Caroline Sweet

Special education mod/severe specialist interested in pursuing a full-time online Masters of Arts in Special Education - Applied Behavior Analysis. Intending to take the Board Certified Behavior Analyst exam to become an Applied Behavior Analysis therapist and promote learning for all populations in public education settings. Experienced with developing and implementing individualized education plans for students with diverse learning needs. Utilizes effective behavior management techniques to create positive and inclusive classroom environment. Track record of collaborating with multidisciplinary teams to support student success and development.

Student Teacher

Chino High School Adult Transition 

Chino, CA

Fall 2022

• Led Individualized Educational Program (IEP) meetings with a wide range of professionals and therapists.
• Gathered data from students to address IEPs and create goals to advance learning objectives.
• Created lesson plans that addressed IEP goals in multiple forms of learning opportunities.
• Utilized multiple assessment methods to gain a holistic perspective of student progress.
• Developed differentiation learning centers to reach across a diverse group of learners.
• Integrated multicultural, anti-bais, and social justice into curriculum.
• Led community based instruction with a group of 15 students.
• Harbored a positive classroom personal environment.
• Collaborated with supervisor.

EDU 5332: Positive Classroom and Behavior Management. 

Class required a completed Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP). The course required direct observations of a student, interviews with the student's caretaker and primary teacher, and developing a BIP. Course required to define focus behaviors in operational terms, complete indirect assessments of student behavior, direct observations, a completed direct assessment of student using baseline line data and A-B-C analysis. Additionally, course required identifying setting events, identifying antecedents of behavior, and identifying consequence of behavior. Furthermore, course require a completed functional equivalent replacement behavior goal (FERB) for the student, to identify the antecedent-based interventions, teaching strategies related to replacement behavior, to identify reinforcement procedures and reactive strategies, and results of all implementations.