Understanding behavioral intervention planning within the framework of the Advanced Preparation Standard 3: Programs, Services, and Outcomes.
Aligned CEC Standard
Advanced Preparation Standard 3: Programs, Services, and Outcomes. The standard entails facilitating the ongoing improvement of programs, plans, and services at different levels to create the perfect system for exceptional individuals.
The artifact that is directly associated with the portfolio experience pertains to behavior intervention plans to allow for the improvement of programs, supports, and services. Their development is vital because teachers may often need to adjust or change individuals’ behaviors to facilitate a better quality of learning. The strategies implemented within behavior intervention plans include changes to learners’ environments, providing positive reinforcement, and supporting children in their efforts to adopt acceptable behaviors in the classroom. The assignment has taught me the importance of conducting comprehensive and regular behavior assessments to identify learners’ critical needs in behavior modification, allowing them to focus on learning without unwanted distractions. The artifact heavily supports the Advanced Preparation Standard 3: Programs, Services, and Outcomes because it enables considering the various ways in which the learning process can be enhanced, and behavioral modification is one of the strategies. The elements of the standard call for understanding the individual needs and diverse perspectives for developing a person-centered approach to learning. Ineffective practices related to developmental disorders/autism spectrum disorders and behavioral intervention plans have taken different forms ranging from curriculum modifications to functional language programs (Pelaez, 2017).
The knowledge and skills attained from professional employment can be applied to developing educational and behavioral programs to help children with exceptionalities receive the highest quality of education. Moreover, it facilitated the understanding of the importance of collaboration between practitioners involved for ensuring the most relevant, research-based, and targeted standards that special educators will use. For example, the collaborative efforts of educators allow looking at the individual needs of every student separately, thus developing a comprehensive behavior intervention plan that is person-oriented. If, for example, a student has experienced mental health issues, the behavior intervention plan will include recommendations from a mental health professional, such as cognitive-behavioral therapy strategies or social skills classes (Wood et al., 2020).
CEC. (2020). About our specialty sets. Web.
Pelaez, M. (2017). Autism and other child developmental disorders: Early behavior-analytic interventions. Behavioral Development Bulletin, 22(1), 1-3. Web.
Wood, J., Kendall, P., Wood, K., Kerns, C., Seltzer, M., Small, B., … Storch, EE. (2020). Cognitive behavioral treatments for anxiety in children with autism spectrum disorder: A randomized clinical trial. JAMA Psychiatry, 77(5), 474-483. Web.