Mastering the
art of teaching: Preparing proactive educators to improve the lives of all
children
01/07
I. COURSE INFORMATION:
SPED 684 Advanced Strategies for Behavior Change/Functional Behavioral Analysis
Prerequisites:
SPED 600
Credit: 3
Period:
II. INSTRUCTOR INFORMATION:
Name: R.J.
Waller, Ph.D.
Office Location:
Phone Numbers: 706-548-2243
E-mail: rjwaller@yahoo.com
Fax Number: 706-548-8771
Office Hours: Tuesdays
III. TIME AND PLACE
CAMPUS:
Time:
Place:
IV. TEXT AND SUPPLEMENTARY
American Psychological Association. (2001). Publication
manual of the American Psychological
Association (5th ed.).
Washington, D. C.
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
Piedmont College Mission Statement
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 meet student needs.
The theme of the
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: engaging in
participatory decision-making; collaborating in teaching and learning;
collecting information from all constituencies; examining options and projecting consequences;
nurturing open discourse; providing for field experiences; assessing processes
as well as products; modeling democratic ideals in the classroom; forming
communities of learners; and 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).
Graduate MA and MAT Program Goals:
The goal of the Master of Arts (MA) and Master of
Arts in Teaching (MAT) programs at
¨ provide the candidate with
the ability to communicate and teach effectively using an interdisciplinary
knowledge base and understanding of multidimensional classrooms;
¨ use and facilitate critical
thinking skills;
¨ enhance candidates’ content
knowledge, integrating it with instructional technology;
¨ enable candidates to
interpret and assess educational research, and conduct their own
classroom-based research; and to
¨ provide experiences that
enable candidates to assume roles as scholarly practitioners and develop their
skills and abilities as professional teachers.
MAT Program Goals
Through an individualized
program of study based on the candidate’s undergraduate program, experience,
and professional goals, the MAT program seeks to:
¨ build the candidate’s
knowledge base and understanding of P-5 students’ characteristics, knowledge,
skills, experience, interest, approaches to learning, special needs, and
cultural heritage;
¨ prepare candidates who have
knowledge and understanding about multicultural and global issues and
perspectives as well as to plan and implement instruction based on these
perspectives;
¨ build the candidate’s
knowledge and understanding of content, pedagogy, record keeping and a wide
variety of diagnostic and assessment techniques and strategies;
¨ develop the candidate’s
understanding and use of educational technology including the use of computer
and other technologies in instruction, assessment, and productivity;
¨ build candidate’s ability to
create classroom environments that include: respect, rapport, a culture for
learning, effective management of classroom procedures, appropriate management
of student behavior, and efficient organization of physical space;
¨ inform candidates of
resources available for teachers and students to support and enhance student
learning;
¨ develop the candidate’s
repertoire of strategies for effective teaching;
¨ enable candidates to plan
and implement instruction based on acquired knowledge of subject matter,
students, and the community;
¨ provide candidates with
concrete field experiences across grades P-5 that help them link theory and
practice through observation and participation;
¨ develop the candidate’s
understanding and use of effective interactions with parents or guardians for
supporting students learning and well being;
¨ develop the candidate’s
ability to use research, research methods, and knowledge about issues and
trends to conduct research on an educational topic of interest;
¨ help candidates grow and
develop professionally toward becoming proactive, scholarly, reflective
practitioners, and lifelong learners who improve the lives of children.
MA Program Goals
Through an individualized
program of study based on the candidate’s undergraduate program, experience,
and professional goals, the MA program seeks to:
¨ enable candidates to
critique their planning and teaching strategies so they can more effectively
plan instruction based on extended knowledge of subject matter, students, and
the community;
¨ broaden the candidates’
knowledge of developmentally appropriate content and resources needed for
teaching and interacting with their students;
¨ expand the candidate’s
repertoire of strategies for effective teaching and communication with parents;
¨ enhance and expand the
candidate’s knowledge and understanding about multicultural and global issues
and perspectives as well as ways to plan and implement instruction based on
these perspectives;
¨ expand the candidate’s
understanding and use of educational technology including the use of computer
and other technologies in instruction, assessment, and productivity;
¨ diversify field experiences
for candidates to strengthen their understanding of the link between theory and
practice;
¨ develop the candidate’s
ability to use research, research methods, and knowledge about issues and
trends to improve practice in schools and classrooms;
¨ develop the candidate’s ability
to assume roles as leaders and mentors in the profession;
¨ establish procedures that
candidates can use to continually keep up-to-date on changes in the field;
¨ help candidates become more
independent in their professional development as scholarly, reflective,
practitioners and lifelong learners who improve the lives of children;
¨ encourage candidates’
involvement in professional activities and endeavors; encourage candidates to
present at local, state, and national conferences.
VI. COURSE DESCRIPTION AND PURPOSE:
This course is designed to further
candidates’ knowledge of and skills in applying 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 interventions for
students that have disabilities.
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
toward the goal of integration in the classroom, school, community, and job
market for persons who are not disabled.
VII.
Core Candidate Learning Outcomes :
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.
1) Learning Environment: The proactive teacher uses an
understanding of individual and group motivation to create a caring, democratic learning environment that
encourages positive social interaction, active engagement in learning, self
regulation, and collaboration. The proactive teacher 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 teacher
understands and can model the central concepts, tools of inquiry, national
standards, 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 teacher understands how students
develop and learn and provides well-managed learning opportunities that support
students’ intellectual, social, and personal growth. The teacher documents
student achievements and contributes to systems of accountability designed to
improve schooling.
4) Diversity: By understanding that all
learners are products of their innate abilities, preferred learning styles, and
cultural experiences, the democratic teacher modifies
instruction and assessments to meet diverse needs of all students.
5) Instructional Strategies: The proactive teacher
understands and uses a variety of instructional strategies to encourage the
development of all students’ creative talents, critical thinking, problem
solving, and performance skills.
6) Assessment Strategies: The scholarly, reflective, proactive teacher
designs a variety of assessments including alternative assessment strategies,
which (a) assess the acquisition of knowledge, skills, and dispositions
expected in the subject, (b) offset the negative effects of high-stakes
testing, and (c) encourage the continual intellectual, social, and personal
growth of all students to become
knowledgeable, inquisitive learners.
7) Communication and
Technology:
The proactive
teacher 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 scholarly, reflective, proactive teacher
plans and manages instruction based upon knowledge of content, pedagogy,
students, the community, and curriculum goals.
9) Reflection and
Professional Development: The scholarly teacher is a reflective
practitioner who continually evaluates the effects of her/his choices and
actions upon others, institutes research aimed at improving instruction,
attends to the development of policies affecting education at the state and
national levels, proactively seeks opportunities for the continual development
of a personal pedagogy.
10) Collaboration and
Relationships:
The scholarly,
reflective, proactive teacher communicates and collaborates with other educators, parents/families, agencies and
the community through democratic
processes to support student learning and well being.
In addition to the Core Candidate Learning Outcomes
identified by the
1.The candidate will understand the philosophical,
historical, and legal foundations of special education.
2.The candidate will identify the major social
characteristics of individuals with E/BD.
3.The candidate will have knowledge of formal social
assessment instruments and will be able to prepare accurate reports based on
formal social assessments.
4.The candidate will have knowledge of research
supported instructional strategies and the skills necessary for implementing
the strategies.
5.The candidate will be able to construct a
functional classroom design that is effective for students.
6.The candidate will develop and implement a
systematic behavior management plan.
7.The candidate will utilize behavior management/counseling
techniques in managing student behavior.
8.The candidate will be a consumer of professional
publications, journals, and development opportunities provided by membership in
professional organizations.
9.The candidate will have knowledge of the Council
for Exceptional Children's Code of Ethics for Educators of Persons with
Exceptionalities.
¨ For Advanced
Certification Programs
10. Modeling
and Mentoring: The teacher both models best practices and accepts
responsibility to mentor new and veteran teachers.
11.
Professional Discourse: The teacher participates actively in the
professional discourses related to the field of certification--at the school
and in regional and national venues.
12. Proactive
Involvement: The teacher takes advantage of opportunities to influence the
school toward curricula, instructional practices, policies and professional
climate which result in students acquiring more durable knowledge and skills
and in-depth understanding, as well as positive dispositions toward
learning.
In addition to the outcomes listed above, students who complete this class will also meet the following outcomes:
1.The candidate will understand the philosophical, historical, and legal foundations of special education.
2.The candidate will identify the legal foundation for FBA.
3.The candidate will have knowledge of formal assessment instruments and will be able to prepare accurate reports based on formal FBA assessments.
4.The candidate will have knowledge of research supported behavior intervention strategies and the skills necessary for implementing the strategies.
5.The candidate will be able to construct a functional behavior assessment that is effective for students.
6.The candidate will develop and implement a systematic behavior management plan.
7.The candidate will be a consumer of professional publications, journals, and development opportunities provided by membership in professional organizations.
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)
- 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)
- 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)
- 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)
- 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)
- 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)
- 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)
- 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)
- 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)
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)
Dispositions for All Candidates:
In addition to the common
core learning outcomes, all candidates are expected to be familiar with the
dispositions expected of professionals.
Their work with students, families, and communities reflects the
following dispositions as defined by the
Scholarly: Inquiring; creative; seeks
solutions; thinks critically about theory and method; keeps current in
discipline (conferences, journals, classes); pursues lifelong learning.
Reflective: Bases daily decisions on in
depth reflection, done frequently and honestly; considers many possibilities
for problem solutions; stays open to constructive criticism.
Proactive: Anticipates problems in
management; anticipates problems and difficulties in instruction; addresses
pertinent issues of school and community to support student learning;
encourages students’ critical thinking, problem solving, and creativity; plans
for important student learning; fosters visionary thinking and action; promotes
mindful leadership to improve schools.
Democratic: Facilitator; views others as
capable to deal with problems and able to make decisions; promotes equitable
treatment for all students; has high expectations for all students; seeks best
interest of students they serve; open-minded; able to view other perspectives;
accommodates individual differences; culturally sensitive in areas of
communications, learning, assessment, and cultural norms; collaborates well
with others; works for the good of the community.
Responsible: Patience, professional
temperament; aims to be the best he/she can be; good work ethic; punctual;
recognizes when their own dispositions may need to be adjusted and are able to
develop plans to do so.
VI