EDSP 453

Behavior Management Techniques in Special Education

Instructor: Deb FullmerCredits: 3

Room #:Instructor Phone: 738-7281 (day) 753-2444 (eve)

Class Hours/dates: ThursdaysGroupwise:

7 – 9:45 PMOther:

9/3/09 – 12/10/09

Course Description:

This course will present principles of applied behavior analysis which can be utilized to manage the behaviors of students with disabilities in public education settings. The identification of target behaviors, data collections, selection of experimental designs, arranging of antecedents, arranging of consequences, and generalization of behavioral change will be presented.

Course Objectives:

  • Demonstrate an understanding of basic classroom management theories, methods, and techniques for individuals with exceptional learning needs
  • Demonstrate an understanding of applicable laws, rules, regulations, and procedural safeguards regarding the planning and implementation of management of behaviors with individuals with exceptional learning needs
  • Demonstrate an understanding of ethical considerations inherent in behavior management
  • Demonstrate an understanding of common teacher/administrative attitudes that negatively and positively influence behaviors of individuals with exceptional learning needs
  • Identify realistic expectation criteria for personal and social behaviors in various settings, under varied conditions
  • Prepare individuals with exceptional learning needs to exhibit self-enhancing behaviors in response to societal attitudes and actions
  • Appropriately apply management procedures when presented with spontaneous hypothetical management case studies.
  • Initiate the development and implementation of procedures, data based best practices, and appropriate consequences in a local educational environment

Expected Learner Outcomes and Measurements:

Expected Learner Outcome CEC StandardMeasurement

Student will understand common CC1K5Quizzes

research based terminologies, CC5S13 Mid-term and Final Exams

theories, and practices in the field GC1K1Class Notes

of behavioral analysis and GC2K1 Class Discussion/Activities

management for individuals with GC4S1

exceptional learning needs. GC4S7

GC5S5

GC5S6

Student will articulate the rights CC1K2Quizzes

and responsibilities of students with CC1K4Mid-term and Final Exams

special needs, their parents, educators, CC1K6Class Notes

support staff and communities as they GC1K1 Class Discussion/Activities

outlined in current state and federal GC1K5Child Study

laws and guidelines.

Student will identify and analyze CC5K4Class Notes

teacher or administration attitudesClass Discussion/Activities

and responses concerning studentChild Study Project

behavior and their positive or Case Study Scenarios

negative effects.

Student will collect, analyze, and CC10S1Quizzes

use relevant data and data collection CC5S13Mid-term and Final Exams

systems to clarify functional behavior GC4S1Case Study Scenarios

patterns and remediations. GC4S7Child Study Project

GC5S6

Student will apply learned CC1K7Child Study Project

methodologies, procedures, and CC4S1Case Study Scenarios

best practices of applied behavior CC4S3

analysis to simulated and real-time CC5S13

student scenarios regarding GC3S1

aberrant behaviors. GC4S1

GC4S7

GC5S5

GC5S6

Required Text

Alberto, P.A. & Troutman, A.C. (2004). Applied Behavior Analysis for Teachers (8th ed). Columbus, Merril.

Assignments, Evaluation Procedures, and Grading Policy

Attendance and participation will be essential for success in this course. One absence is acceptable, but written assignments will need to be made up. Additional absences will result in a 25 point deduction, per absence, toward the final grade.

Chapter Comprehension Questions: 270 points

Mid-term Exam: 65 points

Class Presentation:100 points

Final Exam: 65 points

Grading Scale –

450-500 points = A

400-449 points = B

350-399 points = C

300- 349 points = D

Chapter Comprehension Questions

Thirty questions will be assigned for each reading assignment covering critical concepts and content of the text. Open book comprehension questions will have a variety of formats from multiple choice, true/false questions, fill-in-the-blank, and short answer. Questions will be graded and reviewed at each class session.

Mid-term Exam

An in-class exam will cover the first half of course content. This exam will be drawn directly from the Chapter Comprehension Questions, and those should be used as a study guide.

Final Exam

The final exam will consist of small group writing projects which will focus on practical application of ideas and information presented in the course. Open notes and text(s) will be allowed for use. Details to be discussed at a later class session.

Class Presentation

Each class member will present a “study child” project. Presentations must include the following elements:

  • Functional Assessment(s) 20 points
  • You will conduct a functional assessment and summary of the problem behavior(s) that you have targeted for your study child. The functional assessment must include:
  • Age
  • Grade
  • Setting
  • Disability (if applicable)
  • Topography of behavior (s)
  • Frequency
  • Duration
  • Assessment of the function of each behavior using at least four of the following:
  • Motivation Assessment Scales
  • Functional Assessment Interview
  • Parent Directed Functional Assessment Interview
  • Functional Assessment Checklist for Teachers/Staff
  • Problem Behavior Questionnaire
  • ABC Recording Form
  • Functional Analysis Observation Form
  • Scatter Plot
  • Other approved assessment tools

Intervention Design and implementation (50 points)

  • You will design and implement an intervention plan for you study child’s target behavior(s) based upon the Functional Assessment information that you collected. You will present your process, results, and conclusions to the class in a 20-25 minute oral and visual format. You should be prepared to answer class questions about your process and results. Your presentation format should be clear, organized, professional, and collegial. The presentation would include:
  • An overview of the results of your Functional Assessment findings. Your Functional Assessment paper work will be turned in to the instructor only at this time. All data copies and raw recording sheets should be included.
  • Overview of intervention design and results
  • Discussion of findings
  • Visual representation which graphs the data acquired in your research in a scatter plot form (pg.185-187)

Tentative Course Outline and Schedule:

9/3 – Chapter 1

9/10 – Chapter 6

9/17 – Chapters 2&12

9/24 – Chapter 3

10/1 – Chapter 4

10/8 – Mid-term

10/15 – Chapter 5

10/22 – Chapters 7&8

10/29 – Chapter 9

11/5 – Chapter 10&11

11/12 – Presentation Prep

11/19 – Presentations

12/3 – Presentations/Overview for Final

12/10 – Final Exam

Policy of Academic Integrity:

GBC subscribes to the traditional policy of academic integrity: students are expected to be honest. Students are expected to do their own work. Students who plagiarize or commit academic dishonesty are violating the standards of academic integrity and are subject to consequences ranging from failing the assignment or course to dismissal from the institution.

Plagiarism is presenting someone else’s word, ideas or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references; and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the students will acknowledge the source whenever:

  • Another person’s actual words are quoted
  • Another person’s idea, opinion or theory is used, even if it is completely paraphrased in the student’s own words
  • Facts, statistics, or other illustrative materials are borrowed, unless the information is common knowledge.

Disability Assistance:

The American with Disabilities Act mandates accessibility in all aspects of the learning environment. If you have a documented disability which may require accommodation, you will need to contact me in a timely way, or see the counselor in the CareerCenter in Berg Hall for coordination in meeting your special needs. I will be happy to assist with any special requirements you may have, but I must have ample notice of your needs in order to accommodate them.