PIEDMONT COLLEGE
SCHOOL OF EDUCATION
Mastering the art of teaching: Preparing proactive educators to improve the lives of all children
INSTRUCTOR INFORMATION:
Name:
Office Location:
Phone Numbers:
E-mail:
Fax Number:
Office Hours:
TIME AND PLACE
CAMPUS: In your classroom SEMESTER: Fall
Time: TBA
Place: Your classroom
COURSE INFORMATION:
Prerequisites: SPED 606, SPED 602, SPED 633 Credit: 3 hours each course
Period: TBA It should be NOTED that ONLY Teacher Candidates with Teacher Certification, who have student taught are eligible to take either practicum. If you have not student taught and do not have a clear renewable teaching certificate you should either take SPED 742 and SPED 743 (Student Teaching sequence) or SPED 744 and SPED 745 (Internship sequence).
I. TEXT AND SUPPLEMENTARY READINGS:
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.
II. PIEDMONT MISSION:
Piedmont College Mission; School of Education Mission; & Graduate MAT and MA Program Goals: See School of Education Syllabus A-II.
III. COURSE DESCRIPTION AND PURPOSE:
This course is designed to further candidates’ knowledge of and skills in applying strategies for students with disabilities disabilities. Learning theory, measurement procedures, technology, and differential instruction will be introduced. Students will be required to plan, implement, and evaluate an intervention with groups of students that have disabilities.
Students will gain the skills necessary to analyze the functional value of behavior and measure both functional and dysfunctional behavior in the school setting.
The purpose of this course is to provide candidates with an opportunity to apply research-based best practices to effect a change in academic and pro-social behavior of
students with disabilities.
IV. SCHOOL OF EDUCATION OUTCOMES See School of Education Syllabus A-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:
1. Demonstrate knowledge of terminology, measurement techniques, monitoring designs, technology, and graphic procedures.
2. Demonstrate knowledge of intervention procedures for the increase of academic and pro-social behavior. Effective intervention will be selected based on research on
best practice with regard to the operationalized identification of targeted behaviors and content and the pre-intervention data.
3. Identify research designs used in current experiments of intervention.
4. Identify and apply interventions to targeted behavior and/or learning problems, collect and analyze data, determine if a functional relationship exists, and determine if a new
intervention should be applied.
VI. COURSE POLICIES & PROCEDURES:
1. Class Attendance/Participation:
Candidates will report to their schools of employment and follow policies in the districts regarding attendance. Regular communication with the supervising professor is expected.
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, Geneva, or similar font. Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.). 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.
Be sure to keep a duplicate copy of all submitted work for your own records.
3. Academic Integrity: See School of Education Syllabus A-VI
4. Special Considerations: See School of Education Syllabus A-VI
5. Cell Phone Usage: See School of Education Syllabus A-IV
VII. Instructional Methods, Descriptions of Assignments and Field Experiences:
1. Instructional Methods: See School of Education Syllabus A-VII
2. Assignments:
A. Candidates are responsible for all material presented in texts, handouts, and resource manuals.
B. Teacher As Researcher paper: Each candidate will complete a research paper. These papers are to be referenced with no less than 10 professional sources. References selected must come from an approved professional journal with a publication date of 2000 to the present or some other approved professional source. Each paper must be written and referenced using the American Psychological Association (APA), 5th edition guidelines. The papers should be 10 pages, double spaced, and should include the following subtopics:
• Introduction
• Identification of the Problem (Include a description of the students, setting, and a
synopsis of the students’ IEPs)
• A Review of the Literature (Resources selected to support the intervention identified)
• Explanation of the Intervention
• Baseline Data
• Application of the Intervention
• Analysis of the Intervention
• Implications
Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.
Suggested professional journals include, but are not limited to the following:
Journal of Applied Behavior Analysis
Journal of the Association of Persons with Severe Handicaps (JASH)
Exceptional Children
Behavioral Disorders
Journal of Emotional and Behavioral Disorders
Journal of Positive Behavior Interventions
Autism and Developmental Disabilities
Focus on Autism and Developmental Disabilities
Education and Training in Mental Retardation and Developmental Disabilities
C. Weekly dialogue with the college professor through email journaling.
D. Maintenance of a Portfolio containing all assignments, reflections and communications with the instructor.
3. Field Experiences :
This course may be conducted in your classroom or in a classroom for the duration of 90 semester hours.
VIII. RESOURCES:
1. Bibliography
Alberto, P., & Troutman, A. (2003). Applied behavior analysis for teachers. (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Algozzine, R., Serna, L. & Patton, J. (2001) Childhood behavior disorders: Applied research and
educational practices. (2nd edition). Austin, TX: Pro-Ed.
Bauer, A., Keefe, C., & Shea, T. (2001). Students with learning disabilities or emotional/behavioral
disabilities. Saddle River, NJ: Merrill/Prentice Hall.
Burns, M., Storey, K., & Certo, N. (1999). Effect of service learning on attitudes towards students
with severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 34 (1), 58- 65.
Freiberg, J. (ed.) (1999). Beyond behaviorism: Changing the classroom management paradigm.
Needham Heights, MA: Allyn & Bacon.
Gallagher, P., Floyd, J., Stafford, A., Taber, T., Brozovic, S., & Alberto, P. (2000). Inclusion of students with moderate or severe disabilities in educational and community settings:
Perspectives from parents and siblings. Education and Training in Mental Retardation and Developmental Disabilities, 35 (2), 135-147.
Gresham, F., & MacMillan, D. (1997). Social competence and affective characteristics of students with mild disabilities. Review of Educational Research, 67 (4), 377-413.
Hardman, M. L., Drew, C. J., Egan, M. W., Wolf, B. (1993). Human Exceptionality, (4th ed.). Boston, MA: Allyn and Bacon.
Hieneman, M., & Dunlap, G. (2000). Factors affecting the outcomes of community-based
behavioral support: I. Identification and description of factor categories. Journal of
Positive Behavior Interventions, 2 (3), 161-169.
Huefner, D. S. (2000). The risks and opportunities of the IEP requirement under IDEA ‘97. The
Journal of Special Education, 33 (4), 195-204.
Jones, V., Dohrn, E., & Dunn, C. (2004). Creating effective programs for students with emotional
and behavior disorders: Interdisciplinary approaches for adding meaning and hope to behavior change interventions. Boston, MA: Pearson.
Kauffman, J. (2005). Characteristics of emotional and behavioral disorders of children and youth, (8th ed.). Upper Saddle River, NJ: Merrill.
Kauffman, J., Mostert, M., Trent, S., Hallahan, D. (2002). Managing classroom behavior: A
reflective case-based approach. (3rd edition). Boston, MA: Allyn & Bacon.
Kauffman, J., Lloyd, J., Hallahan, D., & Astuto, T. (1995). Issues in educational placement:
Students with emotional and behavioral disorders. Hillsdale, NJ: Lawrence Erlbaum
Associates.
Knoster, T. (2000). Understanding the difference and relationship between functional behavioral
assessments and manifestation determinations. Journal of Positive Behavior Interventions,
2 (1), 53-58.
Oswald, D., Coutinho, M., Best, A., & Singh, N. (1999). Ethnic representation in special education: The influence of school-related economic and demographic variables. The
Journal of Special Education, 32 (4), 194-206.
Phelps, L. A., & Hanley-Maxwell, C. (1997). School-to-work transitions for youth with
disabilities: A review of outcomes and practices. Review of Educational Research, 67 (2),
197-226.
Powell, R., McLaughlin, J., Savage, T., & Zehm, S. (2001). Classroom management: Perspectives
on the social curriculum. Upper Saddle River, NJ: Merrill Prentice Hall.
Rosenber, M., Wilson. R., Maheady, L., & Sinelar, P. (2004). Educating students with behavior
disorder. (3rd edition). Boston, MA: Pearson/Allyn & Bacon.
Siegal-Causey, E., & Allinder, R. M. (1998). Using alternative assessment for students with severe
disabilities: Alignment with best practices. Education and Training in Mental Retardation
and Developmental Disabilities, 33 (2), 168-178.
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., Colvin, G,& Ramsey, E. (1995). Antisocial behavior in school: Strategies and best
practices. Pacific Grove, CA: Brooks/Cole Publishing Company.
Wallace, G., Larsen, S., & Elksnin, L. (1992). Educational assessment of learning problems. (2nd edition). Boston, MA: Allyn and Bacon.
2. Relevant Web Sites: See School of Education Syllabus A-VII.
3.GACE Information: See School of Education Syllabus A-VIII
4. Admission to Teacher Education: See School of Education Syllabus A-VIII
5.Application for Certification: See School of Education Syllabus A-VIII.
IX. ASSESSMENT AND EVALUATION
Assessment will be based on observations, implementation of documented suggestions in the classroom and school setting, completion of requirements in the syllabus, and
scoring of the portfolio at the end of each semester. Grades for this course are assigned as P (passing) or F (failing). All assignments that earn a grade of F will be
resubmitted until corrections are made, and they meet criteria for a P. If you receive an F for this course, you have one semester to re-take the course, otherwise a permanent F
will be recorded on your transcripts.
X. TENTATIVE SCHEDULE :
The college supervisor and the teacher candidate will schedule all visits and due dates for
assignments at the beginning of each semester.