A. Department of Special Education SED 578/778 Course Title: Behavior Disorders Credit Hours: 3

Transcription

1 A. Department of Special Education SED 578/778 Course Title: Behavior Disorders Credit Hours: 3 B. Course Description: Behavior disorders/emotional disturbances as educational, psychological, and sociological phenomenon. Definitions, characteristics, theoretical foundations, and programmatic approaches. C. Text: Alberto, P.A. and Troutman, A.C. (2009). Applied behavior analysis for teachers. (9th ed.). Kauffman, J. M. (2005). Characteristics of emotional and behavioral disorders of children and youth (8 th ed.). Columbus, OH: Merrill. Also, Case Study Book that accompanies the text. D. Course objectives. Upon completion of this course, participants will: a. Discuss difficulties in defining and labeling students with emotional/behavioral problems. b. Describe the history of services for emotional-behavioral disorders (EBD) and the development of conceptual models. c. Outline an assessment process from screening through evaluation of progress. d. Describe causal factors of EBD (i.e., biological, family, school, cultural). e. Describe characteristics/types of disordered behavior (internalizing & externalizing) including hyperactivity, conduct disorders, delinquency, substance abuse, withdrawal, depression, suicidal and psychotic behavior. f. Describe major approaches to intervention including psychodynamic, psychoeducational, behavioral, and ecological. g. Discuss cultural differences and linguistic differences as a consideration in eligibility for services and intervention discussions. h. Discuss the use of computer technology in case management and instruction of EBD. i. Describe the roles of different agencies and disciplines in serving EBD children and youth. j. Discuss issues presently being researched and debated in the field of behavior disorders. E. Course Outline: Week- (Assignments Due on Bolded Date) Week 1 Week 2 Week 3 Topic Course Overview and Expectations Defining EBD, Characteristics/Prevalence History of Behavior Disorders up to Present Times Assignments Due

2 Week 4 Week 5 Conceptual Models/ Screening for Behavior Disorders Screening & Classification Week 6 EXAM #1 Week 7 Evaluation for Instruction Week 8 Week 9 Week 10 Etiology Biological & Family Factors Etiology School & Cultural Factors Attention & Activity Disorders Week 11 Exam #2 Week 12 Week 13 Week 14 Week 15 Conduct Disorder Conduct Disorder Cont. Depression, Anxiety, Schizophrenia, Delinquency Final Exam F. Course requirements a. Read all assigned material including course text, handouts, and other assigned readings. b. Pass three (3) scheduled examinations. c. Attend required class meeting and participate in online class discussion forums. d. A philosophy of EBD task e. A legal procedures task f. Reflective responses to case-study assignments in online discussion forums. UNDERGRADUATES ONLY: g. Two (2) written reports of interviews with EBD teachers. (format will be handed out in class or on Blackboard) h. A group case study project will be completed and posted to Blackboard. (format will be discussed in class or on Blackboard).

3 G. Additional requirements for graduate students in 700-level classes taught concurrently with 500-level classes. Graduate (778) Only Requirements: g. Write a concise paper on an issue or intervention in the field of behavior disorders approved by the instructor. The paper should demonstrate the student s ability to synthesize and evaluate information from the professional literature. (format will be discussed in class and sample paper is available through Blackboard) h. Three written reports of field trips to three separate programs (not previously visited) serving EBD students. The reports should include comparisons to other types of programs. (format will be handed out in class or on Blackboard) H. Evaluation method(s) and relative weight of each course requirement. Two 50 points each = One final 100 points = 100 points 100 points Undergraduates: Two interview 25 points each = Group Project/ Case Assignment Philosophy Task Legal Procedures Task Classroom Participation /Discussion Forum Responses to Case Studies 50 points 50 points 25 points 25 points 150 points TOTAL 500 points Graduates: Special Topic Paper Philosophy Task Legal Procedures Task Three observation 30 points each Classroom Participation /Discussion Forum Responses to Case Studies 100 points 25 points 25 points 90 points 160 points TOTAL 600 points

4 . I. Student Progress Student progress will be posted in Blackboard. Assignments will be returned to students in a timely manner. J. Attendance policy. Students are expected to attend the required on-campus class meeting. In addition, students are expected to complete all weekly online activities by the assigned due dates. Failure to comply with assignment due dates will result in zero points being awarded for the assignment in question. All assignments must be turned in electronically to the instructor by 4:00 p.m. on the day that they are due. Late assignments or exams will not be accepted, and a score of zero (0) points will be given for assignments in question! K. Last day to drop course or to withdraw from the university are included in the class schedule L. Disabilities Statement. If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office on the third floor of the Student Services Building, by at disserv@eku.edu or by telephone at (859) V/TDD. Upon individual request, this syllabus can be made available in alternative forms. See note 2 below M. Academic Integrity Statement. Students are advised that EKU s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity. Revised Fall 2008 Dr. Justin T. Cooper

5 Course P/N SED 578 Course Title Behavior Disorders CONCEPTUAL FRAMEWORK ELEMENTS CF1: Knowledge - Enables candidates to construct understanding of the complexity and richness of the teaching/learning process. CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all students. CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student learning and development. CF4: Technology - Focuses on preparing candidates who are able to use educational technology to help all students learn. CF5: Diversity - Reflects the Unit s commitment to preparing candidates to support learning for all students RELATIONSHIP TO: College of Education Conceptual Framework CF1 CF2 CF3 CF4 CF5 K, A K, A K K K KA 1 KA 1 TEACHER STANDARDS (2008) STANDARD 1: The teacher demonstrates applied content knowledge STANDARD 2: The teacher designs and plans instruction STANDARD 3: The teacher creates and maintains learning climate STANDARD 4: The teacher implements and manages instruction STANDARD 5: The teacher assesses and communicates learning results STANDARD 6: The teacher demonstrates the implementation of technology STANDARD 7: Reflects on and evaluates teaching and learning STANDARD 8: Collaborates with colleagues/parents/others STANDARD 9: Evaluates teaching and implements professional development STANDARD 10: Provides leadership within school/community/profession

6 Kentucky Teacher Standards Initial or Advanced TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 K, A K K K K K K K KA1 - - EKU GOALS EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by attracting, developing and educating a diverse student, faculty, and staff population. EKU-G2. To continuously assess and improve the services and infrastructure of the University to support and maintain high quality programs. EKU-G 3. To promote learning through high quality programs, research, and support services. EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural opportunities and problem-solving abilities for members of the University community. EKU-G5. To increase and enhance external and internal constituency engagement, while maintaining a connection with the southeastern region of Kentucky. EKU Goals EKU-G1 EKU G2 EKU-G3 EKU-G4 EKU-G5 X - X X - KERA Initiatives Identify the initiative number(s) for each category Learner Goals/Academic Program of Studies: Program of Studies: Skills & Core Content Expectations Understandings Concepts EPSB Themes Closing Diversity Assessment Literacy/Reading Achievement Gap K K K

7 SPA Council for Exceptional Children Standard 1: Foundations Standard 2: Development and Characteristics of Learners Standard 3: Individual Learning Differences Standard 5: Learning Environments and Social Interactions Standard 7: Instructional Planning Standard 8: Assessment Standard 9: Professional and Ethical Practice

8 Course P/N SED 778 Course Title Behavior Disorders CONCEPTUAL FRAMEWORK ELEMENTS CF1: Knowledge - Enables candidates to construct understanding of the complexity and richness of the teaching/learning process. CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all students. CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student learning and development. CF4: Technology - Focuses on preparing candidates who are able to use educational technology to help all students learn. CF5: Diversity - Reflects the Unit s commitment to preparing candidates to support learning for all students RELATIONSHIP TO: College of Education Conceptual Framework CF1 CF2 CF3 CF4 CF5 K, A K, A K K K KA 1 KA 1 TEACHER STANDARDS (2008) STANDARD 1: The teacher demonstrates applied content knowledge STANDARD 2: The teacher designs and plans instruction STANDARD 3: The teacher creates and maintains learning climate STANDARD 4: The teacher implements and manages instruction STANDARD 5: The teacher assesses and communicates learning results STANDARD 6: The teacher demonstrates the implementation of technology STANDARD 7: Reflects on and evaluates teaching and learning STANDARD 8: Collaborates with colleagues/parents/others STANDARD 9: Evaluates teaching and implements professional development STANDARD 10: Provides leadership within school/community/profession

9 Kentucky Teacher Standards Initial or Advanced TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 K, A K K K K K K K KA EKU GOALS EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by attracting, developing and educating a diverse student, faculty, and staff population. EKU-G2. To continuously assess and improve the services and infrastructure of the University to support and maintain high quality programs. EKU-G 3. To promote learning through high quality programs, research, and support services. EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, cultural opportunities and problem-solving abilities for members of the University community. EKU-G5. To increase and enhance external and internal constituency engagement, while maintaining a connection with the southeastern region of Kentucky. EKU Goals EKU-G1 EKU G2 EKU-G3 EKU-G4 EKU-G5 X - X X - KERA Initiatives Identify the initiative number(s) for each category Learner Goals/Academic Program of Studies: Program of Studies: Skills & Core Content Expectations Understandings Concepts EPSB Themes Code of Leadership COURSES Diversity Technology Literacy Ethics SED778 K K - - -

10 SPA Council for Exceptional Children Standard 1: Foundations Standard 2: Development and Characteristics of Learners Standard 3: Individual Learning Differences Standard 5: Learning Environments and Social Interactions Standard 7: Instructional Planning Standard 8: Assessment Standard 9: Professional and Ethical Practice