Instructional Plan: Phase II

Nichole Thilges
CUR/516
7/4/2016

Functional Behavior Assessment (FBA)/ Behavior Support Plan (BSP)

Goals

The CFS
team will
understand
when to use
positive and
negative
reinforceme
nts

The CFS
team will

Objectives

Explanation of Instructional
Use of
Objectives
Strategies and Instructional
Activities
Technologies

Given a
presentation,
handout and
small group
discussion,
the Child
Family
Services team
will recognize
the seven
stages of
development
with 80%
accuracy.
Given a
presentation,
handouts, and
a classroom
discussion,
the Child
Family
Services team
will examine
and explain
the difference
between
reinforcement
and
punishment
without error.

Collaborative
learning will
be used so
that each
member of
the Child
Family
Services team
can gain
perspectives
from others
which will
increase their
knowledge.
Higher level
thinking will
be required
so that the
Child Family
Services team
can transfer
the
knowledge to
the work site.

Use of graphic
organizers
Small and large
group
discussions
Higher level
thinking skills
Collaborative
learning
Role-playing/
simulations
Check for
understanding
through peer
assessment

Computer
Projector for
Power Point
or Prezi
presentations

Given a
presentation,
handouts and
classroom
discussion,

Collaborative
learning will
be used. The
Child Family
Services team

Use of graphic
organizers
Small and large
group
discussions

Computer
Projector for
Power Point
or Prezi
presentations

understand
the elements
of a
Functional
Behavior
Assessment
(FBA)

the Child
Family
Services team
will recognize
and identify
the elements
of the ABC
model
without error.
Given a
presentation,
handout, and
a small group
discussion,
the Child
Family
Services team
will list and
explain the
seven steps to
complete a
FACTS
interview
without error.
Given a
presentation
and a group
activity, the
Child Family
Services team
will identify
and label the
different
functions of
targeted
behaviors
without error.
Given a
presentation,
group
discussion and
a case study,
the Child
Family
Services team
will compose
a hypothesis
statement
that includes

works daily in
a
collaborative
setting. Each
person brings
a different
view point to
the team
which allows
for everyone
to learn from
the others.
This is
important to
achieving this
goal. The
Child Family
Services team
will also be
using higher
level thinking
during this
portion of
training. This
is important
so that the
Child Family
Services team
can transfer
the learning
to outside of
the
classroom.

Higher level
thinking skills
Collaborative
learning
Role-playing/
simulations
Check for
understanding
through self
and peer
assessment

The CFS
team will
understand
the elements
of a Behavior
Support Plan
(BSP)

The CFS
team will
understand
how the
Functional
Behavior
Assessment
(FBA) and
Behavior

the WHAT,
WHEN,
WHERE and
WHY with
90% accuracy.
Given a
presentation,
a handout and
small group
role-play, the
Child Family
Services team
will practice
using the ABC
recording
form with
80% accuracy.
Given a
presentation
and classroom
discussion,
the Child
Family
Services team
will describe
how the ABC
model is
incorporated
into the
Behavior
Support Plan
(BSP) with
90% accuracy.
Given a
presentation,
handout, and
a classroom
discussion,
the Child
Family
Services team
will describe
the essential
elements of a
neutral and
supportive
milieu with
90% accuracy.

Project-based
and
collaborative
learning are
vital so that
the Child
Family
Services team
can produce a
Behavior
Support Plan
using the
team
environment.
Higher level
thinking also
must be used
so that the
Child Family
Services team
can
comprehend
all aspects of
the training.

Use of graphic
organizers
Small and large
group
discussions
Higher level
thinking skills
Collaborative
learning
Role-playing/
simulations
Check for
understanding
through self
and peer
assessment

Computer
Projector for
Power Point
or Prezi
presentations

Collaborative
learning and
project-based
learning will
be used so
that the Child
Family
Services team
can continue
work in a
collaborative
setting as
they do at
work. The
project-based

Use of graphic
organizers
Small and large
group
discussions
Higher level
thinking skills
Collaborative
learning
Role-playing/
simulations
Check for
understanding
through self

Computer
Projector for
Power Point
or Prezi
presentations

Support Plan
(BSP) work
together

Given a
presentation
and a case
study in a
small group
activity, the
Child Family
Services team
will use all
elements to
design a
functionbased
Behavior
Support Plan
(BSP) with
90% accuracy.
Given a
presentation
and a case
study in a
small group
activity, the
Child Family
Services team
will create a
behaviorbased
instructional
plan with 90%
accuracy.

learning is so
that they can
practice the
instructional
material in a
stress free
environment.

and peer
assessment