Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children
SPED 606, Fall 2007:
BEHAVIOR MANAGEMENT
FOR SPECIAL
EDUCATORS
I. COURSE
INFORMATION:
Class: Behavior
Management for Special Educators
Number: SPED
606.32
Credit
Hours: 3
Prerequisites: None
II. INSTRUCTOR
INFORMATION:
Name: Dr. Clay
Crowder
Office
Location: East Wing,
Phone Numbers:
Office:
706-548-8505 x8006
Home:
706-546-9168 (please call before 9:30 pm)
E-mail: ccrowder@piedmont.edu
(please use WebCT e-mail as primary communication)
Fax Number:
706-775-0135
Office Hours: Monday, 2:00pm to 5:00pm & Thursday,
3:00pm to 5:00pm
III. TIME
AND PLACE
CAMPUS:
SEMESTER: Fall 2007
Time:
Mondays, 5:00 pm to 9:30 pm
Place:
IV. TEXT
AND SUPPLEMENTARY
Alberto, P. & Troutman, A. (2003, 6th ed.). Applied Behavior Analysis for
Teachers. Merrill:
American Psychological Association. (2001). Publication Manual of the American
Psychological
Association (5th ed.).
Washington, D. C.: Author.
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.
V. PIEDMONT
Graduate
MA and MAT Program Goals:
(
VI. COURSE
DESCRIPTION AND PURPOSE:
This course is
designed to introduce candidates to strategies for modifying problem behaviors
of students with disabilities. Learning
theory, measurement procedures, and verification of functional relationships
will be introduced. Candidates will be
required to plan, implement, and evaluate an applied behavior assessment
project with an individual student with a disability.
The purpose of this course is to provide future educators with procedures
and processes for effectively managing the social and academic behaviors of students
with disabilities across a variety of classroom and other educational
environments. Emphasis will be placed on the application of the principles of
effective instruction, proactive classroom management, effective behavior
support, and applied behavior analysis.
VII.
Core Candidate Learning Outcomes :
(
Dispositions for All Candidates:
(
VIII.
COURSE OUTCOMES:
CEC
Candidate Learning Outcomes:
In addition to the Core
Candidate Learning Outcomes identified by the
Professional
Standards for teachers of students with emotional/behavioral disorders:
- Teacher candidates will understand
the field as an evolving and changing discipline based on philosophies,
evidenced-based principles and theories, relevant laws and policies,
diverse and historical points of view, and human issues that have
historically influenced and continue to influence the field of special
education and the education and treatment of individuals with exceptional
needs both in school and society. (Foundations) CCLOs 1,2,4
- Teacher candidates understand how
exceptional conditions can interact with the domains of human development
and they use this knowledge to respond to the varying abilities and
behaviors of individuals with emotional learning needs. (Development and
Characteristics of Learners)
CCLOs 2,3,4,5,6,8
- Teacher candidates are active and
resourceful in seeing to understand how primary language, culture, and
familial backgrounds interact with the individual’s exceptional condition
to impact the individual’s exceptional condition to impact the individual’s
academic and social abilities, attitudes, values, interests, and career
options. (Individual Learning Differences) CCLOs 1,2,3,4,5,6,7,8
- Teacher candidates possess a
repertoire of evidence-based instructional strategies to individualize
instruction for individuals with emotional learning needs. Special educators select, adapt, and use
these instruction strategies to promote challenging learning results in
general and special curricula and to appropriately modify learning
environments for students with E/BD. (Instructional Strategies) CCLOs
1,2,3,4,5,8
- Teacher candidates actively create
learning environments for students with emotional learning needs that
foster cultural understanding, safety, and emotional well-being, positive
social interactions, and active engagement of these students. (Learning
Environments and Social Interactions)
CCLOs1,2,3,4,5,6,7,8
6. Teacher candidates
understand typical and atypical language development and the ways in which
exceptional conditions can
interact with an individual’s experience with and the use of language.
Teacher candidates use
individualized strategies to enhance language development and teach
communication skills
to individuals with emotional learning needs. (Language)
CCLOs 1,2,3,4,5,6,7,8
7. Teacher candidates develop long-range individualized instructional
plans anchored in both general
and
special curricula. Individualized instructional plans emphasize explicit
modeling an efficient
guided practice to assure acquisition and
fluency though maintenance and generalization.
(Instructional Planning) CCLOs
1,2,3,4,5,6,7,8
8. Teacher candidates use
multiple types of assessment information for a variety of educational
decisions. The results of
assessments are used to help identify exceptional learning needs and to
develop and implement individualized instruction programs, as well
as to adjust instruction in
response to ongoing
learning progress. (Assessment) CCLOs 1,2,3,4,5,6,7,8
- Teacher candidates are guided by the profession’s
ethical and professional practice standards, actively plan and engaging in
activities that foster their professional growth and keep them current
with evidence-based best practices. (Professional and Ethical Practice) CCLO
8,9,10
- Teacher candidates routinely and effectively
collaborate with families, other educators, related service providers, and
personnel from community agencies in culturally responsive ways. Special
educators promote and advocate the learning and well being of individuals
with emotional learning needs across a wide range of settings and a range
of different learning experiences; facilitating the successful transitions
of students with emotional learning needs across settings and services.
(Collaboration) CCLOs 1,2,3,4,5,6,7,8,9,10
UPON SUCCESSFUL COMPLETION OF THIS COURSE,
THE CANDIDATE WILL BE ABLE TO:
1. Demonstrate
knowledge of terminology, measurement techniques, monitoring designs, and graphic
procedures. Effectively educating students with behavior problems requires that
teachers have a complete understanding of terminology and measurement techniques to operationalize a specific
behavior, collect date and graph the occurrence of it. CCLO 1,2,3,4,5
2. Demonstrate knowledge of intervention
procedures for the increase and decrease of behavior in a variety of
settings. After behaviors have been operationalized and
pre-intervention data has been collected, teachers need to determine effective interventions that are based
on research findings rather than on hit and miss assumptions. CCLO
1,2,3,4,5,7,8
3. Demonstrate an understanding
of a functional behavior relationship and a functional behavioral analysis CCLO 1,2,3,4,5,6,7,8,9
4. Identify
research designs used in current experiments of intervention. CCLO
1,2,3,4,5,6,7,8,9
5. Identify
and apply behavioral interventions to identified behavioral problems, collect
and analyze data, determine if a functional
relationship exists, and determine if a new intervention should be
applied. CCLO 1,2,3,4,5,6,7,8,9,10
IX. COURSE
POLICIES & PROCEDURES:
1.
Class Attendance/Participation (College policies):
Attendance, timeliness, and participation are required
and part of your grade. The
·
All eight-week
classes: 1 absence
Only those absences due to emergencies will be
excused. Work missed due to an excused
absence may be made up. It is the
student’s responsibility to inform the professor in writing how he or she plans
to make up the work. Any student who
misses more than the allowable number of classes will be asked to drop the
course or will receive an F at the end of the semester. Please contact the professor prior to an
absence when possible.
Active participation means that every student prepares for class by reading the text and/or other assigned readings and that each student actively participates in discussions and activities conducted during class.
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
PARTICIPATION - Active participation means:
Ø
prepare for
classes by reading the text and/or other assigned readings;
Ø
attend all
classes for duration of allotted class time;
Ø
take active part
and contribute significantly during class discussions and activities;
Ø
be attentive and
respectful of peers and the professor during the discussions, dialogue, and
presentations;
Ø
submit all
assignments on time.
2.
Written Work:
Use
APA style (5th ed.). All
papers for the course are to be word processed using 12 point type and one of
the following fonts: Arial, Times New Roman, Geneva, or similar font. Papers should be double-spaced, error-free,
and grammatically correct (including punctuation, spelling, capitalization,
etc.). Work that is not professionally
prepared will be returned for revisions and may receive a reduction in grade.
Make
good use of writing references such as dictionaries, writing handbooks, and
computer spelling and grammar checks. 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.
Cover pages are not necessary unless specified by the instructor. Be sure to keep a duplicate copy of all submitted
work for your own records.
3.
Academic Integrity:
(
4.
Special Considerations:
(
X. STUDENT EXPECTATIONS AND COURSE
OUTLINE:
1. Instructional Methods
(
2.
Assignments--Expectations:
All work for the course is to be in on time at the beginning of class, or
handed in on an agreed upon future date.
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.
**Active participation in class sessions is an expectation
of all candidates. The best way to
facilitate your participation is to read all assigned materials and complete
all assignments and activities on time.
You should be prepared to respond to frequent questions from your
instructor regarding the content of the current lesson and/or that of previous
lessons. You should also expect supplemental in-class activities that require
you to draw upon your readings and notes. Poor participation may result in the
assignment of additional work, a lower overall evaluation, or being dropped
from the course.
3. Description of Assignments:
A.
Quizzes: Six quizzes will be
administered during the eight-week semester.
The lowest of the six grades will be dropped and the remaining five will
count towards the final grade.
B.
Applied Practice
Activities: Four written exercises requiring the
application of principles and concepts learned in class will be completed over
the course of the semester. Activity topics include
C.
Behavior
Change Plan: Candidates
will demonstrate ability to apply concepts and principles from the course
content by designing a behavior change plan that targets a student with problem
behaviors. This assignment will include
the collection of baseline data, the implementation of an intervention and
collection of data, graphing of data, and analysis/evaluation of data.
D.
Critical
Analysis of Literature: Candidates will identify an area
of interest from within the bodies of applied behavior analytic or related
research. Three articles with a common
focus will be summarized, analyzed, and critiqued in a paper no longer than
five typed pages. The assignment gives candidates
the opportunity to become familiar with the application of the single-subject
research designs discussed in class.
Most importantly, candidates will practice making relevant connections
between research literature and effective practices in their respective fields
through critical analysis and synthesis. Articles must have been published in
1990 or later. A list of suggested sources is provided.
E.
Final
Exam: A comprehensive final exam will be
administered on the last day of class.
Through a variety of response formats including multiple-choice, fill in
the blank, true/false, and short and long discussions, the exam will measure candidates’
knowledge of the critical concepts and principles covered in the assigned
readings, class lectures, and supplemental materials.
F.
Field
Experiences: Candidates
will be required to conduct various applied activities in your classrooms throughout
the semester. Discuss your individual requirements for field experience hours
with your instructor. Assignments and activities
may be modified to facilitate completion of field experience hours depending on
area of need.
XI. RESOURCES:
1. Bibliography
Christain, B.
(1997). Outrageous Behavior
Modification: A Handbook of Strategic
Interventions for
Managing Impossible Students.
Gardner, R., Sainato,
D., & Cooper, J. (1994). Behavior
Analysis in Education: Focus on
Measurable
SuperiorInstruction.
Hersen, M., Eisler,
R., & Miller, P. (1992). Progress
in Behavior Modification, 28. Sycamore, IL:
Sycamore Publishing Company.
Kaufman, J. Mostert,
M., Trent, S., & Hallahan, D. (1998).
Managing Classroom Behavior: A
Reflective
Case-based Approach, 2nd
ed.
Maag, J. (1999). Behavior Management: FromTheoretical Implications to Practical
Applications. San
Martin, G. & Pear,
J. (1998). Behavior
Modification: What It Is and How to Do
It.
Prentice-Hall,
Inc.
2. Relevant
Web Sites:
(
3.
GACE Information:
(
XII. ASSESSMENT
AND EVALUATION
Grading Criteria
|
QUIZZES |
5 @ 20 = 100 points |
|
ACTIVITIES |
4 @ 25 = 100 points |
|
BEHAVIOR CHANGE PLAN |
100 points |
|
CRITICAL ANALYSIS
PAPER |
100 points |
|
FINAL EXAM |
150 points |
|
TOTAL POINTS |
550 |
Grading Scale
A= 92-100%
B= 83-91%
C= 75-82%
D= <75%
XIII. COURSE SCHEDULE:
|
DATE |
TOPICS |
|
ASSIGNMENTS |
EVALUATION |
|
Week 1: 8/13 |
§ Introduction to Applied Behavior Analysis |
§ Chapter 1 |
|
|
|
Week 2: 8/20 |
§ Preparing behavioral objectives § Collecting and graphing data |
§ Chapters 2, 3, & 4 |
§ Practice Activity #1 distributed (due 8/27) |
Quiz # 1 Covers chapters 1-4 |
|
Week 3: 8/27 |
§ Single-Subject Designs |
§ Chapter 5 |
§ Practice Activity #2 distributed (due 9/3 or by reschedule date) |
Quiz # 2 Covers Chapters 1-5 |
|
Week 4: 9/3 (Labor Day— Make up TBA) |
§ Developing hypotheses § Functional assessment § Consequences to increase or decrease behavior |
§ Chapters 6, 7, & 8 § Gibb & Wilder (2002) |
|