SOUTHEASTERN LOUISIANA UNIVERSITY
SPECIAL EDUCATION 612 ONLINE
BEHAVIORAL ASSESSMENT AND INTERVENTION
WITH INDIVIDUALS WITH EXCEPTIONALITIES
Spring 2014
CREDIT: 3 hours
COURSE DESCRIPTION:
Systematic behavioral assessment and intervention strategies with individuals with exceptionalities. Practical application of strategies with individuals with exceptionalities will be an integral part of the course.
TEXTBOOK: Alberto, P. A. & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). New York: Merrill.
Selected readings, websites and other materials will supplement the textbook for the additional information provided in this course.
PREREQUISITES: Special Education 200 or 600 or permission of the Department Head
STATEMENT OF CONCEPTUAL FRAMEWORK:
In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare candidates for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: Professional Standards (PS), Knowledge of Learner (KL), Strategies and Methods (SM), and Content Knowledge (CK). The Conceptual Framework provides direction for the development of effective professionals.Diversity (D) is an integral part of each component, and Technology (T) is emphasized throughout all programs in the educational unit.
COURSE OBJECTIVES (CO): [from CEC Professional Standards Common Core (CC) and General Curriculum (GC)]:
By the conclusion of the course, the student will have knowledge and understanding of:
1. CC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation. SM, CK
2. CC3K1Effects an exceptional condition(s) can have on an individual’s life. KL, SM, CK, D
3. CC3K2 Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development. KL, SM, CK, D
4. CC3K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling. Applicable laws, rules and regulations, and procedural safeguards regarding the planning and implementing of management of behaviors of individuals with exceptional learning needs. PS, SM, CK, KL, D
5. CC3K4 Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction. PS, KL, SM, CK, D
6. CC5K2 Basic classroom management theories and strategies for individuals with exceptional learning needs. PS, KL, SM, CK, T
7. CC5K3Effective management of teaching and learning. KL, SM, CK, T
8. CC5K4Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. KL, SM, CK, D
9. CC5K5Social skills needed for educational and other environments. KL, SM, CK
10. CC5K6 Strategies for crisis prevention and intervention. KL, SM, CK
11. CC5K7Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. KL, SM, CK, D
12. CC5K9 Ways specific cultures are negatively stereotyped KL, SM, CK, D
13. CC6K3 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding. KL, SM, CK, D
14. CC9K2 Importance of the teacher serving as a model for individuals with exceptional learning needs. KL, SM, CK, D
15. GC1K2 Models and theories of deviance and behavior problems. PS, SM, CK
16. GC1K9 Theory of reinforcement techniques in serving individuals with disabilities. PS, SM, CK
17. GC2K4Psychological and social-emotional characteristics of individuals with disabilities. KL, SM, CK
18. GC4K4 Prevention and intervention strategies for individuals at-risk for a disability. SM, CK
19. GC5K1Barriers to accessibility and acceptance of individuals with disabilities. SM, CK, D
20. GC9K2 Organizations and publications relevant to individuals with disabilities. SM, CK, D, T
21. GC10K1 Parent education programs and behavior management guides that address severe behavior problems and facilitate communication for individuals with disabilities. SM, CK, D
LEARNER OUTCOMES (LO): [from CEC Professional Standards Common Core (CC) and General Curriculum (GC)]: By the conclusion of this course, the student will be able to:
1. CC4S2 Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs. PS, SM, CK
2.CC4S4 Use strategies to facilitate maintenance and generalization of skills across learning environments. SM, CK
3.CC4S5* Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem. PS, SM, CK
4.CC4S6Use strategies that promote successful transitions for individuals with exceptional learning needs. SM, CK
5. CC5S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. KL, SM, CK
6. CC5S2* Identify realistic expectations for personal and social behavior in various settings. KL, SM
7. CC5S3 Identify supports needed for integration into various program placements. KL, SM, CK
8. CC5S5 Modify the learning environment to manage behaviors. KL, SM, CK
9. CC5S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments. PS, KL, SM, CK
10. CC5S7 Establish and maintain rapport with individuals with and without exceptional learning needs. KL, SM
11. CC5S9 Create an environment that encourages self-advocacy and increased independence. KL, SM, CK
12. CC5S10* Use effective and varied behavior management strategies. KL, SM, CK
13. CC5S11* Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs. KL, SM, CK
14. CC7S4 Use functional assessments to develop intervention plans. KL, SM, CK
15. CC7S5 Use task analysis. PS, SM, CK
16. CC7S13 Make responsive adjustments to instruction based on continual observations. KL, SM, CK
17. CC7S14Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. KL, SM, CK
18. CC9S1Practice within the CEC Code of Ethics and other standards of the profession. SM, CK
19. CC9S2 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession. SM, CK
20. CC9S10 Access information on exceptionalities. SM, CK
21. CC9S11 Reflect on one’s practice to improve instruction and guide professional growth. PS, SM
22. CC10S1Maintain confidential communication about individuals with exceptional learning needs. SM
23. GC3S1Relate levels of support to the needs of the individual. KL, SM, CK
24.GC4S1Use research-supported methods for academic and non-academic instruction of individuals with disabilities. SM, CK
25.GC4S9* Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with disabilities. KL, SM, CK
26.GC5S4 Teach individuals with disabilities to give and receive meaningful feedback from peers and adults. KL, SM, CK
27.GC5S5Use skills in problem solving and conflict resolution. SM, CK
28.GC7S1* Plan and implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior. KL, SM, CK
29.GC7S8 Design, implement, and evaluate instructional programs that enhance social participation across environments. SM, CK
30.GC8S5 Monitor intragroup behavior changes across subjects and activities. KL, SM, CK
31.GC10S3* Teach parents to use appropriate behavior management and counseling techniques. SM, CK
* Required product
ARTIFACTS APPROPRIATE FOR PORTFOLIOS: Case Study
COURSE OUTLINE (Course objectives = CO; Learner Objectives = LO)
I. Introduction/Overview of Applied Behavior Analysis (CO1,3,14,20)
II. Explanations of Human Behavior and Deviance (CO2,6,9,15,19)
1. Biophysical
2. Developmental
3. Cognitive
4. Behavioral
III Historical Development of Behaviorism (CO2,6,14)
1. Historical Precedents
2. Respondent conditioning
3. Associationism
4. Behaviorism
5. Operant conditioning
IV. Ethical Use of Applied Behavior Analysis Techniques (CO3,4,5,8,11,12,13,14,17,18)
1. Concerns about ABA
2. Accountability
3. Diversity
4. Confidentiality
V. Behavioral Objectives (CO7,17; LO6)
1. Definition
2. Purpose
3. Components
4. Objectives and IEPs
VI. Data Collection (CO7,1;LO16)
1. Anecdotal reports
2. Permanent Product Recording
3. Observational Recording Systems
4. Duration and Latency Recording
5. Interobserver Reliability
VII. Reporting Data (CO7,22; LO9)
1. Types of graphs
2. Technology
VIII. Single-Subject Designs (CO7,8,21)
1. AB design
2. Reversal design
3. Changing criterion design
4. Multiple baseline design
5. Alternating treatments design
6. Changing conditions design
7. Evaluation of single-subject designs
IX. Consequences that Increase Behavior (CO2,3,5,7,8,12,16; LO5,8,12,13,17)
1. Positive reinforcement
2. Negative reinforcement
3. Schedules of reinforcement
X. Consequences that Decrease Behavior (CO2,3,5,7,8,12; LO8,12,17)
1. Hierarchy of consequences
2. Strategies for differential reinforcement
3. Extinction
4. Punishment
XI. Differential Reinforcement (CO2,7,12,16; LO8,12,15,17)
1. Principles of discrimination
2. Stimulus control
3. Teaching complex behaviors
4. Differential reinforcement for shaping
XII. Functional Assessment and Analysis (CO1,2,3,7,12;LO9,12,14)
1. Functional assessment
2. Functional analysis procedures
XIII. Generalization of Behavior Change (CO2,3,7,8,16; LO2,4,12
1. Types of generalization
2. Training generalization
XIV. Self-Management (CO1,2,3,7,9,11,12,14,16; LO1,3,6,11,12,17)
1. Rationale for teaching students to self-manage
2. Procedures to teach self-management techniques
3. Involving Diverse families
XV. Application of ABA Procedures in the Classroom (CO1,2,3,7,9,10,12,13,16,21;LO10,12,18,19,26,27,31,31)
COURSE REQUIREMENTS
1. Class attendance and active class participation: Students must notify the instructor by phone &/or email when unable to attend class. If it is necessary to be absent from a class, it is the student's responsibility to obtain notes and hand-outs from another class member. Students are expected to participate both in-class and on-line.
2. ASSIGNMENTS: Text, readings, lectures, assignments, exams etc. 10% a day will be deducted for late assignments. NO ASSIGNMENTS WILL BE ACCEPTED LATER THAN 3 DAYS. Students will not be given make-up exams without a valid written doctor’s excuse.
3.ONLINE COMPONENT: Students must have access to Moodle and email
4.WRITTEN PROFICIENCY: Students must demonstrate proficiency in written composition as written communication skills are basic to teaching. The essay component of examinations will be graded on the use of grammar, word choice, and spelling, as well as content. Students must follow the rules of the publication manual of the American Psychological Association (APA) (6th. edition) in citing references.
ACTIVITIES AND GRADE CALCULATIONS:
FIELD EXPERIENCES: CASE STUDY
Hours: 10 required, but may be much more to complete project
Types: Observation/Participation
Documentation: Hours chart and case study
Productpoints
Single subject research article review 20
Moodle quizzes and/or Discussion Boards 45
3 Group presentationsTH 45
#110 points
#215 points
#320 points
Individual presentation of case study 40
Individual case study100
Midterm Exam100
Final Exam100
TOTAL450
GRADING CRITERIA
93% - 100% = (418 - 450 points) = A
85% - 92% = (382 - 417 points) = B
77% - 84% = (345 - 381 points) = C
66% - 76% = (295 - 344 points) = D
0 - 65% = (0 - 294 points) = F
PROFESSIONAL STANDARDS:
1. Student behavior/classroom decorum: Free discussion, inquiry, and expression is encouraged in this class. Classroom behavior that interferes with either (a) the instructor's ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a way that is perceived as "crossing the civility line." In the event of a situation where a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required. Classroom behavior which is deemed inappropriate and cannot be resolved by the student and the faculty member may be referred to the Office of Judicial Affairs for administrative or disciplinary review as per the Code of Student Conduct which may be found at:
2. CHILDREN IN THE CLASSROOM – A statement reflecting University policy that the classroom is not a place for children, or other family members.
3. SELF-IDENTIFCATION FOR STUDENTS WITH DISABILITES – Office of Student Life
4. UNIVERSITY CORRESPONDENCE POLICY-Uses of non-Southeastern e-mail addresses for communication with students regarding University business or educational matters are not acceptable as security and confidentiality for off-campus accounts are unknown.
5. Academic Integrity – Students are expected to maintain the highest standards of academic integrity. Behavior that violates these standards is not acceptable. Examples are the use of unauthorized material, communication with fellow students during an examination, attempting to benefit form the work of another student and similar behavior that defeats the intent of an examination or other class work. Cheating on examinations, plagiarism, improper acknowledgement of sources in essays and the use of a single essay or paper in more than one course without permission are considered very serious offenses and shall be grounds for disciplinary action as outlined in the current General Catalogue.
6. PLAGIARISM – Students agree by taking this course that all required papers may be subject to submission for textural similarity to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the turnitin.com reference base solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the “Terms and Conditions of Use” posted on the Turnitin.com website.
Last Day to Withdraw from Class without grade penalty – Fri, March 14, 2014 12:30pm Students are responsible for completing required forms when they find it necessary to discontinue University work prior to the end of the semester.
NOTES:
1. If you have been accepted into the Master of Education program and have not completed a degree plan, please see your advisor as soon as possible.
2. If you have completed a degree plan for a Master of Education degree and do not have a Comprehensive Examination Manual, please see the Department of Special Education and Communication Sciences & Disorders' secretary for a copy. Sign the form attached to the Manual, indicating that you have received your copy, and return the signed form to the folder on the counter (or to your advisor).
3. Graduate students with non-degree status who wish to pursue a graduate degree should contact the Graduate School (549-2103) to request a change of status. Upon receipt of GRE scores and all other required paperwork, the Graduate School notifies students as to their status: Regular Admission status, Conditional Admission status, or Non-Degree status. Students with Regular or Conditional status will then receive a letter from the Department Graduate Coordinator assigning an advisor and requesting that they complete a degree plan promptly.
No more than 12 hours earned by a student in Conditional, Temporary, or Non-Degree Status may be counted toward a graduate degree, provided the credit is recommended for approval to the Graduate Dean by the appropriate graduate coordinator or faculty advisor. The GRE MUST BE completed before the completion of the 12th graduate hour.
4. Graduate students have the option of registering on a pass/fail basis for courses not included in their degree plan. Courses taken on a P/F basis may not be used for degree credit at SLU. For a graduate credit course, a grade of "P" will be assigned only if the work is of at least "C" quality. A STUDENT ON PROBATION MAY NOT ENROLL IN GRADUATE COURSES PASS/FAIL. SEE A CURRENT CATALOGUE FOR REGULATIONS.
KNOWLEDGE BASE
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