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iRubric: HESS Module 4 Training - Behavior Modification rubric

iRubric: HESS Module 4 Training - Behavior Modification rubric

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HESS Module 4 Training - Behavior Modification 
HESS Module 4 Training
Rubric Code: D23W577
By sherryb91
Draft
Public Rubric
Subject: Education  
Type: Assignment  
Grade Levels: Graduate

Powered by iRubric Learning Objectives
• NSTs can identify a behavior, antecedent and consequence in regards to a student in their class.
• NSTs can apply learned behavior modification strategies in practice to improve the behavior of a student in their class.
• NSTs can create a class management plan, which includes a behavior modification strategy, timeline and desired outcome.
  F1/2

1 pts

P3

2 pts

P4

3 pts

P5

4 pts

Q1
10 %

Behavior description
F1/2

The teacher is unable to identify a trait or a behavior. The teacher's expectations in modifying this behavior are not realistic in regards to the student's age and capabilities.
P3

The teacher describes a trait or multiple behaviors, and is unable to identify when the behaviors occur. The teacher's expectations in modifying this behavior are realistic in regards to the student's age and capabilities.
P4

The teacher describes one behavior, but is unable to identify when the behavior occurs. The teacher's expectations in modifying this behavior are realistic in regards to the student's age and capabilities.
P5

The teacher describes one behavior and its frequency. The teacher's expectations in modifying this behavior are realistic in regards to the student's age and capabilities.
Q2
10 %

Previous interventions
F1/2

The teacher describes only one or two steps in the process of modifying the behavior. The steps are not logical and the attempt to modify the behavior is basic. The frequency and/or duration of the behavior are not stated.
P3

The teacher describes only one or two steps in the process of modifying the behavior. The steps are logical and demonstrate a moderate attempt to modify the behavior. The frequency and duration of the behavior are stated.
P4

The teacher describes multiple steps in the process of modifying the behavior. The steps are logical and demonstrate a moderate attempt to modify the behavior. The frequency and duration of the behavior are described.
P5

The teacher describes multiple steps in the process of modifying the behavior. The steps are logical and demonstrate that an effort has been made to modify the behavior. The frequency and duration of the behavior are described.
Q3
10 %

Antecedent
F1/2

The teacher describes a reason for the behavior occurring that is not logical. The main points from the description are difficult to comprehend.
P3

The teacher describes a logical reason for the behavior occurring, but doesn't identify the fundamental need that the behavior fulfills. The main points from the description are able to be understood.
P4

The teacher describes a logical reason for the behavior occurring, but doesn't identify the fundamental need that the behavior fulfills. The description has an appropriate amount of detail.
P5

The teacher describes a logical reason for the behavior occurring, and identifies the fundamental need that the behavior fulfills. The description is specific and has an appropriate amount of detail.
Q4
10 %

Consequence
F1/2

The teacher describes an outcome of the behavior occurring that is not logical. The main points from the description are difficult to comprehend.
P3

The teacher describes a logical outcome of the behavior, but doesn't outline how the behavior benefits the student. The main points from the description are able to be understood.
P4

The teacher describes a logical outcome of the behavior, with some details regarding how the behavior benefits the student. The description has an appropriate amount of detail.
P5

The teacher describes a logical outcome of the behavior, which clearly depicts how the behavior benefits the student. The description is specific and has an appropriate amount of detail.
Q5
15 %

Implementing positive programming
F1/2

Through the description, the teacher demonstrates a limited or lack of understanding of positive programming. The main points from the description are difficult to comprehend.
P3

Through the description, the teacher demonstrates some understanding of positive programming and how it can be applied in practice. The main points from the description are able to be understood.
P4

Through the description, the teacher demonstrates a general understanding of positive programming and how it can be applied in practice. The description has an appropriate amount of detail.
P5

Through the description, the teacher demonstrates an understanding of positive programming and how it can be applied in practice. The description is specific and has an appropriate amount of detail.
Q6
15 %

Implementing the incompatible alternative principle
F1/2

The teacher demonstrates a limited or lack of understanding of the incompatible alternative principle. The main points from the description are difficult to comprehend.
P3

The teacher demonstrates some understanding of the incompatible alternative principle and how it can be applied in practice. The main points from the description are able to be understood.
P4

The teacher demonstrates a general understanding of the incompatible alternative principle and how it can be applied in practice. The description has an appropriate amount of detail.
P5

The teacher demonstrates an understanding of the incompatible alternative principle and how it can be applied in practice. The description is specific and has an appropriate amount of detail.
Q7
20 %

Class management plan
F1/2

The teacher briefly details the rules, routines and rewards. The teacher describes the steps taken and desired result at the end of the modification period, however the main points are difficult to comprehend.
P3

The teacher details the rules, routines and rewards they will use to implement their chosen strategy. The teacher describes the steps taken and desired result at the end of the modification period. The main points from the description are able to be understood.
P4

The teacher details the rules, routines and rewards they will use to implement their chosen strategy. The teacher describes the steps taken and desired result at the end of the modification period. The description has an appropriate amount of detail.
P5

The teacher details the rules, routines and rewards they will use to implement their chosen strategy. The teacher describes the steps taken and desired result at the end of the modification period. The description is specific and has an appropriate amount of detail.




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