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Rubric
Maximum Score
100 points
Identify behaviors that interfere with learning
Rubric
Maximum Score
100 points
Identify behaviors that interfere with learning
20 possible points (20%)
Proficient
All of the student’s problem behaviors are clearly identified and listed according to priority (from most-to-least serious)
20
Competent
Most of the student’s problem behaviors are identified and listed according to priority (from most-to-least serious)
18
Needs Improvement
The student’s problem behaviors are not identified and/or not listed according to priority (from most-to-least serious)
16
Operationally define the behavior of concern
20 possible points (20%)
Proficient
Behavior is thoroughly defined in operational terms (observable and measurable)
20
Competent
Behavior is somewhat defined, in operational terms (observable and measurable)
18
Needs Improvement
Behavior is not defined in operational terms (observable and measurable)
16
Develop a clear hypothesis about the function of the behavior of concern
20 possible points (20%)
Proficient
Hypothesis statement is clear and thorough, and aligned with the function of the behavior of concern
20
Competent
Hypothesis statement is fairly clear and/or somewhat aligned with the function of the behavior of concern
18
Needs Improvement
Hypothesis statement is unclear, inadequate, and not aligned with the function of the behavior of concern
16
Identify replacement behaviors (alternate & desired) that meet the same function as the behavior of concern
20 possible points (20%)
Proficient
Replacement behaviors are clearly described and aligned with the function of the original behavior of concern
20
Competent
Replacement behaviors are somewhat clearly described and aligned with the function of the original behavior of concern
18
Needs Improvement
Replacement behaviors not appropriate and not aligned with the function of the original behavior of concern
16
Formulate a strategy for teaching the replacement behavior(s)
20 possible points (20%)
Proficient
Strategy for teaching replacement behaviors is clear and includes a thorough descriiption of antecedents and consequences, clear teaching strategy, a means of reducing problem behavior, and a method of monitoring progress (data) with scholarly support
20
Competent
Strategy for teaching replacement behaviors is somewhat clear and includes an adequate descriiption of antecedents and consequences, clear teaching strategy, a means of reducing problem behavior, and a method of monitoring progress (data) with scholarly support
18
Needs Improvement
Strategy for teaching replacement behaviors is incomplete and/or omits a descriiption of one or more of the following: antecedents and consequences, clear teaching strategy, a means of reducing problem behavior, and a method of monitoring progress (data) or lacks scholarly support
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