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Part 1: Data Collection and Definition of Student Behavior ABC Chart
5.0
ABC chart depicting data found in Josephs student scenario is comprehensive and includes realistic, objective descriptions.
Part 1: Operationally Defined Target Behavior
5.0
Thorough, precise measurable, observable operational definition for Josephs target behavior is provided.
Part 2: Analysis of Data COE: 4.3 [CEC 4.2; ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q); MC2, MC5]
15.0
Narrative provides a skillful analysis and discusses emerging patterns discovered in Part 1. An expert hypothesis is developed depicting why the behavior is occurring. Hypothesis is insightfully justified by interpreting assessment results, guiding educational decisions.
Part 3: Intervention Ideas and Replacement Behaviors COE: 3.7 [CEC 2.2; ICSI.2.K5, ICSI.2.S2, ICSI.2.S3, IGC.2.S3, IGC.5.S23, IGC.5.S24; InTASC 3(d), 3(e), 3(l); MC1, MC2]
10.0
Motivational and instructional intervention ideas are creative and distinctly help Joseph adapt to different environments while promoting safe and appropriate behaviors.
Part 4: Proposed Intervention Plan Steps of Implementation and Management Strategies COE: 3.13 [CEC 2.1; ICSI.2.K1, ICSI.2.K2, ICSI.2.K3, ICSI.2.K4, ICSI.2.K5, ICSI.2.S1, ICSI.2.S4, ICSI.2.S15, ICSI.7.S6, IGC.7.K1, IGC.7.K4, IGC.7.S1, IGC.7.S2, IGC.7.S4; InTASC 3(a), 3(c), 3(f), 3(k); MC1, MC3, MC4, MC5]
15.0
Identification of replacement behavior is proficient. Intervention plan provides a quality outline for specific steps to change behavior. Compelling, realistic professional strategies and rewards/reinforcements to manage activities and social interaction through collaboration with staff are also incorporated.
Part 4: Proposed Intervention Plan Progress Monitoring COE: 4.4 [CEC 4.3, ICSI.4.K1, ICSI.4.K2, ICSI.4.S4, ICSI.4.S1, ICSI.4.S6, ICSI.6.K4, ICSI.7.K2, ICSI.7.K3, ICSI.7.K4, ICSI.7.S2, ICSI.7.S3, ICSI.7.S4, ICSI.7.S5, ICSI.7.S3, ICSI.7.S10, IGC.4.K1, IGC.4.K2, IGC.4.K3, IGC.7.K2, IGC.7.S2; InTASC 6(g), 6(i), 6(o), 6(t), 6(v), 9(c), 9(l) 10(a); MC1, MC2, MC3, MC4, MC5]
10.0
Proficient, realistic plan for gathering ongoing data from colleagues and family for progress monitoring is provided.
Part 4: Proposed Intervention Plan Resolving Escalation COE: 1.8 [CEC 2.3, ICSI.2.K6, ICSI.2.S10, IGC.2.S4, IGC.2.S5, IGC.2.S6, IGC.6.S2; InTASC 2(h); MC2, MC4, MC5]
10.0
Intervention plan includes thoughtful steps to resolve escalation of behavior safely and appropriately.
Part 5: Reflection COE: 4.2 [CEC 4.1; ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); MC2, MC3, MC5]
10.0
Summary provides a compelling reflection and includes how formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences in his or her future professional practice.
Template Format
5.0
Content is well-presented and easy to read. All template and format elements are correct.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
10.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage 100
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