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EDUCATION DEPARTMENT EDUC 444 - Methods and Strategies for Emotional/Behavioral DisordersSpring 2002Wednesdays 4-6:45pmInstructor: Janet Sauer, M.Ed.Office: Mary Josita 128 Phone: 588-6621 Education Office: 588-6331 Email: jsauer@clarke.edu Office Hours: M,W 10-12, 1:30-3 and F 1-4 and by special appointment I. Course Description: This course studies behavior change strategies used in applied and classroom settings implementing management and learning principles; principles and techniques of behavior control within ethical and legal standards. Data collection, graph design and interpretation, analysis of single-subject designs used in classroom settings; review of the literature pertaining to applied behavior analysis techniques utilized in classroom settings; development and implementation of a behavior change project. II. Resources: Chandler, L.K. and Dahlquist, C.M. (2002) Functional assessment; Strategies to prevent and remediate challenging behavior in school settings Upper Saddle River, NJ: Merrill/Prentice Hall. REQUIRED Selections fromAlberto, P.A. and Troutman, A.C. (1999) Applied behavior analysis for teachers Upper Saddle River, NJ: Merrill/Prentice Hall. REQUIRED Selected peer-reviewed research articles.REQUIRED Relevant Internet sites, including www.prenhall.com/chandler, and http://keller.clarke.edu/~jsauer will also be used so you will need your student ID. Hall, R.V. and Axelrod, S. (1999) Behavior modification; Basic principles Austin, TX: Pro-ed. Functional behavioral assessmentJanney and Snell Positive behavioral supports III.Course Goals: INTASC Principle: Establishes A Culture for Learning and Manages Student Behavior A. Describe characteristics of people with emotional and behavior disorders and related laws as assessed by the first quiz. B. Identify target behaviors to be changed and the critical variables affecting the target behavior as assessed through in-class activities, observation reports and the behavior change project (BCP). C. Design learning environments and interventions that encourage self-awareness, self-control and reliance, self-advocacy, self-determination, self-esteem, self-enhancing behavior, and increased independence as assessed by in-class activities and the BCP. D. Select among, use, and critique a variety of nonaversive techniques used to enable learners to demonstrate adaptive behaviors and to provide optimal learning opportunities to be assessed through journal critiques and the behavior change project. E. Develop rules and appropriate consequences in the educational environment. Identify realistic expectations for personal and social behavior in various settings. Assessed by in-class activities. F. Develop a systematic behavior management plan that involves the learner, uses observation, recording, charting, and establishes times, interventions, and schedules of reinforcement. Assessed through the BCP.
INTASC Principle: Demonstrates Effective Communication Techniques G. Use thinking, problem solving, and other cognitive strategies as assessed by in-class paired, small and large group activities, homework assignments, projects and quizzes. H. Demonstrate proficiency in oral and written communication. Oral communication skills used during in-class activities will be noted on mid-term evaluations. All written assignments, which will be maintained in a binder or folder, will be evaluated for these skills. I. Demonstrate knowledge of educational research; appreciate what the articles have to offer educators. Assessed by article critiques and study guides.
IV. Course Products/Assessment & Evaluation: A. Study Guides for assigned readings. 10% B. In-class activity products. 10% C. Quizzes. 15% D. Observation Reports. 10% E. Article Reviews. 15% F. Behavior Change Project 35% 1. Overview & definition of challenging or target behavior 2. Interview results and summary 3. Direct Observation Data · Setting Events · Antecedents · Baseline of targeted or challenging behavior · Consequences 4. Identification of the function of the target or challenging behavior 5. Behavior Intervention Plan inc. strategies & replacement behaviors 6. Direct Observation Data during Intervention · Setting Events · Antecedents · Occurrence of targeted or challenging behavior · Consequences 7. Project Summary and Analysis including graph 8. References in APA format G. Final Exam. 5% V. Attendance Policy: Clarke College’s attendance policy. Assignments and work missed during any absences must be made up the following school day unless previously arranged with the instructor. Excessive absences (2 or more) may result in written warning and lost course points. VI.Additional Guidelines:
VII.Course Assignments: Study GuidesStudy Guides will be handed out every week that there are textbook readings assigned to enable preparation for the following week. Guides will only be accepted during the class time when they are due. They may be submitted, however, beforehand. Study guides will enable practice for quiz questions and will provide opportunities for vocabulary development and application of course concepts and skills. Please keep track of your performance on your course “scorecard” with relevant chapters noted. Study guides will be evaluated based upon completeness and accuracy of responses.Observation Reports On two different occasions you will determine a measurable and observable behavior of a learner. Then you will select a type of recording technique and use it to record the learner’s behavior. Observation reports will include the target behavior, justification for the recording technique you selected, the raw data collected and displayed in graph form and a narrative summary (in 3rd person voice) including an analysis of the data and discussion of related factors. Observation Reports will be evaluated on the clarity of the writing; completeness and accuracy of raw data and graph representation of the data- titles, labels, descriptions; and reasoning. Article ReviewsYou will be assigned to read research articles related to functional assessment, applied behavior analysis and approaches to working with students exhibiting challenging behaviors. The goal is for you to learn to interpret research results and appreciate what it has to offer you as a classroom teacher. You will gain practice in reading and understanding methods involved in formal research. You will be provided with a format to follow. Evaluation will be based upon completeness, accuracy, reasoning and support for responses. VIII. Important Dates: January 14 Introduction to EBD, syllabus Readings January 21 Legal Issues regarding behaviors Ch.1&PBIS January 28 BCP Step 1a Due-overview Ch.2&3 January 29Last day to cancel/add coursesFebruary 4 Quiz #1 (text Chapters 1-3) Ch.4 February 11 BCP Step 1b Due-behavior defined Ch.5 February 18 BCP Step 2 Due-interviews Ch.6 Observation Report 1 Due February 21-22 Winter BreakFebruary 25 Quiz #2 (text Chapters 4-6) A&T Ch.6 March 4 Observation Report 2 Due Ch. 7&8 March 11 BCP Step 3 Due-Baseline data Ch. 9&10 March 18 Article 1 Due, BCP Step 4-function March 25-April 2 Easter Break April 8 Quiz #3 (A&T Ch.6, text Ch.7-10), BCP Step 5-BIP April 15 Article 2 Due Ch.11 April 22 BCP Step 6-intervention data Ch.12 April 29 Article 3 Due, BCP Step 7&8 May 5 Final Exam, Revised BCP Due
Article Review Format
Name: (your name) Date submitted: Class name and Course Number: Title of Assignment: (Article Review #____) APA Article Reference Citation: (see OWL, Clarke’s Writing Center)
Problem Statement: (Rewrite the problem statement in your own words.) Rationale for Research: (What aroused the researchers’ interest?) Purpose of Research: (What did the researchers intend to accomplish? What was their reason for performing the study?) Participants/Subjects: (Include # and description-how recruited? What kind of sample? Groups? Demographics?) Research Design: (What was the experimental design?) Research Procedures: (What steps were followed? “First, next, then…” What was done with the participants? How was data collected?) Results: (Briefly describe the outcomes.) Conclusion: (Upon review of the “Discussion” section, briefly state what the researchers concluded, what shortcomings they recognized existed within the study, and what recommendations they made for further study. Did the authors establish significance of the study using argument and/or supportive literature?) Discussion: (Up to this point everything written has been merely restating what was in the article. In this section, you are to demonstrate understanding of the study, interpret it and make inferences and possible critiques of the study’s strengths and weaknesses, it’s validity- did it accomplish what it was supposed to? - and reliability- could it be duplicated?. Consider the possible impact of the study on students and teachers in school settings. Do you think the conclusions of the study are generalizable? Why or why not? How do you see the results affecting your instruction of students with challenging behaviors? Give an example. Lingering Questions: (What questions remain for you?)
Evaluation of the Article Reviews will be based upon completeness, accuracy, reasoning and support for responses.
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