Piedmont
College
School
of Education
________________________________________________________________________
Preparing
Proactive Educators to Improve the Lives of Children
I.Course
Title:Behavior
Management for Special Education
Number:SPED
400
II.Instructor
Name:Sylvia
Rockwell, Ph.D.
Office
Location: Hunnicutt Building
Office
Hours: Monday 4:00-5:00,
Tuesday 4:00-5:00, Wednesday 3:50-5:50, Thursday 9:00-10:00
Phone:(706)548-8505
Email
and fax #:srockwell@piedmont.edu
(706) 613-2749
III.Time
and Place
Athens
Campus, Fall 2000, Second Session
Day(s):Wednesday
Time:5:50-10:10
Class
Location: Hunnicutt Building,
Room 3
IV.Text(s)
Required:Alberto,
P., & Troutman, A.(1999).Applied
behavior analysis for teachers. (5th ed.).Columbus,
OH:Charles E. Merrill.
Supplemental:Some
supplemental readings will be required.Copies
will be made available.
V.School
of Education Mission
Piedmont
College Mission:
Inspired
by the liberal arts tradition and a historical association with the Congregational
Christian Churches,
Piedmont College cultivates a diverse, challenging, and caring intellectual
environment to encourage
academic success and spiritual development.
To
accomplish this mission, the college offers a number of major fields of
study that are informed by the liberal
arts, including specialized professional programs and selected graduate
programs.Instructional opportunities
are also provided at distant locations to student needs.
School
of Education Mission & Philosophy:
The
theme of the School of Education is ÒPreparing Proactive Educators to Improve
the Lives of Children.ÓReinforcing
the mission of Piedmont College, the School of Education strives to prepare reflective,
scholarly, proactive educators.These
practitioners effectively educate their own students to
become knowledgeable, inquisitive, and collaborative learners in diverse,
democratic learning communities.
Specific
ideals under-gird our conceptual framework.We
advocate the democratic ideals of equal rights
and opportunities; individual freedom and responsibility; responsibility
for the greater good; respect
for diversity; openness to possibilities; and open, informed discourse.
We
endorse the following processes as a means of striving for our democratic
ideals:
1.Engaging
in participatory decision-making.
2.Collecting
information from all constituencies.
3.Examining
options and projecting consequences.
4.Nurturing
open discourse.
5.Providing
for field experiences.
6.Assessing
processes as well as products.
7.Modeling
democratic ideals in the classroom.
8.Forming
communities of learners.
9.Constantly
revising the curriculum to reflect new insights and understandings.
Further,
we endorse the development of a sense of personal integrity and of strong
habits of mind (e.g., reflectiveness,
persistence, clarity, accuracy, and responsiveness to feedback).
Program
Goals:
The
goal of the special education program at Piedmont College is to provide
undergraduate candidates knowledge
in the social and educational development of students.Through
an individualized approach
the program seeks to accomplish the following:
¥Explain,
discuss, and provide opportunities for the application of the philosophical,
historical, and legal
foundations of special education, specific to mental retardation/developmental
disabilities.
¥Provide
the candidate with information regarding the learning characteristics of
students with
mental
retardation/developmental disabilities that will allow for productive discussion
of
students'
strengths and needs as well as effective application of instructional methodology.
¥Provide
the candidate with opportunities to learn and apply the components of assessment
(e.g., diagnosis
and evaluation) with regard to students with mental retardation/developmental disabilities.
¥Provide
the candidates with knowledge of instructional content and practice for
educating students with
mental retardation/developmental disabilities and information that will
allow candidates to continually
refine their professional knowledge base.
¥Provide
opportunities for candidates to demonstrate skills specific to applied
behavior analysis when
teaching students with mental retardation/developmental disabilities.
¥Provide
opportunities for candidates to demonstrate and apply professionalism and
ethical practices
when
teaching students with mental retardation/developmental disabilities.
VI.Course
Description & Purpose
This
course is designed to introduce students to strategies for modifying problem
behaviors of students with
disabilities.Learning theory, measurement
procedures, and verification of functional relationships
will be introduced.Students will
be required to plan, implement, and evaluate an applied
behavior analysis project with an individual student with a disability.
The
purpose of this course is to teach teachers applied behavior analysis techniques
to effect a change in
academic and pro-social behavior of students with disabilities toward the
goal of integration in the classroom,
school, community, and job market for persons who are not disabled.
VII. School
of Education Outcomes Addressed in the Class
Core
Candidate Learning Outcomes(CCLO):
The
following outcomes, adapted from the 1994 INTASC (Interstate New Teacher
Assessment and Support
Consortium) standards, are addressed in this course:
1)Learning
Environment: The candidate
uses an understanding of individual and group motivation to create
a caring learning environment that encourages positive social interaction,
active engagement in learning,
and self-regulation.The candidate
additionally fosters the ideals of a democratic classroom
by
treating students fairly and justly, providing intellectual challenge,
and supporting students as they pursue
knowledge and understanding.
2)Subject
Matter:The scholarly candidate
understands and can model the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and can create learning
experiences that make
these aspects of subject matter meaningful for students.
3)Student
Learning:The reflective candidate
understands how students develop and learn and can provide
well-managed learning opportunities that support studentsÕ intellectual,
social, and personal growth.
4)Diversity:The
candidate committed to the ideals of the democratic classroom understands
that learners
are the products of their innate talents/disabilities, preferred learning
styles, and cultural experiences
and can adapt instruction to meet diverse needs.
5)Instructional
Strategies:The candidate understands
and uses a variety of instructional strategies to encourage
the development of studentsÕ critical thinking, problems solving, and performance
skills.
6)Assessment
Strategies:The candidate understands
and uses a variety of assessment strategies to encourage
the continual intellectual, social, and personal growth of students.
7)Communication
and Technology: The candidate
uses knowledge of effective verbal, non-verbal, and media
communication techniques and technologies to foster active inquiry, collaboration,
and supportive
interaction in the classroom.
8)Planning
Instruction:The candidate
plans and manages instruction based upon knowledge of subject matter/pedagogy,
students, the community, and curriculum goals.
9)Reflection
and Professional Development: The
candidate is a reflective practitioner who continually
evaluates the effects of her/his choices and actions upon others, and who
actively seeks opportunities
for the continual development of a personal pedagogy.
10)Collaboration
and Relationships: The
candidate communicates and interacts with other educators, parents/families,
and the community to support studentsÕ learning and well-being.
VIII.Course
Outcomes
This course is based on the Council for Exceptional StudentsÕ Core Knowledge and Skills Essential for All Beginning Special Education Teachers.This list of Core Knowledge and Skills includes the following:
1.Philosophical,
Historical, and Legal Foundations of Special Education.
2.Characteristics
of Learners
3.Assessment,
Diagnosis and Evaluation
4.Instructional
Content and Practice
5.Planning
and Managing the Teaching and Learning Environments
6.Managing
Student Behavior and Social Interaction Skills
7.Communication
and Collaborative Partnerships
8.Professionalism
and Ethical Practices
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 terminology, measurement techniques, monitoring designs, and
graphic procedures.Effectively
educating students with behavior problems requires that teachers have complete
understanding of terminology and measurement techniques to operationalize
a specific behavior,
collect data, and graph the data.
2.Demonstrate
knowledge of intervention procedures for the increase and decrease of targeted behaviors
in a variety of settings.Effective
intervention will be selected based on research on best practice
with regard to the operationalized identification of targeted behaviors
and the pre-intervention
data.
3.Demonstrate
an understanding of a functional relationship and a functional analysis
of behavior.
4.Identify
research designs used in current experiments of intervention.
5.Identify
and apply behavioral interventions to targeted behavior problems, collect
and analyze data,
determine if a functional relationship exists, and determine if a new intervention
should be applied.
6.Have
knowledge of the Council for Exceptional ChildrenÕs Professional Standards
and Code of Ethics
for educators who work with students who have exceptionalities.
IX.Course
Policies & Procedures
A.Class
Attendance & Participation
Attendance/Participation:
Attendance,
timeliness, and participation are required.The
School of Education policy states that
more than the allotted number of excused absences for any reason will result
in a failure of the
course.The allotted number of excused
absences is as follows:
¥Day
classes meeting three times a week for an entire semester:6
absences
¥Day
classes meeting two times a week for an entire semester:4
absences
¥All
eight week classes:1 absence
¥Evening
classes meeting for an entire semester:3
absences
Only
absences due to illness or emergencies will be excused.Work
missed due to an excused absence
may be made up.It is the candidateÕs
responsibility to inform the professor in writing of
his or her plan for making up the work.Any
candidate who misses more than the allotted 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 includes (a)preparing
for class by reading the text and/or other assigned readings,
(b)actively participating in class
discussions, and (c)contributing
to group activities.
B.Academic
Honesty
Written
Work:
Use
APA style (4th ed.).All papers for
the course are to be typed using 12 point print.Papers should
be error-free and grammatically correct (including punctuation, spelling,
capitalization, etc.).Candidates
should make good use of writing resources.Each
paper should have a cover sheet
with the candidateÕs name, course number and name, assignment title, and
date.
Academic
Integrity:
By
accepting admission to Piedmont College, each candidate makes a commitment
to understand,
support, and abide by the ÒAcademic Integrity PolicyÓ without compromise
or exception.This
class will be conducted in strict observance of the policy.Refer
to the Piedmont College
Student Handbook for details.All
work submitted must be original, appropriately referenced,
and created in and for this course.
C.Special
Consideration:
Candidates
with any special needs should make these special needs known to the instructor during
the first class session.Please provide
appropriate documentation.
X.Course
Outline & Student Expectations
A.Schedule
& Topic Outline
Week
1:Theoretical Approaches
Week
2:Components of A Functional Behavioral
Analysis
Week
3:Target Behavior Selection
Week
4:Data Collection and Graphic Representation
Week
5:Interventions:Reinforcement
& Behavior Reduction
Week
6:Generalization
Week
7:Synthesis and Analysis
Week
8:Candidate Presentations
COURSE
REQUIREMENTS:
B.Description
of Assessments & Assignments
1.Candidates
are responsible for all material presented in texts, handouts, and resource
manuals.
2.Exams:Three
exams will be administered.Each
exam will include a combination of short
answer and essay type questions.
3.Mini-papers:Each
candidate will complete 6 mini-papers.These
papers are to be reviews
of research articles on applied behavioral analysis.Articles
selected for review
must come from an approved professional journal with a publication date
of 1995to
the present.A minimum of 1 paper
must be written on each of the following designs:(a)ABAB,
(b)multiple baseline, and (c)alternating
treatment design.The remaining three
articles must include information from the research on functional behavioral analysis
that enhances the candidatesÕ understanding of applying research to practice.
Each
paper must be written and referenced using the American Psychological Association
(APA), 4th edition guidelines.The
papers should be 2 pages, double spaced,
and should include the following subtopics:
¥Purpose
of the Study
¥Targeted
Behaviors
¥Number
and Description of Subjects
¥Research
Design
¥Reliability
¥Functional
Relationship
¥Results
¥Discussion
of the Treatment
¥Application
¥Personal
Reflection
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
Autism
and Developmental Disabilities
Focus
on Autism and Developmental Disabilities
Education
and Training in Mental Retardation and Developmental Disabilities
4.Personal
Philosophy Statement:Each candidate
will participate in class discussions
and activities that will enhance his/her understanding of the theoretical approaches
to behavior management.After reading,
discussing, and participating in class
activities, candidates will write a two to three page statement of their philosophy
of behavior management.This philosophy
statement will include a minimum
of three references.
5.Functional
Behavioral Analysis (FBA) and Application Project:Each
candidate will
conduct a functional behavioral analysis and write a behavior plan to address
the targeted
behavior(s).An ABAB design will
be used to report the results of the plan.
Each
candidate will present their plan and results to the class.
C.Evaluation
Criteria
Tests30%
Class
Participation10%
Mini-papers20%
Philosophy
Statement10%
FBA
& Application Project30%
The
class will determine due dates during the first class meeting.All
work must be turned
in by the due date for full credit.
E.Instructional
Methods
Various
instructional approaches will be utilized by the candidates and professor.Demonstrations,
observations, class discussions, small group discussions, cooperative group
work, use of educational technology, student presentations, readings, writings,
listening,
questioning, as well as formative and summative evaluations will be utilized.
X.Resources
A.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.
ERIC
Brief T3 (1990, March).Student
self-management to increase on-task behavior.ERIC Clearinghouse
on Handicapped and Gifted Children.
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.
Glasser,
W. (1988, March).On studentsÕ needs
and team learning:A conversation
with William Glasser.Educational
Leadership, 217-224.
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. San
Diego, CA:Singular Publishing.
Nelson,
M. (1987).Behavioral interventions: What
works and what doesnÕt.The Pointer,
31 (4), 45-50.
Smith,
S. (1988).Teaching the fourth r--
relationships.The Pointer, 32
(3), 23-33.
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
bestpractices.Pacific
Grove, CA:Brooks/Cole Publishing
Company.
B.Websites
XII.InstructorÕs
Resources
Candidates
may check out texts and curricula from the instructor.These
are personal resources.If these resources
are lost or damaged, they will need to be replaced prior to receiving a
grade for the course.