A. Department of Special Education SED 890: Advanced Behavior Strategies and Interventions, 3 Credit Hours
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1 A. Department of Special Education SED 890: Advanced Behavior Strategies and Interventions, 3 Credit Hours B. Course Description: Prerequisite: SED 341, 590/790 or instructor s approval. Study of applied behavior analysis, functional behavior assessment, alternative procedures, interventions for severe problem behaviors, and maintaining a safe learning environment for all students. C. Required Text: Required readings on specific topics from professional literature and online resources on the Internet will be used throughout the course. D. Course Objectives: Upon completion of this course, participants will: a. Demonstrate knowledge of basic theoretical principles, models, and techniques of various approaches to managing behavior problems. b. Apply several strategies in remediating problem behaviors through review of case studies. c. Demonstrate skill in applying the principles of applied behavior analysis (ABA) including functional assessment of behavior, communicative intents, and evaluating its effectiveness. e. Use computers for data management, graphing, and report writing. f. Demonstrate skills in negotiation, conflict resolution, and crisis management. g. Discuss strategies for discipline issues and safe physical management. h. Discuss professional ethics and legal aspects in the use of behavior management interventions. i. Instruct peers, parents, paraprofessionals, and related service personnel to implement basic intervention procedures. These student learning outcomes align with CEC Standards 1, 4, 5, 7, 8, 9, 10. E. Course Outline: State-of-the-art assessment for intervention planning. Review of best practices in behavioral interventions Review of methodology, strengths, and limitations of different models such as: Long s life space crisis intervention and interview, Glasser s reality therapy, Canter s assertiveness model, Gordon s teacher effectiveness training, Cognitive behavior management Review principles in applied behavior analysis Single subject and group research designs: data management and graphing on the computer Functional behavioral assessment Professional ethics and legal aspects in the use of behavior management interventions Replacement behaviors including making choices, social skills, and relaxation techniques Interventions for stereotypic and self-injurious behaviors, physical and verbal aggression, sexual behavior, coping with anger, non-compliance behaviors, temper tantrums Negotiation and defusing confrontations Crisis management and safe physical management Management of discipline related issues and school safety concerns Understanding the use of medications, side effects, and behavior problems Whole classroom management for special & inclusive settings -1-
2 Communication and instruction to parents and other professionals on implementing discipline and basic behavior management procedures F. Course Requirements: a. Conduct a functional behavioral analysis, collect data, conduct an intervention, write report using single subject research design according to outline in handout. b. Develop a plan on how you would instruct peers and colleagues about the behavior intervention that you are currently using at school for an individual or whole class. (Familiarize with school policy and formats for behavior intervention plans used at school ) c. Pass scheduled tests. d. Analyze 3 case studies to apply principles other than ABA and recommend interventions. Substantiate your recommendations with references from professional literature. e. Demonstrate a negotiation technique and a crisis management approach. G. N.A. H. Course Evaluation: Number Points Total ABA Project with Literature Instruction Plan Case Studies Analyses Tests Demo. of Negotiation Demo of Crisis Management Grading Scale: TOTAL = 200 points 95% - 100% = A 77% - 79% = C+ 90% - 94% = A- 74% - 76% = C 87 % - 89% = B+ 70% - 73% = C- 84% - 86% = B 67% - 69% = D+ 80% - 83% = B- 64% - 66% = D 60% - 63% = D- I. Student Progress: Before the last day to withdraw students will be informed of their academic status in the course. J. Attendance Policy: (To be determined by the instructor.) K. Last day to drop course or withdraw are added each term. L. Disability Accommodation 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 -2-
3 individual request, this syllabus can be made available in alternative forms. M. Academic Integrity 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 -3-
4 Course P/N SED 890 Course Title Advanced Behavior Strategies and Interventions 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 K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments CF1 CF2 CF3 CF4 CF5 K, A KA1 K K K STANDARD 1: TEACHER STANDARDS (2008) The teacher demonstrates applied content knowledge -4-
5 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 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. Kentucky Teacher Standards Advanced K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 K, A KA1 K,A K,A K K,A -- K,A K EKU Goals EKU-G1 EKU G2 EKU-G3 EKU-G4 EKU-G5 X -- X X
6 KERA Initiatives Identify the initiative number(s) for each category Learner Goals/Academic Expectations Program of Studies: Understandings Program of Studies: Skills & Concepts Core Content EPSB Themes K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments COURSES Diversity Technology Literacy Code of Ethics Leadership K, A -- K K, A SPA The Council for Exceptional Children 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 Standard 10: Collaboration -6-
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