Visual Interpretation. 

In this assignment, you will be continuing to work on your observation skills. You will read through four case studies found in your text, choose one, and then expand on your previous findings by creating classroom incident for the selected student in the case study. Include your hypothesis for the motivation and explain why you believe this behavior occurs. This assignment supports your achievement of Course Learning Outcome 4 and the MASE Program Learning Outcome 7.

Instructions: In order to properly write positive behavior goalsConducting Functional Assessment of Behavior and create intervention plans, teachers and educators must be able to conduct observations of students and accurately define the behavior in observable terms. Read through the following case studies (Tom, Kyle, Billy, Angie) and choose one student that you will focus on for this assignment. As you read through the case studies, think about how the student fits the disability focus you have chosen for this course and the Week Six assignment.

After reading the case study, create a classroom incident that is aligned to the students’ characteristics.

• Explain the antecedent (what happened before the behavior happened).
• Describe the behavior in concrete, observable, and objective terms.
• Use a functional assessment tool (e.g., FAST,MAS, A-B-C Analysis Form, etc.) to assess the function.

Provide a document that includes the following:

• Identify the student by name and age, and describe the learning situation.
• Explain the antecedent (what happened before the behavior happened).
• Describe the behavior in concrete, observable, and objective terms.
• Function of behavior (attention, escape, access/control, sensory/stimulation) and rationale for choice

The Visual Interpretation paper

• Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center(Links to an external site.).
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least three scholarly sources, which may include your course text.
  • The Scholarly, Peer Reviewed, and Other Credible Sources(Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
• Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
• Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.

Recommendation: The MASE program provides the opportunity for you to create an online portfolio that can be used in your career development and professional practice. Throughout the program, you will have various assessments that can be included in this e-portfolio, and these will be finalized in the Capstone course of the MASE program, ESE 699. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged you save your coursework on a flash-drive, such as a USB removable drive, or store in a cloud-based option, such as Dropbox, Google Drive, or other similar applications.

Success Tip: Be mindful of the Week Six Final Project. The Week Six Final Project involves creating a behavior plan. Preparation for this assignment must begin early to make certain you are planning ahead and saving your work. Review the full instructions for the Week Six Final Project for specific information.