Joey's disruptive behavior was tracked using tally marks on a data tracking sheet. The data tracking sheet has 6 columns and 12 rows. In the first row, the columns are labeled Activity, M for Monday, T for Tuesday, W for Wednesday, Th for Thursday, and F for Friday. In the first column on the left, the rows are labeled, Arrival, Math, Specials, Snack, Reading, Lunch, Recess, Writing, Science/Math—Outside Exploration, Social Science/Reading, and Dismissal. In the second row, first column labeled Arrival, Joey did not demonstrate any behaviors under columns M, T, W, Th, and F. In the third row, first column labeled Math, Joey demonstrated 8 behaviors under column M, 8 behaviors under column T, 6 behaviors under column W, 7 behaviors under column Th, and 7 behaviors under column F. In the fourth row, first column labeled Specials, Joey demonstrated 2 behaviors under column M, 2 behaviors under column T, 2 behaviors under column W, and no behaviors under columns Th and F. In the fifth row, first column labeled Snack, Joey did not demonstrate behaviors under columns M, T, W, Th, and F. In the sixth row, first column labeled Reading, Joey demonstrated 7 behaviors under column M, 8 behaviors under column T, 4 behaviors under column W, 8 behaviors under column Th, and 8 behaviors under column F. In the seventh and eighth row, first column labeled Lunch and Recess, Joey demonstrated no behaviors under columns M, T, W, Th, and F. In the ninth row, first column labeled Writing, Joey demonstrated 9 behaviors under column M, 4 behaviors under column T, 8 behaviors under column W, 7 behaviors under column Th, and 4 behaviors under column F. In the tenth row, first column labeled Science/Math—Outside Exploration, Joey demonstrated 1 behavior under column M, 2 behaviors under column T, 1 behavior under column W, 2 behaviors under column Th, and 1 behavior under column F. In the eleventh row, first column labeled Social Science/Ready, Joey demonstrated 8 behaviors under column M, 7 behaviors under column T, 7 behaviors under column W, 8 behaviors under column Th, and 4 behaviors under column F. In the twelfth row, first column labeled Dismissal, Joey demonstrated 2 behaviors under column M, 1 behavior under columns T, W, and Th, and no behaviors under the column F.
Sample Constructed-Response Assignment 4
Case Study Assignment 1 is intended to assess your understanding of "Understanding Students with Behavioral Needs, Assessing Students, and Developing Individualized Education Programs," which is the first subarea of the Learning Behavior Specialist 2: Behavior Intervention Specialist test framework. The test objectives for that subarea are listed below Assignment 1. Your response to Assignment 1 should relate to those test objectives.
Write an essay in which you analyze specific information from the student's assessment data. In your essay:
- describe the factors that have affected the student's social-emotional development, learning, and/or behavior, citing evidence from the student's assessment data to support your observations;
- identify two antecedents to the student's behavior and describe an effective preventative strategy for each behavior that you identified; and
- identify two behaviors that need to be addressed in the student's behavior intervention plan (B I P) and describe an effective intervention strategy for addressing each behavior you identified.
FOR YOUR REFERENCE ONLY—The constructed-response item for Case Study Assignment 1 is written to assess understanding in Subarea 1, "Understanding Students with Behavioral Needs, Assessing Students, and Developing Individualized Education Programs," which consists of the objectives listed below.
Demonstrate knowledge of factors that affect development, learning, and daily living skills in students with behavioral needs.
Demonstrate knowledge of the impact of behavior on the cognitive, social-emotional, and communication development of all students with behavioral needs.
Demonstrate knowledge of the components of functional behavior assessments (F B Aees) and behavior intervention plans (B I Pees) (e.g., identifying the function of behaviors, implementing preventative strategies, applying evidence-based interventions).
Demonstrate knowledge of strategies for using the results of functional behavior assessments (F B Aees) and relevant data to develop, implement, evaluate, and modify B I Pees to effectively meet the needs of students.
Sample Strong Response to the Constructed-Response Assignment
As stated in the case study: "Joey's past medical history is significant for oppositional defiant disorder, attention-deficit/hyperactivity disorder (A D H D), and trauma. He currently takes Adderall for A D H D." Joey has a significant birth and early life history which has affected his social-emotional development, learning and/or behavior as described in a review of his educational records. This includes exposure to drugs in utero, being born prematurely at 32 weeks, and enrollment in early intervention services at 12 months due to speech and language delays. The Illinois Department of Children and Family Services has been involved with Joey and his family since birth. Since birth to age nine he has been placed alternatively between his mother and his maternal grandmother because his mother was undergoing treatment for substance abuse. Joey witnessed domestic violence between his mother and a partner. There is also significant family history for depression and substance abuse. Joey's educational history states that at age three he had an Individual Education Program due to developmental delay. At eight years old Joey's I E P changed to just addressing social-emotional and behavioral needs as he demonstrated age-appropriate speech and language skills. However, at age ten Joey was placed in an alternative educational placement given his behavior in which he physically hurt a teacher and some classmates. Currently Joey is twelve years old going into sixth grade in his community school with support.
One antecedent to Joey's behavior according to the A B C chart and the anecdotal record is the teacher giving the direction to do work (for ex. solve the math problem for the day in the math journal or retrieve a book to do independent reading). After a few minutes Joey is off task – drumming fingers, singing, making rude noises, etc. Analyzing these records seems to indicate that Joey is attention seeking with these behaviors. An effective strategy to prevent this is to preferentially seat Joey next to the teacher or paraprofessional so that they can direct Joey to start work and then periodically check in to make sure that Joey is staying on task.
Another antecedent behavior in the anecdotal record is the teacher went to help another student, Joey "… gazed at the teacher as the teacher assisted another student, and then began to sigh loudly, throw bits of pencil eraser at other students, and kick his desk." This again appears to be attention seeking behavior. The same strategy of having an adult next to Joey to give him attention by focusing him on his work would be effective.
One behavior that needs to be addressed in Joey's B I P is his singing instead of doing his work. An effective intervention strategy is to introduce a token system — for a given amount of hash marks for doing his work quietly he gets a reward of his choice. The hash marks initially would be given very frequently (perhaps every minute) so that he can achieve success by getting the required number of hash marks needed for a reward. Then gradually the time between when hash marks and/or number required for a reward would increase as this behavior fades out. Another behavior that needs to be addressed in Joey's B I P is when he is in a small discussion group Joey gets up and walks around the room distracting classmates. An effective strategy to use would be to pair staying in his seat and participating in the discussion with a highly preferred activity that Joey has chosen. For example, if Joey likes using the computer, they can earn computer time by remaining in his seat and joining in the discussion.
Sample Constructed-Response Assignment 5
Case Study Assignment 2 is intended to assess your understanding of "Planning and Delivering Instruction and Managing a Positive Learning Environment," which is the second subarea of the Learning Behavior Specialist 2: Behavior Intervention Specialist test framework. The test objectives for that subarea are listed below Assignment 2. Your response to Assignment 2 should relate to those test objectives.
Write an essay in which you discuss specific aspects of the student's instructional program. In your essay:
- identify two strategies to prepare the student to seek out available services within the school environment and explain why each strategy that you identified would promote the student's ability to meet their own behavior needs;
- describe two crisis prevention strategies to maintain a safe classroom environment and describe why each crisis prevention strategy would be effective for this purpose; and
- describe two classroom management strategies that would meet the social-emotional needs of the student and explain why each strategy that you described would be effective for this purpose.
FOR YOUR REFERENCE ONLY—The constructed-response item for Case Study Assignment 2 is written to assess understanding in Subarea 2, "Planning and Delivering Instruction and Managing a Positive Learning Environment," which consists of the objectives listed below.
Demonstrate knowledge of strategies for preparing students to self-advocate for their needs and to seek out available services and opportunities within the school environment, the workplace, and the community.
Demonstrate knowledge of methods for planning, designing, and modifying learning environments to meet the cognitive, social-emotional, cultural, linguistic, and communication needs of students.
Demonstrate knowledge of de-escalation and crisis intervention and prevention strategies and methods to maintain safety (e.g., frequent check-ins, individualized de-escalation plans, relationship building) across learning environments.
Sample Strong Response to the Constructed-Response Assignment
One strategy to prepare Joey to seek out available services within the school environment is to teach him appropriate ways to ask for help. An example would be teaching him an "I" statement such as "I'm frustrated, and I need help". This strategy would be an appropriate way for him to advocate for himself. Another strategy is using a signal system. When Joey is having a difficult time in the classroom, he can signal the teacher of his need to speak with support staff that he has developed a positive relationship with such as the social worker. This strategy is a quick, discreet way of giving him permission to seek help from other staff. He may need to go to the support room or leave the classroom to see the social worker. All staff need to be aware of this system. If the staff is unavailable at that moment, there would be a designated waiting area set up for him.
Two crisis prevention strategies would be having a take a break space and clear expectations in the classroom. Joey would benefit from having a take a break space in a designated area of the classroom away from other students. This area should be available for the whole class so Joey wouldn't feel embarrassed about using it. Guidelines would be set for the use of this area. A timer can be set for a specific amount of time, or he could return to his seat when he can participate appropriately. This strategy would be effective because it would help prevent disruptive behavior and maintain a safe classroom environment. Clear expectations in the classroom and consistency in applying the rules would help to prevent incidents and keep the classroom safe. Given the trauma that Joey experienced early in life he benefits from the clear expectations and consistency of a structured classroom. However, given Joey's social emotional needs, at a particular time the teacher may need to adjust classroom expectations for him. Being flexible is crucial in order to make progress. Doing what is fair in the moment helps to promote proper behavior so a safe environment is maintained.
Two classroom management strategies that would meet the social-emotional needs of Joey would be preferential seating and a visual classroom/individual schedule. Preferential seating in proximity to the teacher and/or paraprofessional will effectively help Joey express his needs and keep him focused on tasks. He will also be able to ask for directions and seek individualized help on academic assignments. He has demonstrated that he is able to be cooperative when a teacher read aloud text to him 1 to 1. He enjoyed the activity and was able to remain focused for 20 minutes. Joey would benefit from a daily visual classroom schedule which includes routines, that can be posted in the classroom. This is effective because it lets him know what to expect every day. The class could review the schedule each morning. Joey may also have an individual schedule which includes a list of materials needed each day. When the schedule has been changed the teacher can address the changes and questions that students have about the day.
Sample Constructed-Response Assignment 6
Case Study Assignment 3 is intended to assess your understanding of "Leadership, Collaboration, and Professionalism," which is the third subarea of the Learning Behavior Specialist 2: Behavior Intervention Specialist test framework. The test objectives for that subarea are listed below Assignment 3. Your response to Assignment 3 should relate to those test objectives.
Write an essay in which you discuss specific issues related to the development and implementation of the student's behavioral interventions. In your essay:
- identify the teachers, related service providers, and/or other professionals who should take part in developing the student's behavior intervention plan (B I P) and describe the roles and responsibilities of each of these individuals with respect to the development of the student's B I P;
- describe a strategy for collaborating with each teacher, related service provider and/or other professional you identified to develop individualized behavioral interventions that promote the student's inclusion in the general education classroom; and
- identify a strategy for coaching teachers or paraprofessionals in implementing behavior interventions in the student's Least Restrictive Environment (L R E) and describe why the strategy that you identified is effective for this purpose.
FOR YOUR REFERENCE ONLY—The constructed-response item for Case Study Assignment 3 is written to assess understanding in Subarea 3, "Leadership, Collaboration, and Professionalism," which consists of the objectives listed below.
Demonstrate knowledge of effective strategies for communicating, consulting, and collaborating with teachers and other service providers about instructional methods, technology, accommodations, and modifications to support student learning in the least restrictive environment (L R E) as deemed appropriate by the Individualized Education Program (I E P) team.
Demonstrate knowledge of strategies for supervising, coaching, and working with paraprofessionals, general education teachers, and other service providers in the implementation of individualized behavior intervention plans (B I Pees) and tier 2 and tier 3 systems of supports.
Apply knowledge of the continuum of educational placements within the context of the least restrictive environment (L R E), and behavior supports that promote students' inclusion in general education, small-group, and individual settings as well as various program placements.
Sample Strong Response to the Constructed-Response Assignment
A team of teachers, related service providers and any other professionals who work with Joey should take part in developing his behavior intervention plan. The team may include the behavior intervention specialist who can share the results of the F B A chart. They can act as the case manager and facilitate the discussion about goal setting, classroom behavior interventions, and progress monitoring. The behavior intervention specialist can also make sure all staff members who work with Joey have a copy of the B I P and understand the behavior interventions that are to be used. The classroom teacher can describe the behaviors Joey exhibits in the general education classroom and what interventions have worked or not worked to improve his behavior and participation in learning. They can help prioritize the behavior goals needed to help Joey improve his behavior and academics. The school social worker can provide details of their interactions with Joey both in and out of the classroom. They can provide suggestions for possible interventions that can be used both in the classroom and/or in a small group or 1 to 1 setting. Staff from the student support room can share what occurs when Joey is sent out of the classroom for a break in their room. They can share what interventions are used to get Joey back in focus so he can return to learning in the general education classroom.
A strategy for collaborating with the members who met to develop the B I P is to schedule regular meetings (i.e., biweekly, monthly) regarding the use of the strategies outlined in the B I P. At each meeting, the behavior intervention specialist can review the interventions outlined in the B I P and get feedback from each member as to how they are being used in the general education setting. This is also an opportunity to "tweak" an intervention for a specific setting to promote Joey's behavior and learning.
The behavior intervention specialist can coach teachers and paraprofessionals in implementing behavior interventions in the student's Least Restrictive Environment (L R E) by going into each classroom and modeling the interventions included in the B I P. Each intervention can be explicitly modeled for the staff. The behavior intervention specialist can then observe each staff member using the interventions. The behavior interventionist can also be available as a consult to remodel each approach as needed, make any adjustments, or answer any questions as these interventions are put into practice. This coaching and consult model will be effective because it makes sure all staff are using the behavior interventions with the same language and consistency.
Performance Characteristics
The performance characteristics for each score point for the LBS II: Behavior Intervention Specialist constructed-response items are organized according to four major writing performance features: (1) purpose, (2) subject-matter knowledge, (3) support, and (4) rationale. Each of these performance characteristics is described in more detail below. Detailed characterizations of the score point features are described in the scoring scale.
| Purpose | The extent to which the response achieves the purpose of the assignment. Each assignment defines a number of specific tasks and asks the examinee to write an essay addressing those tasks. Purpose involves the extent to which the examinee's response fulfills the tasks enumerated in the assignment. |
|---|---|
| Subject-Matter Knowledge | Accuracy and appropriateness in the application of the subject-matter knowledge specified in the LBS II: Behavior Intervention Specialist test framework. Application of subject-matter knowledge involves the extent to which the content of the examinee's response to the assignment demonstrates a practical command of the professional knowledge and skills detailed in the relevant sections of the LBS II: Behavior Intervention Specialist test framework. |
| Support | Quality and relevance of supporting details. Quality of support depends on the specificity, relevance, quantity, and accuracy of evidence cited in support of the examinee's response to the assignment. Support may involve giving detailed descriptions, explanations, and examples. |
| Rationale | Soundness of argument and degree of understanding of the subject matter. The soundness of an argument depends on the correctness of the basic premises from which the argument proceeds and the validity of the logic by which conclusions are derived from those basic premises. Examinees demonstrate how well they understand the subject matter of their responses by presenting sound arguments for the statements they make. |
Scoring Scale
Scores will be assigned to each response to the constructed-response assignments according to the following scoring scale.
| Score Point | Score Point Description |
|---|---|
| 4 |
The "4" response reflects a thorough knowledge and understanding of the subject matter.
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| 3 |
The "3" response demonstrates a general knowledge and understanding of the subject matter.
|
| 2 |
The "2" response demonstrates a limited knowledge and understanding of the subject matter.
|
| 1 |
The "1" response demonstrates a weak knowledge and understanding of the subject matter.
|
| U | The response is unscorable because it is unrelated to the assigned topic, illegible, primarily in a language other than English, or lacking a sufficient amount of original work to score. |
| B | There is no response to the assignment. |