| 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
vharacteristics 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 |