Course Description
The characteristics of individuals with behavioral disorders across the lifespan. Theory and current issues as they relate to definition, assessment, eligibility, diversity, service delivery, and family needs.
Athena Title
Behavioral Disorders
Equivalent Courses
Not open to students with credit in EDSE 7130E
Prerequisite
Permission of department
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Course Objectives
Upon completion of this course the student will be able to: 1. Articulate, analyze, and contrast federal, state, DSM IV and CEC definitions of E/BD in relation to the social characteristics of individuals with E/BD. BD1.K1, BD1.K2, BD1.K3, BD2.K2, BD2.K3, BD3.K2 2. Articulate, analyze, and contrast federal, state, DSM IV and CEC definitions associated with the terms behavioral disorders, emotional disturbance and emotional/behavioral disorder, in relation to the impact of dysfunctional behavior on learning. BD1.K2, BD1.K3, BD2K.2, BD2K.3, BD3.K2, BD3.K3 3. Identify the causal and correlational variables associated with behavioral disorders and related classifications, including: Family, school, behavioral/ecological, affective/emotional, biological, and substance variables. BD1.K3 BD1.S2 4. Articulate social, political, and economic factors related to assessment and placement related to overrepresentation of culturally/linguistically diverse students in E/BD including assessment and placement for those students. BD1.K2, BD1.K5, BD3.K2 BD1.S2, BD1.S3 5. Describe IDEA and amendments, least restrictive environment, normalization, continuum of services, due process, and related law. BD1.K5, BD3.K4, BD6.K2 BD1.S1, BD1.S3 6. Identify and describe the breadth of services and service delivery models available to students with behavioral disorders and their families, including school, community-based and electronic networks and organizations within, and as alternatives to, the continuum of services. BD5.K1, BD4.K3, BD5.K1, BD5.K2, BD6.K2, BD7.K1 BD1.S1, BD1.S3 7. Describe and contrast traditional and inclusive placement options. BD3.K5, BD5.K2, BD6.K2 BD1.S1, BD1.S3 8. Describe, analyze and apply referral and assessment procedures, and articulate related law. BD1.K5, BD3K.1, BD3.K2, BD3.K3, BD3.K4, BD3.K5, BD7.K5 BD3.S1 9. Articulate and analyze assessment and placement trends with respect to culturally diverse learners. BD3.K1, BD3.K2, BD3.K4, BD3.K5, BD6.K2 BD1.S1, BD1.S2 10. Use case studies to determine eligibility, placement, and IEP goals and objectives. BD3S1, BD6.S4 11. Articulate and respond to the concerns of parents and care givers of students with behavioral disorders, including those from culturally and/or linguistically diverse backgrounds. BD6.K1, BD6.K2, BD7.K1, BD7.K2, BD7.K3, BD.,K4, BD7.K5 BD1.S2 12. Identify, describe, and participate in consumer, advocacy and professional organizations relevant to students with behavioral disorders. BD8.K1 BD8.S1 13. Articulate and compare the major conceptual models associated with service delivery. BD1.K3, BD4.K1, BD5.K1, BD5K2, BD6.K3 14. Identify the sources and breadth of specialized materials, curricula, and alternative instructional strategies for students with behavioral disorders, and apply research-based standards in critically analyzing their strength, weaknesses, and effectiveness. BD4.K1, BD4.K2, BD4.K3, BD5.K1, BD6.K1 BD1.S1, BD4.S5, BD4.S10, BD5.S2, BD6.S5 15. Articulate the elements of model transition programs in the areas of career, living arrangements, mobility and recreation/leisure. BD4.K1, BD4.K2, BD4.K3, BD5.K1, BD6.K2 BD1.S1, BD4.S10 16. Utilize the WWW to identify information related to characteristics, assessment and treatment of students with behavioral disorders. BD4.S3 17. Articulate historical perspectives related to knowledge and practice in the field of behavioral disorders, including the influence of social and political movements, major figures, and classic research. BD1.K4 18. Articulate the research base related to the impact of physical development, physical disabilities, and health impairments on the behavior and educational performance of students with behavioral disorders. BD2.K1 19. Identify and describe the breadth of publically and commercially available resources available to assist and educate parents in facilitating the educational, social/affective, and behavioral development of their children who have behavioral disorders, including parenting and behavior management print and electronic materials, and information on parent support networks. BD7.K2 20. Articulate the research concerning the types and effectiveness of collaborative and consultive service delivery models and practices, including inclusion, with respect to factors that influence referral and reintegration rates. BD6.K2, BD7.K1, BD7.K3 21. Articulate best practices and the nature of collaborative education and transition models for individuals with behavioral disorders, including relationships between, and the breadth of information and/or services available from, families, schools, legal services, and public (e.g., Family and Child Services, Mental Health, Social Security) and private sources. BD5.K2, BD7.K1, BD7.K2, BD7.K4 22. Articulate the roles and responsibilities of, and the interaction between, parents, schools, professional organizations, and agencies (e.g., judicial systems, Mental Health) in prereferral, referral, assessment and service delivery for students with behavioral disorders. BD5.K2, BD7.K1, BD7.K2, BD7.K4, BD7K.5
Topical Outline
Participation in class meetings is required. Readings are to be completed by the assigned date. Students are expected to schedule school meetings and parent conferences around the class meetings. Two equally weighted quizzes will be given, each comprised of any combination of essay, multiple choice, short answer, true/false, and application questions. One individual or team (of up to two members per team) presentation on a topic selected by the student(s) from those given in class. Sharing of information from the www is a component of this presentation. One team case study presentation, including IEP, OR One 7-10 page research paper (topics given in class)