The Behavioral Characteristics Progression (BCP) is a criterion-referenced assessment and instructional planning system for use with children and adults. As an assessment tool, the BCP provides the teacher and/or diagnostician with a comprehensive chart of pupil behaviors to assist in identifying which behavioral characteristics a pupil displays and which he does not. As an instructional tool, the BCP helps the special education teacher develop individualized and appropriate learner objectives for each pupil. As a communication tool, the BCP provides a historical recording device used throughout the schooling of the pupil to display his progress and to help communicate this information to all those concerned with the pupil's educational program.
Assessment and early identification: Through parent interviews, ecological observations, and exposure to different activities in all areas of development, professionals working with children and adults can get an overall picture of an individual's skill levels. You can use the BCP to document growth and progress, both at home and in the educational setting. When there appear to be delays, mild or severe, it should be decided, with the parents involvement, whether the individual needs to be referred to his/her local school district for a more in-depth assessment to determine eligibility for special education services according to Public Law 99-457, making early identification of individuals with special needs a high priority of educators.
Program intervention and instructional teaching resource: By recording and charting an individual's developmental progress using the BCP Assessment Record, strategies can be included in the curriculum to build and expand an individual's skills. The individual should be taught according to his/her rate and style of learning within the range of normal development.
Parent involvement: A high priority should be given to parent involvement. The parent needs to be introduced to the teaching concepts that can be carried over into the home setting. As the parent becomes more involved, he or she will begin to feel more comfortable and effective in reinforcing skills at home that have been introduced in the educational setting.
Team approach and training guide: Family members, the educator and other school personnel, along with other professionals such as audiologists, social workers and therapists, constitute the team that provides comprehensive services to meet the individual's unique needs. The BCP can be used by the team to chart growth, and as a training guide for staff who are new to the field of special education.
Important Note: The BCP behaviors/skills and instructional activities should be used and adapted under the direct supervision of a qualified professional. While this is stated specifically for some skills in this book, this requirement applies to all content in this book. For example, Language strands/behaviors should be reviewed with a speech therapist and teacher of the deaf, and Motor strands/behaviors with a physical therapist and/or occupational therapist.
ssment Record includes a list of "Identifying Behaviors" behaviors that may indicate the individual needs further assessment and instruction in the respective Strand. These Identifying Behavior can be used for screening which strands are most important for an individual and can help staff focus on the basic need areas of the pupil and in determining priorities of learner objectives
