Clarke College

Dubuque, IA

EDUCATION DEPARTMENT

EDUC 441/EDMA 615 - Methods and Strategies for Behavior Disorders

Spring 2001  Mondays/4:00-6:45PM/135B CBH

Instructor: Janet Sauer, MEd

Office: Mary Josita 128  Phone: 588-6362, Education Office: 588-6331

Email:janet@greathoney.com         Website: http://myschoolonline.com/IA/Ms_sauer

Office Hours: Mondays 11-2:30p.m. and by appointment

I.    Course Description:  This course studies the methods and strategies used in educating students with emotional and behavioral difficulties in resource classrooms and inclusive settings.

II.   Textbooks and Resources:

·      One recent issue of the Journal of Emotional and Behavior Disorders, Pro-Ed Publishing, required

·      M. E. McConnell (2001) Functional behavioral assessment; A systematic process for assessment and intervention in general and special education classrooms Denver. CO: Love Publishing, required

·      R. Janney & M. Snell (2000) Behavioral support Baltimore, MD Brookes Publishing, required

·      Additional resources, including Alberto & Troutman (2000) Applied Behavior Analysis Englewood Cliffs, NJ Macmillan Publishing and Mercer, C. and Mercer, A. (2001) Teaching students with learning problems (6^th ed.)  Upper Saddle River, NJ: Prentice Hall,.are on reserve at the college library and relevant internet sites will also be used so you will need your student ID.

III.  Course objectives:  Through the use of lectures, discussions, clinical experiences, individual and team research, and written and oral assignments, each student will demonstrate the following CEC knowledge and skills:

A.  Knowledge

1.    Sources of specialized materials for individuals with E/BD.

2.    Differing learning styles of individuals with E/BD and how to adapt teaching to these styles.

3.    Demands of various learning environments such as the general education and the resource room.

4.    Approaches to creating positive learning environments for individuals with E/BD.

5.    Model programs and curricula for the development of affective skills.

6.    Instructional and remedial teaching methods and techniques.

7.    Teaching for modifying instructional methods and materials.

8.    Impact of learner's attitudes, interests, values, and academic and social abilities on intervention, instructional planning, and career development.

9.    Ways in which technology can assist with planning and managing the teaching and learning environment.

 B.   Skills

1.    Research supported instructional strategies and practices for teaching students with E/BD

2.    Identify and use prevention and intervention strategies and procedures related to a variety of theoretical approaches to students with E/BD.

3.    Select, develop, adapt, and evaluate curriculum materials and technology applicable to students with E/BD.

4.    Use thinking, problem-solving, and other cognitive strategies to meet individual student needs.

5.    Integrate academic instruction, affective education, and behavior management for individual students and groups with E/BD.

6.    Use student-initiated experiences and integrate them into ongoing instruction for students with E/BD.

7.    Interpret and use assessment data for instructional planning (long and short range).

8.    Teach appropriate social skills to use in various social situations.

9.    Demonstrate proficiency in oral and written communication as well as proficiency in technology.

10. Incorporate evaluation, planning, and management procedures which match learner with the instructional environment.

11. Exhibit self-knowledge (as per the Clarke College Mission Statement).

IV.  Course Products:

A.  Journal reviews. (2 for undergrads; 4 for graduates)

B.   Website critique & linking to class website

C.   A task analysis

D.  Team minutes

E.   9 Lesson plans: 6 in teams, 3 independently

F.   IEP with behavior focus (team project)

G.  IEP with Behavior focus (independent project)

H.  Self-evaluations

I.     Behavior Management Program (10 steps undergrads,; 12 steps graduates)

 V.   Grading:

A.   Journal reviews                                               5%

B.   Website critique & site linking                             5%

C.   A task analysis                                                   5%

D.  Team minutes                                                     5%

E.   9 Lesson plans: 6 in teams, 3 independently         15%

F.   IEP with behavior focus (team project)                10%

G.  IEP with Behavior focus (independent project)     15%

H.  Self-evaluations                                                   5%

I.     Behavior Management Program                          25%

J.    Tests/Quizes                                                       10%

 VI.          Attendance Policy:       Clarke College attendance Policy.  Students are expected to attend every class as some opportunities will not be able to be made up.  Assignments and work missed during any absences must be made up immediately unless prior arrangements are made with the instructor.  It is the student’s responsibility to discover missed material and keep abreast of due dates.  Absences may result in written warning.

 VII.        Additional Guidelines:  All assignments will be typed or printed on a computer unless otherwise specified.  Late papers and assignments will be reduced one letter grade per each late class period or 5% each late day, except under special conditions prearranged with the instructor.  Any student who needs accommodations for testing, seating, lectures, notetaking, etc.must contact me and Ms. Louise Ottavi in the Academic Affairs Office within the first two weeks of class in order for us to ensure appropriate accommodations for you. Academic dishonesty is unacceptable. Any student caught cheating, plagiarizing or other inappropriate behaviors will be subject to Clarke College's prescribed sanctions.

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