Course Description
Classroom and behavior management program design based on the principles and procedures of applied behavior analysis. Emphasis is on proactive strategies that promote learning and prosocial behavior.
Athena Title
Class Behav Mgmt for Ind Disab
Equivalent Courses
Not open to students with credit in EDSE 3050E, EDSE 6070E
Prerequisite
Permission of major
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Course Objectives
The purpose of this course is to provide the learner with basic instructional and behavior management procedures which can be used in a number of different educational environments. Emphasis is placed on a) instructional procedures (methodology),and on the content of instruction (i.e., curriculum) and b) the principles and procedures of Applied Behavior Analysis (ABA). In addition, emphasis is placed on designing behavioral treatment plans. Also, the need to understand the viewpoints of people from culturally diverse and under-represented groups in relation to behavior management is discussed. This course presents the design of instructional procedures as they specifically effect students with mild mental retardation, learning disabilities, and behavior disorders. Eight major areas are addressed: 1. Overview of educational environments in special education. 2. Overview of applied behavior analysis in special education. a. Principles of Applied Behavior Analysis b. Systematic instruction c. Classroom behavior management, i.e., behavior support programs 3. Overview of behavioral assessment and information management. a. Behavioral objectives b. Task analyses c. Data collection procedures d. Functional analysis e. Functional communication training 4. Overview and application of data-based instructional procedures. a. Data collection b. Graphing and visual analysis of graphic data. c. Data-based instructional decisions 5. Overview of procedures for increasing and decreasing the frequency of behavior. a. Deficit behaviors b. Excess behaviors 6. Overview of single-subject research methodology a. Characteristics of single subject research b. Reversal and withdrawal designs c. Multiple baseline, multiple probe and changing criterion designs 7. Overview of procedures for teaching new behaviors (acquisition & fluency) 8. Overview of procedures for facilitating behavior maintenance and generalization. Attainment of these objectives will be assessed through a midterm and final examination and in-class activities. The student will: 1. Discuss the legal rights and responsibilities of the student, parent/guardian and school staff in the design of behavior support plans (CC1:K5, CC6:K1, GC1:K5, GC1:K7, GC7:K5) 2. Discuss how cultural stereotypes can negatively influence the design of behavior support plans (CC1:K7, CC8:K2, CC8:K4, GC1:K3, GC1:S2) 3. Discuss how culture (values, language, customs) should be considered when targeting social behaviors for modification (CC1:K9, CC6:K5) 4. Write a description of each step in the systematic instruction process (CC4:S6, GC4:S4, GC4:S13). 5. Write a description of necessary components/steps in a behavior support plan; (GC4:S4) 6. Operationalize a discrepancy analysis approach to pinpointing social behavior objectives ( GC3:S1, GC6:S3) 7. Write behavioral objectives and task analyses (CC4: S6) 8. Write descriptions of types of data, critical dimensions of behavior, and direct observational measurement procedures. 9. Graph student performance data. 10. Write descriptions of data pattern changes and performance error pattern (CC3: S11) 11. Apply data decision rules to performance data which have been graphed (CC3: S8) 12. Discuss the impact social behavior deficits and behavior excesses have on a student¡¯s life (CC2: K4, GC2:K2, GC2:K4) 13. Write descriptions of procedures for increasing the occurrence of existing behavior. 14. Write descriptions of procedures for decreasing the occurrence of existing behavior; 15. Understand the strategies of and write descriptions of procedures for assessing and teaching social behaviors appropriate for students¡¯ homes, community, and educational environments, i.e. functional analysis and C.A. appropriate skills curriculum (CC6:K3; GC3:K1, GC3:S1). 16. Write descriptions of procedures for monitoring child progress toward short-term objectives 17. Write definitions and descriptions of terminology and procedures specific to applied behavior analysis; 18. Write descriptions of procedures for facilitating skill acquisition, fluency, maintenance, and generalization. (GC4:S26) 19. Critically analyze current educational theories and practices relative to an established research base (GC4:S1, GC6:K2, CC5:K2) 20. Facilitate development and implementation of rules and appropriate consequences in the educational environment. (GC6:S8) 21. Discuss the rationale for assessing the communicative function of social inappropriate behaviors and teaching alternative appropriate behaviors which serve the same communicative intent. (GC6:K4) 22. Theories behind reinforcement techniques and their application to teaching individuals with disabilities (GC6:K2) 23. Operationalize assessment procedures used to individualize the design of instructional and behavior support programs, including A-B-C recording, discrepancy analysis functional assessment, reinforcer preference testing and ecological assessment. 24. Critically discuss the correlation between students¡¯ academic performance and social behavior, and strategies for improving both. 25. Critically discuss the importance of the Principle of Least Intrusive Intervention and the Principal of Least Dangerous Assumption in the design and implementation of nonaversive strategies for modifying challenging behaviors. (GC6:S1) 26. Delineate the principles of normalization versus the educational concept of Aleast restrictive environment@ in designing educational programs for individuals with disabilities (GC1:S3) 27. Differing perceptions of deviance, including those from mental health, religion, legal-corrections, education, and social welfare. (GC1:K3) 28. Develop and implement a systematic behavior management plan using observation, recording, charting, establishment of time lines, hierarchies of interventions, and schedules of reinforcement. (GC6:S2) 29. Adapt and modify ecological inventories, portfolio assessments, functional assessments, and future-based assessments to accommodate the unique abilities and needs of individuals with disabilities*. (GC3:S3) 30. Rationale for selecting specific management techniques for individuals with disabilities (GC6:K1) 31. Theories of behavior problems in individuals with disabilities*, including self-stimulation and self- abuse. (GC6:K3) 32. Consumer and professional organizations, publications, and journals relevant to individuals with disabilities*. (GC8:K1) 33. Integrate related services into the instructional settings of learners. (GC4:S16) 34. Use local, community, state, and provincial resources to assist in programming with individuals who are likely to make progress in the general curriculum. (GC5:S6) 35. Design, implement, and evaluate instructional programs that enhance an individual=s social participation in family, school, and community activities. (GC6:S5) 36. Delineate and apply appropriate management procedures when presented with spontaneous management problems. (GC6:S7)
Topical Outline
1. Class Participation (10%) The instructor will subjectively award up to 10% of the available points for class participation. The student behaviors considered in awarding these points include attending class regularly and on time, turning in assignments when due, completing work accurately and neatly, coming to class prepared, and actively participating in class discussions. Participation points will be assigned at the end of the semester. Regular attendance is required for all scheduled group activities in that the student is responsible for obtaining all materials, instruction, etc. presented during class. Attendance at all class meetings is stressed because information provided in class will be tested on the midterm and final exams. Not all material covered will be found in the required readings. You are required to inform the instructor in advance of your absence. Failure to do so will result in your not being allowed to make-up any missed class work (quiz, activity). As is the instructor, students are expected to come to class meetings thoroughly prepared. ¡°Thoroughly prepared¡± is defined as having read the readings enough times to verbally and in writing state the definitions of terms from the readings; discuss ideas, notions, concepts, issues, and procedures from the readings; relate the ideas, notions, concepts, issues, and procedures to previous information presented to class or in previous readings; and apply the information from the readings to problems. It also implies the student has reviewed information from previous class meetings. The student should prepare questions when information from the readings is unclear and request instructor clarification in class. 2. Quizzes (25%) At each class meeting, students should be prepared to be tested over all materials assigned and discussed to date. Quizzes are designed to assess students¡¯ mastery of course content and to encourage them to be prepared for class meetings. Questions will be based upon the readings assigned for that class, but also may include review questions over previous readings and lectures. 3. Examinations (Midterm, 30%; Final 35%): A midterm and final examination are scheduled to assess a student's comprehension and application of information covered in SPED 3050. Both exams will consist of two parts: Informational (multiple choice and short answer) section and behavioral program application section. 4. All grading will be done as objectively as possible. In the case of qualitative assessment, evaluation will be based on instructor judgement. Grades are assigned based on the assumption that the grade of B represents satisfactory performance (80%). The grade of A represents outstanding performance. Both grades are indicative of competence in the principles and practices in designing individualized learning programs and in the management of the behaviors of exceptional students. It should be kept in mind that most students will perform satisfactorily. Accordingly, not everyone will receive an ¡°A¡± grade. A=90% of total possible points B=80% of total possible points C=70% of total possible points D=65% of total possible points F=below 65% possible points 5. he assignment of an incomplete ("I") grade is discouraged and will be assigned only in cases of extreme emergencies and in cases where a passing grade (C) may be earned. It is the student's responsibility to notify the instructor when such circumstances exist. Upon notification, a contract between the student and instructor will be developed before the last week of the semester for completion of the course.
Syllabus