Test Design and
Test Framework
Field 291: Learning Behavior Specialist 2: Behavior Intervention Specialist
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The test design below describes general test information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
| Format | Computer-based test (CBT) |
|---|---|
| Number of Questions | 6 constructed-response assignments |
| Time* | 3 hours, 45 minutes |
| Passing Score | 240 |
*Does not include 15-minute CBT tutorial
Test Framework
| test subarea | number of test objectives | number of c r eyes | subarea weight as percent of total test score |
|---|---|---|---|
| subarea 1—Understanding Students with Behavioral Needs, Assessing Students, and Developing Individualized Education Programs | 5 | 2 | 34 percent |
| subarea 2—Planning and Delivering Instruction and Managing a Positive Learning Environment | 3 | 2 | 33 percent |
| subarea 3—Leadership, Collaboration, and Professionalism | 2 | 2 | 33 percent |
| totals | 10 | 6 | 100 percent |
Subarea 1—Understanding Students with Behavioral Needs, Assessing Students, and Developing Individualized Education Programs
Objective 0001—Understand processes of social-emotional and behavioral development and range of characteristics within and among students with behavioral needs.
For example:
- Demonstrate knowledge of developmental milestones in cognitive, social-emotional, communication, and behavioral domains.
- Recognize behavior as a form of communication across all age/grade levels.
- Demonstrate knowledge of the roles that families, parents/guardians, residential environments, and communities play in the development and learning of students.
- Demonstrate knowledge of factors that affect development, learning, and daily living skills in students with behavioral needs.
Objective 0002—Understand the impact of behavior on the cognitive, physical, social-emotional, and communication development of students.
For example:
- Demonstrate knowledge of the impact of behavior on the cognitive, social-emotional, and communication development of all students with behavioral needs.
- Demonstrate knowledge of the implications of coexisting disabilities on the development and learning of students with behavioral needs.
- Demonstrate knowledge of key terminology related to the etiology, diagnoses, and classification of disabilities impacting behavior (e.g., oppositional defiant disorder, P T S D, depression, anxiety).
- Demonstrate knowledge of the general effects of commonly prescribed medications (e.g., stimulants, antidepressants, mood stabilizers) in relation to students' development, learning, and behavior.
- Demonstrate knowledge of the effects of various factors (e.g., trauma, mental illness, race-based traumatic stress) upon the lives and behavior of students with disabilities.
Objective 0003—Understand types and characteristics of various assessment measures and procedures to accurately assess students' individual strengths and needs.
For example:
- Demonstrate knowledge of methods, procedures, and tools involved in screening, prereferral, school-based systems of intervention (e.g., Positive Behavioral Interventions and Supports [P B I S], Response to Intervention [R T I], Multi-Tiered System of Supports [M T S S]), and special education referral.
- Demonstrate knowledge of specialized terminology used in formal and informal assessments (e.g., antecedent-behavior-consequence, systematic direct observation, intensity, duration, validity) of students with behavioral needs.
- Demonstrate knowledge of the types, characteristics, and methods of formal and informal assessments (e.g., adaptive behavior scales, task analyses, functional behavior assessment [F B A], behavior checklists/inventories).
- Demonstrate knowledge of the components of F B Aees and behavior intervention plans (B I Pees) (e.g., identifying the function of behaviors, implementing preventative strategies, applying evidence-based interventions).
- Demonstrate knowledge of uses and limitations of various formal and informal behavior assessments (e.g., standardized behavior assessments, parent/guardian and teacher rating scales, home and school questionnaires, functional analyses).
- Demonstrate knowledge of procedures for creating and selecting nonbiased formal and informal assessments to accurately evaluate the behavioral strengths and needs of students from diverse backgrounds.
Objective 0004—Understand procedures for conducting assessments, interpreting and communicating the results of assessments, and using progress monitoring to address students' individual strengths and needs.
For example:
- Demonstrate knowledge of policies, provisions, regulations, and guidelines involved in school-based interventions (e.g., Positive Behavioral Interventions and Supports [P B I S], Response to Intervention [R T I], Multi-Tiered System of Supports [M T S S]), assessment, and eligibility determination for special education services.
- Apply knowledge of ways to effectively collaborate with stakeholders to analyze, interpret, and communicate the results of formal and informal assessments to inform decisions, determine long- and short-term goals, plan and evaluate instruction, and modify learning environments.
- Apply knowledge of culturally responsive strategies to ensure effective communication among stakeholders involved in the assessment process.
- Apply knowledge of procedures for collecting data from multiple sources on the academic and social-emotional functioning of students with behavioral needs.
- Demonstrate knowledge of strategies for assessing the effectiveness of behavioral interventions in a variety of contexts, monitoring progress and adjusting instruction based on data, and using performance data from stakeholders to make or recommend modifications to learning environments.
Objective 0005—Understand procedures for developing, implementing, and monitoring Individualized Education Programs (I E Pees), behavior intervention plans (B I Pees), and transition plans for students with behavioral needs.
For example:
- Demonstrate methods for developing and monitoring Positive Behavioral Interventions and Supports (P B I S) for students with behavioral needs (e.g., interaction and response strategies, positive reinforcement), including monitoring the fidelity of implementation of B I Pees.
- Demonstrate knowledge of strategies for using the results of functional behavior assessments (F B Aees) and relevant data to develop, implement, evaluate, and modify BIPs to effectively meet the needs of students.
- Demonstrate knowledge of strategies for developing, implementing, sequencing, and monitoring short- and long-term individualized goals, including strategies to teach alternate behaviors.
- Demonstrate knowledge of strategies and procedures for promoting successful transitions in school, between schools, and from school to community, work, and postsecondary education for students with behavioral needs in various life situations (e.g., residential facilities, foster care, hospitalization).
- Demonstrate knowledge of components and procedures of manifestation determination review (e.g., legal guidelines and requirements, manifestation of a disability, placement considerations).
- Demonstrate strategies for coordinating behavioral interventions among stakeholders involved in the implementations of I E Pees and B I Pees.
Subarea 2—Planning and Delivering Instruction and Managing a Positive Learning Environment
Objective 0006—Understand principles and methods for developing and individualizing instruction to create diverse learning experiences that make content meaningful for students with behavioral needs.
For example:
- Apply knowledge of methods for selecting, adapting, and using evidence-based instructional methodology and materials from multiple theoretical approaches to effectively address the strengths and needs of students with behavioral needs (e.g., multisensory instructional approaches, assistive technology [A T], instructional pacing, attentional and memory challenges, interrupted attendance patterns).
- Demonstrate knowledge of types, characteristics, and limitations of Positive Behavioral Interventions and Supports (P B I S), behavior management, and positive reinforcement strategies to use with students with behavioral needs to establish and maintain appropriate behavior in the learning environment.
- Demonstrate strategies for planning and implementing tier 2 (e.g., reward system, behavior contracts, structured breaks) and tier 3 (e.g., individualized behavior intervention plan [B I P], social skills training) systems of supports.
- Demonstrate knowledge of strategies for developing and selecting instructional content, materials, and resources that are responsive to students' cultural and linguistic backgrounds.
- Demonstrate knowledge of strategies for integrating instructional adaptations, technology, accommodations, or modifications into a lesson to meet the individual needs of students.
- Demonstrate knowledge of methods for teaching students with behavioral needs to use self-assessment, study skills, learning strategies, coping skills, and other cognitive strategies to identify and meet their own needs (e.g., anticipating personal response to antecedents, keeping a record of behaviors, avoiding antecedents that cause behaviors).
Objective 0007—Understand instructional strategies for developing social/interpersonal skills and promoting communication for students with behavioral needs.
For example:
- Demonstrate knowledge of strategies and methods for promoting students' ability to effectively express wants, needs, feelings, and ideas and the ability to follow oral directions and comprehend and organize verbal information.
- Demonstrate knowledge of strategies and methods for developing social skills (e.g., implementing functional communication strategies, establishing meaningful relationships with peers, developing pragmatic language to engage positively with others) in students with behavioral needs to promote success in educational and other environments.
- Demonstrate knowledge of instructional strategies for promoting personal and social behavior of students with behavioral needs in various settings (e.g., social skills groups, social stories, role-playing within instructional activities, explicit teaching).
- Demonstrate knowledge of strategies for developing self-awareness, self-management, self-control, self-esteem, and self-determination in students with behavioral needs.
- Demonstrate knowledge of methods for teaching problem-solving and conflict-resolution skills (e.g., learning to negotiate with peers; using social scripts to resolve conflicts with peers; considering the perspective of peers, teachers, and family members).
- Demonstrate knowledge of strategies for preparing students to self-advocate for their needs and to seek out available services and opportunities within the school environment, the workplace, and the community.
Objective 0008—Understand how individual and group characteristics are used to plan and manage positive learning environments for students with behavioral needs.
For example:
- Demonstrate knowledge of methods for planning, designing, and modifying learning environments to meet the cognitive, social-emotional, cultural, linguistic, and communication needs of students.
- Demonstrate knowledge of classroom management strategies (e.g., transitions, time management, preventative strategies), including developing and explicitly teaching structured daily routines and expectations to maximize students' learning.
- Demonstrate knowledge of de-escalation and crisis intervention and prevention strategies and methods to maintain safety (e.g., frequent check-ins, individualized de-escalation plans, relationship building) across learning environments.
- Demonstrate knowledge of methods for monitoring individual and intragroup behavior changes across activities and learning environments.
Subarea 3—Leadership, Collaboration, and Professionalism
Objective 0009—Understand strategies for communicating and effectively establishing partnerships with other school personnel, families, and community organizations to facilitate learning opportunities for students with behavioral needs.
For example:
- Demonstrate knowledge of effective strategies for communicating, consulting, and collaborating with teachers and other service providers about instructional methods, technology, accommodations, and modifications to support student learning in the least restrictive environment (L R E) as deemed appropriate by the Individualized Education Program (I E P) team.
- Demonstrate knowledge of strategies for supervising, coaching, and working with paraprofessionals, general education teachers, and other service providers in the implementation of individualized behavior intervention plans (B I Pees) and tier 2 and tier 3 systems of supports.
- Demonstrate knowledge of common concerns of parents/guardians and students with behavioral needs and effective strategies for addressing such concerns.
- Apply knowledge of collaborative strategies to use with families, students, related service providers, and other professionals; and approaches for providing parent/guardian education in the implementation of positive behavioral supports in the home environment.
- Apply knowledge of strategies to serve as an advocate for individuals and their families and collaborate with appropriate agency personnel to reduce family stress and implement family support.
- Demonstrate knowledge of the types and characteristics of agencies, networks, and organizations for students with behavioral needs and their families; and strategies for working effectively with representatives of such organizations to secure assessment, counseling, educational advocacy, and transitional services.
Objective 0010—Understand the professional, ethical, and legal roles and responsibilities involved in the education of students with behavioral needs.
For example:
- Demonstrate knowledge of key federal and state statutes (e.g., Individuals with Disabilities Education Act [I D E A], Americans with Disabilities Act [A D A], Illinois Administrative Code, Section 5 O 4 of the Rehabilitation Act, free appropriate public education [F A P E], least restrictive environment [L R E], Family Educational Rights and Privacy Act [F E R P A], Health Insurance Portability and Accountability Act [H I P A A]).
- Demonstrate knowledge of key regulations, rules, and legal guidelines in the education of students with disabilities and behavioral needs (e.g., discipline policies, eligibility, referral, evaluation, confidentiality, placement policies, restraint and seclusion).
- Demonstrate knowledge of strategies for advocating effectively for students with behavioral needs and their families, including culturally responsive strategies.
- Demonstrate understanding of the rights and responsibilities of stakeholders regarding the education of students with behavioral needs.
- Apply strategies for engaging in reflection and regular self-assessment for the purposes of identifying one's biases and differences, improving instruction, and guiding professional growth.
- Apply knowledge of the continuum of educational placements within the context of the L R E, and behavior supports that promote students' inclusion in general education, small-group, and individual settings as well as various program placements.