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 3050, EDSE 6070E
Non-Traditional Format
This course will be taught 95% or more online.
Prerequisite
Permission of department
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
-Applied Behavior Analysis: Terminology -Historical Perspectives -Culture and Social Behavior -Ethical Considerations -Data Collection, Reliability -Graph Construction, Data Trends, and Data-based Decisions -Writing Behavioral Definitions and Objectives Positive Reinforcement, Negative Reinforcement -Types of Reinforcers, Schedules of Reinforcement -Contracting -Token Economies -Self-Management -Task Analytic Instruction/Differential Reinforcement -Functional Analysis -Positive Behavior Supports -Decreasing Behavior Strength -Generalization -Research and Single-Subject Designs
Syllabus