Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children
INSTRUCTOR
INFORMATION:
Name:
Office Location:
Phone Number:
E-mail:
Fax Number:
Office Hours:
TIME
AND PLACE
CAMPUS:
Dates:
Time:
Place:
COURSE
INFORMATION:
SPED 602:
Characteristics of Students with
EBD, SED, and Autism
Prerequisites:
None
Credit: 3
Period:
I. TEXT
AND SUPPLEMENTARY
Required:
Raymond, Eileen B, Learner with Mild Disabilities, 3rd Edition. Pearson,
Christophersen, E. R. & Mortweet, S.
L. (2003). Parenting that Works: Building Skills that Last a
Lifetime. American Psychological Association:
Publication Manual of the American
Psychological Association, (5th ed.).
Supplemental readings will be required
as needed throughout the course. These readings will include research, professional
documents, and personal reading. Also,
copying some materials to share with the class may be required.
II.
Program Goals:
`
III. COURSE
DESCRIPTION AND PURPOSE:
There are many theories, characteristics, and treatments for students
with disabilities. This course will examine the learning and behavior characteristics,
theories of etiology, and treatment regarding students with disabilities.
IV.
(Core
Candidate Learning Outcomes by Program and Disposition for all Candidates)
V. COURSE
OUTCOMES (CO):
Upon successful completion of this course, the
candidate will be able to:
This
class will operate as a democratic classroom. Candidates will engage in
decision-making and take personal responsibility for the quality and
productivity of group activities. Interactive discussion and problem solving
will be emphasized. All ideas and contributions will be explored
and
respected. Upon completion of this course, candidates will:
1.
Demonstrate
knowledge of definitions and associated problems with child psychopathology.
2. . Identify key theories and conceptual models,
terminology, and associated explanations
of children
with disabilities.
3. Describe the impact of
social conditions, ethnicity, and culture.
4.
Identify screening and classification
instruments useful in evaluating students for
instruction as well as for
eligibility and intervention.
5.
Identify
disorders of behavior including attention and activity disorders, overt
and
covert conduct disorders, delinquency,
substance abuse, early sexual activity, anxiety,
and related disorders.
6.
Identify
classification systems of childhood behavioral disorders and the longitudinal
effects of labeling.
7.
Describe theories
of etiology and treatments for behavior disorders to include the
syndromes of autism, Tourette’s,
Rett’s, Asperger’s, and Childhood Schizophrenia.
VI. COURSE
POLICIES & PROCEDURES: In addition to information provided on
Education Syllabus A-VI.
1.
Class Attendance/Participation:
Additionally, tardiness or leaving class early will be considered
a partial absence reflected in your grade.
Work missed due to an excused absence may be made up. It is your responsibility to inform me in
writing how you will make up the work.
Your writing should include a statement about why you were absent and a
detailed quality description of the process you undertook to make up the work
as well as a comprehensive summary of the content that was covered in
class. Be sure to include a cover
page.
If work is not made up, the highest grade a candidate can receive
for the course is a B. Any candidate who
misses more than one class will be asked to drop the course or will receive an
F at the end of the semester. However,
if makeup work is approved by the professor and satisfactorily completed, a
passing grade is still possible. Also
understand that reading a classmate’s notes cannot easily duplicate many of the
experiences of the course.
INCOMPLETES – A candidate may receive an incomplete (I) for
reasons such as illness or other
extenuating circumstances upon approval of the course instructor and the Dean. An incomplete is not granted just to extend
time to complete work that should have been done in a timely manner. (See the
If
the candidate’s illness is extended, causing more than two class absences, the
candidate may need to request in writing a medical withdrawal. If the Registrar approves the request, a
candidate may receive a “W” for the course.
PARTICIPATION - Active participation means:
A. prepare
for classes by reading the text and/or other assigned readings;
B. attend all classes for duration of allotted class
time;
C. take active part and contribute significantly during
class discussions and activities.
D. be
attentive and respectful of peers and the professor during the discussions,
dialogue,
and
presentations;
E. submit
all assignments on time.
2.
Written Work:
Use
APA style (5th ed.). All
papers for the course are to be typed using size 12 print and one of the
following fonts: Bookman, Times New Roman,
Quality is important! Work
submitted should reflect your professionalism and graduate level work. Your writings and reflections will be
assessed according to the depth, breadth, clarity, and accuracy they convey.
Be sure to keep a duplicate copy of all submitted work for your
own records.
3.
Academic Integrity: See
4. Special Considerations:
5.
Cell Phone Usage:
VII. Instructional Methods, Description of
Assignments, and Field Experiences:
1. Instructional Methods:
2.
Description of Assignments:
All work for the course is to be in on time, or handed in on an agreed upon future date. Work submitted late will automatically lose
15 points per class meeting unless prearranged by the professor and the
candidate. To meet the deadline,
assignments may be mailed (post marked by the due date) or delivered by a peer
at the class meeting. Make-up tests will
be considered if a reason for missing the original test is justified. Completion of all assignments is required for
a passing grade in the course. If at any
time you are unclear about assignments or expectations, please contact me for
clarification.
Other
assignments or activities may be required as deemed necessary to assure the
mastery of the course objectives as stated.
3. Description
of Assignments
a.
a. Candidates are responsible for all material presented
in texts, handouts, and resource manuals.
b.
b. Exams: One exam will be administered.
c.
c. Characteristics paper: Each candidate will complete a
five-page paper with a minimum of five references that are no more than five
years old on one of the exceptionalities or disorders listed below.
Eating disorders Autism Toileting
problems
Dual diagnosis Sleep disorders Post
traumatic stress disorder
Childhood depression Separation anxiety Asperger’s
syndrome
Conduct disorders Mood disorders Obsessive
compulsive disorder
School phobias Suicidal behavior Sexual deviance
Schizophrenia Child
abuse & neglect Health
related disorders
d.
d. Interview paper: Each candidate will complete a five
page double spaced paper documenting an interview with a family member of a
child with an identified behavior disorder. Use a question-answer format to
document the interview. Include one paragraph at the end of the paper that
summarizes how this information will help you become a more proactive educator.
The purpose of this assignment is to have the family member discuss (a) the history
of the characteristics, (b) how and when the disability was identified, and (c)
how the disability effects the child as well as the family.
e.
e. Oral Presentation: An oral presentation will be
prepared thoroughly outlining one chapter from the Christophersen and Mortweet
text. This will be a substantial presentation, professionally done, including
technology use and other assistive materials as appropriate. Include a
thoughtful section on ‘implications for education’.
OR
1.
Publishable APA Style Paper that thoroughly addresses a topic on the
characteristics of EBD/Autism, approved and supervised by the instructor.
Examples will be provided.
AND
2.
Mandatory Portfolio item.
4.
Field Experiences (Initial and
Advanced Certification Tasks):
Different county and city school systems require that
specific field experience procedures and forms be used in their schools. Also,
certain field experience placement forms may be required by your professor.
Make sure you are using the appropriate request form(s) for the field
experiences in this course.
REQUIRED PORTFOLIO ITEM: You will observe in two
different classrooms reflecting two different models for educating students
with EBD, SED, and autism. Write a 5 page, double spaced paper summarizing your
observations. Compare and contrast the two models. Include a minimum of 6
references in the body of the paper to support explanations of the models
observed. Use the APA format. This is a required Capstone portfolio item. You
are responsible for entering this in your Capstone portfolio.
VIII. RESOURCES:
1. Bibliography
Alberto, P., & Troutman, A. (1999). Applied
behavior analysis for teachers, (5th ed.). Upper Saddle
River,
NJ: Merrill/Prentice Hall.
Benson, S. (1987). Biophysical
intervention strategies. The Pointer, 31 (3), 14-18.
Dunlap, G., Kern, L., dePerczel,
M., Clarke, S., Wilson, D., Childs, K., White, R., & Falk, G.
(1993). Functional analysis of classroom variables for
students with emotional and behavioral disorders. Behavioral Disorders, 18 (4),
275-291.
Evans, S., & Evans, W. (1987).Behavior change and
the ecological model. The Pointer, 31 (3), 9-
12.
Eitzen,
D. S. (1992, April). Problem students: The social cultural roots. Phi Delta Kappan, 584-
590.
Kauffman, J. (1997). Characteristics of emotional and
behavioral disorders of children and youth,
(6th
ed.).
Knoster,
T. (2000). Understanding the difference and relationship between functional
behavioral
assessments
and manifestation determinations. Journal of Positive Behavior Interventions,
2 (1), 53-58.
Maag, J.
(1999). Behavior management: From theoretical implications to practical
applications.
Mash, E. & Wolfe, D. (1999).
Abnormal child psychology.
Mesibov,
G., Adams, L., & Klinger, L. (1997). Autism: Understanding the disorder.
NY: Plenum Press.
Nelson, M. (1987) Behavioral interventions: What works
and what doesn’t. The Pointer, 31 (4),
45-50.
Sugai,
G., Horner, R., Dunlap, G., Hieneman, M., Lewis, T.,
Nelson, C. M., Scott, T., Liaupsin, C.,
Sailor,
W., Turnbull, A., Turnbull III, H. R.,Wickman, D.,
Wilcox, B., & Ruef, M. (2000).
Applying
positive behavior support and functional behavioral assessment in schools.
Journal
of Positive Behavior Interventions, 2 (3), 131-143.
Walker, H. M., Colvin, G., & Ramsey, E. (1995).
Antisocial behavior in school: Strategies and
best
practices.
Whelan, R. (1998). Emotional and
behavioral disorders: A 25 year focus.
2. Relevant Web Sites:
§ §
§ § Library: http://library.piedmont.edu
§ § Galileo: http://www.galileo.usg.edu/
§ § Bookstore: http://www.piedmont.bkstr.com/
§ § Georgia Professional Standards Commission: www.gapsc.com
§ § Georgia Department of Education: http://www.doe.k12.ga.us/
§ § QCC objectives/GPS: http://www.glc.k12.ga.us
US
Department of Education: http://www.ed.gov/
Education
World: http://www.education-world.com/
Internet
Public Library: http://www.ipl.org/
Education
Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm
Educational Software Institute: http://www.edsoft.com/
National Council of Teachers of English: http://www.ncte.org
Center
for Research on Education, Diversity and Excellence (CREDE): http://www.crede.ucsc.edu
Center
on English Learning and Achievement (CELA): http://cela.albany.edu
Better
Teaching: Tips and Techniques to Improve Student Learning: http://www.teacher-institute.com
3.
Gace
Information:
4.
Admission
to Teacher Education:
5.
Application
for Certification:
IX.
ASSESSMENT AND EVALUATION
Evaluation Criteria:
Oral Presentation 20%
Final 20%
Interview 20%
Characteristics paper 20%
Field observation paper 20%
XIII. TENTATIVE SCHEDULE
Date Topics and Assignments
Week 1 Syllabus & Definition of
EBD
Week
2 Definitions of Types of
EBD
Week
3 Theoretical Approaches
Week
4 Treatment Options
Week
5 Social & Cultural
Issues
Week
6 Screening,
Identification, & Intervention
Week
7 Inclusion
Week
8 Transition