University of Oregon College of Education Special Education Area. ADVANCED BEHAVIOR AND CLASSROOM MANAGEMENT Course Syllabus Winter 2011

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1 University of Oregon College of Education Special Education Area ADVANCED BEHAVIOR AND CLASSROOM MANAGEMENT Course Syllabus Winter 2011 Course: SPED 436 (CRN undergraduate) SPED 536 (CRN graduate) Instructor: Instructor: GTF: Jane Richard. Sarah Levi Office: 374 Hedco Office: 136 Lokey Office: 374 Hedco Phone: Phone: Phone: Office Hours: M 2:00-4:00 & Office Hours: M 9:30-10:30 & Office Hours: MW 3:00-4:00 by appointment by appointment & by appointment Prerequisites: Completion of Introduction to Behavior and Classroom Management SPED 426/526 (or equivalent experience with approval of instructors) Regular access to environments (e.g., classrooms, vocational settings, day/residential support program, juvenile detention center) in which you may conduct functional behavioral assessments and develop and implement positive behavior support plans. If you do not have access to a setting you should not be enrolled in this class. Time and Location: Monday and Wednesday; 4:00-5:20, Rm. 176 Education (Lokey) Course Description The purpose of this course is to provide students with opportunities to build fluency with the principles and skills of applied behavior analysis (ABA) and positive behavior interventions and supports (PBIS), specifically, to (a) identify and assess problem behavior using functional behavioral assessment methods, (b) design and implement positive behavior support interventions, (c) design learning environments that prevent and reduce problem behaviors, and (d) apply behavioral procedures on a systemic, school wide basis. The course is designed for graduate level and upper-level undergraduate students who are (a) preparing to teach or support individuals with problem behavior, (b) dedicated to maximizing the effectiveness and efficiency of their teaching and support, and (c) interested in redesigning environments to prevent the development and occurrence of problem behaviors. A foundation in the theory and practices of ABA is required. Students must have regular access to school or community environments in which students may conduct functional behavioral assessments (FBA) and develop and implement behavior intervention plans (BIP). If you are not in a practicum or field placement, or do not otherwise have access to an environment in which you may complete course assignments, please contact an instructor immediately. Because students typically enroll in this course from a variety of majors (e.g., school, clinical, and

2 counseling psychology; general and special education) and with a range of background experiences (e.g., teaching, clinical practice, community and family supports), instructors will provide a range of examples that illustrate major concepts and practices. Thus, activities and information might be relatively new (acquisition learning) for some students, and practice (fluencybuilding) for others. The course is organized around four main areas of content (a) Foundations of Behavioral Support, (b) Behavior Support Systems in Schools, (c) Functional Behavioral Assessment, and (d) Development and Implementation of Individualized Behavior Support Plans. Course Objectives After participating in this course, students will be able to: 1. Identify and define the principles of effective behavior supports in applied settings; 2. Apply behavioral methods to practical problems in school, community and clinical settings; 3. Describe and apply BEP procedures and application to school settings; 4. Describe and apply a functional approach to individualized behavior support; 5. Design and implement FBA procedures; 6. Describe the necessary components of a comprehensive system of behavioral support for students with severe problem behaviors; 7. Design and implement comprehensive behavior management support plans that are based on FBA information; 8. Monitor and evaluate the implementation and modification of behavior support plans; and 9. Discuss ethical and professional issues surrounding the use of ABA techniques with individuals with severe problem behavior. Required Texts: Required Texts and Readings Crone, D. A., Horner, R. H., & Hawken, L. S. (2010)1. Responding to problem behavior in schools: The behavior education program (second edition). New York: Guildford Press. O Neill, R. E., Horner, R. H.,, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997) O Neill, R. E., Horner, R. H.,, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole Publishing. Recommended Supplemental Texts: Alberto, P. A., & Troutman, A. C. (1999). Applied behavior analysis for teachers (5th Edition). Englewood Cliffs, NJ: Merrill/Prentice-Hall. Crone, D. A. & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press Repp, A. C., & Horner, R. H. (1999) (Eds.). Functional analysis of problem behavior: From effective assessment to effective support. Belmont, CA: Wadsworth.

3 Required Readings: In addition to the required texts, copies of additional required readings and other articles for assignments will be available on BLACKBOARD. BLACKBOARD: Plan to check regularly for announcements, links, lecture notes, and other course information. Printing LECTURE NOTES prior to class is recommended. The instructors plan to post lecture notes on Blackboard, whenever possible, by 5:00 p.m. the day before class and students may print these out if they wish. In general, instructors will not provide paper copies of lecture notes for class. Evaluation Procedures All students will be evaluated based on (a) application questions/activities, (b) in-class activities, (c) four class assignments, and (d) a clinical intervention. Graduate students enrolled in SPED 536 will complete an additional assignment (Assignment #5) for their evaluation requirements. Application Questions/Activities: The purpose of the application questions/activities is to allow students an opportunity to apply the content from this course. Questions and activities will require students to synthesize what they have learned from course content, readings, and class discussions. Students must be present to obtain application questions/activities points. In-Class Group Activities: The purpose of in-class small group activities is to develop simulate school-based problem solving teams and promote collaboration as students apply course content to case studies. Evaluation of all assignments will be done as objectively as possible. In the case of qualitative assessment, evaluation will be based on instructor judgment. Final course grade will be based on the number of points accrued on submission of required assignments ( + or - marks may be used at the discretion of the instructor and are rarely used). Performance and products of graduate and undergraduate students will be evaluated with different criteria and standards. Grading Criteria: Application Questions/Activities 5) In-Class Simulation Activities (5 of Assignments #1 - #4 (@ 25) Clinical Intervention Assignment #5 for Grad Students 50 pts 50 pts 100 pts 100 pts 50 pts Grading Scale: A= 90% - 100% B= 80% - 89% C= 70% - 79% D= 60% - 69% F= below 60% The instructors reserve the option to make adjustments in grading criteria and evaluation activities based on student performance and content covered.

4 COE and University Policies: Diversity It is the policy of the University of Oregon to support and value diversity. To do so requires that we: respect the dignity and essential worth of all individuals. promote a culture of respect throughout the University community. respect the privacy, property, and freedom of others. reject bigotry, discrimination, violence, or intimidation of any kind. practice personal and academic integrity and expect it from others. promote the diversity of opinions, ideas and backgrounds which is the lifeblood of the university. Documented Disability Appropriate accommodations will be provided for students with documented disabilities. If you have a documented disability and require accommodation, arrange to meet with the course instructor within the first two weeks of the term. The documentation of your disability must come in writing from Disability Services in the Office of Academic Advising and Student Services. Disabilities may include (but are not limited to) neurological impairment, orthopedic impairment, traumatic brain injury, visual impairment, chronic medical conditions, emotional/psychological disabilities, hearing impairment, and learning disabilities. For more information on Disability Services, please see Academic Misconduct Policy All students are subject to the regulations stipulated in the UO Student Conduct Code ( This code represents a compilation of important regulations, policies, and procedures pertaining to student life. It is intended to inform students of their rights and responsibilities during their association with this institution, and to provide general guidance for enforcing those regulations and policies essential to the educational and research missions of the University. Conflict Resolution The mission of the College of Education is to Make educational and social systems work for all. Several options, both informal and formal are available to resolve conflicts for students who believe they have been subjected to or have witnessed bias, unfairness or other improper treatment. It is important to exhaust the administrative remedies available to you including discussing the conflict with the specific individual, contacting the Department Head, or within the College of Education you can contact Joe Stevens, Associate Dean for Academic Affairs, at or stevensj@uoregon.edu or Surendra Subramani, Diversity Coordinator, at or surendra@uoregon.edu. Outside the College, you can contact: UO Bias Response Team: or

5 Conflict Resolution Services or Affirmative Action and Equal Opportunity: or Grievance Policy A student or group of students of the College of Education may appeal decisions or actions pertaining to admissions, programs, evaluation of performance and program retention and completion. Students who decide to file a grievance should follow the student grievance procedure, or alternative ways to file a grievance outlined in the Student Grievance Policy ( or enter search: student grievance. Inclement Weather Policy In the event the university operates on a curtailed schedule or closes, UO media relations will notify the Eugene-Springfield area radio and television stations as quickly as possible. In addition, a notice regarding the university s schedule will be posted on the UO main homepage (in the News section) at If an individual class must be canceled due to inclement weather, illness, or other reason, a notice will be posted on Blackboard or via . During periods of inclement weather, please check Blackboard and your rather than contact department personnel. Due to unsafe travel conditions, departmental staff may be limited and unable to handle the volume of calls from you and others. Basic Assumptions and Expectations: Several assumptions and expectations are made regarding the students in this class. The instructor assumes that as a student in this class you: 1. Will respect an individual's diversity in the way in which you refer to people in class discussions and in written work. Please avoid phrases like "the handicapped," "EH kids," "severely retarded," "the black, or Chicano, or Hispanic, or Russian... kids" or other statements that highlight the disability or diversity rather than the individual. Instead, speak and write in a way that puts "people first," for example, "the student with a severe disability, the program for students with behavior disorders, students who are Hispanic", etc. This small change emphasizes the humanity and individuality of the person and clarifies that the person's diversity is only one of many characteristics (and not necessarily the most important!) that people can possess. 2. Are able and willing to edit written work according to rules of standard English grammar and spelling. When in doubt, check a good, desk-version American English dictionary for both spelling and grammar rules. If in doubt please see the writing tutors in PLC. The number is Will attend class regularly and will come to class prepared. "Prepared" means that you have read the readings sufficiently to verbally and in writing: (a) discuss definitions, ideas, notions, concepts, issues, and procedures from the readings; (b) relate this information to previous

6 information presented in class, online or in previous readings; and (c) apply the information to problems. It will be your responsibility to ask the instructor questions when information from readings or class meetings is unclear. 4. Will turn assignments in on time, and will prepare assignments in a professional manner (i.e., typed neatly and edited for spelling and grammar). Products, which, in the judgment of the instructors, are unreadable or unprofessionally prepared, will be returned ungraded for revision or assigned a lower evaluation. Late assignments will not be accepted without prior approval from the instructors and graded for partial credit as determined by the instructors. Assignments will not be accepted more than one week late, except in extenuating circumstances. Procedure to request approval to submit assignments late for partial credit is as follows: Notify instructors via by noon the day before the assignment is due. In the state the reason you are requesting an extension for completing the assigned work. (e.g. if assignment is due 1/25 you must notify by noon on 1/24). Attach your with the instructor s response to assignment when you turn it in. 5. Will be aware of and adhere to the University's policies on plagiarism. To plagiarize is "to steal and pass off as one's own the ideas or words of another" (Webster, 1967, p. 646), or to not acknowledge the author of an idea. If plagiarism is evident, the student will receive a "0" or "NP" on that activity AND may be given an "NP" grade for the course AND may be suspended or expelled from the university. See the Code of Student Conduct ( ) in the Time Schedule of Classes for these policies. 6. Are aware that the assignment of INCOMPLETE OR "I" GRADES is discouraged and will be used only in cases of extreme emergencies where satisfactory progress has been demonstrated and a passing grade may be earned. Students must have completed at least two of the notebook sections (i.e. first assignment) and one half of the quizzes before the instructor will consider this option (barring extreme circumstances). Should an "I" grade be necessary, however, students should discuss this with the instructor at the time such circumstances exist to ensure that this grading option will be available. If approved, a written course completion agreement must be negotiated between the student and instructor. This agreement must be negotiated and in writing before the beginning of finals week. You are responsible for initiating all paperwork associated with the removal of an incomplete.

7 Tentative Course Schedule Date & Instructor WEEK ONE Jan. 3 Assigned Reading C = Crone et al. O = O Neill et al. Syllabus O1; C1 Class Content Overview of course, Foundations of PBIS; Assignment Due Student Info In-Class Activity Jan. 5 WEEK TWO Jan. 10 Jan. 12 WEEK THREE Jan. 17 MLK Day Jan. 19 Gresham, 2004 IRIS Module on FBA C 2 & 3 No classes O2 RTI & Behavior Support in Schools IRIS Module on FBA/no class meeting Context for BEP and Critical Features of BEP Introduction to FBA; FBA interviews; In-Class Activity In-Class Activity for School Teams FBA Signed Permission Letter; WEEK FOUR Jan. 24 Jan. 26 WEEK FIVE Jan. 31 Feb. 2 WEEK SIX Feb. 7 Feb. 9 WEEK SEVEN Feb. 14 Feb. 16 WEEK EIGHT Feb. 21 Feb. 23 WEEK NINE Feb. 28 Horner et al. (2010) pp C 4 & 5 C 6 & 7 C8 & O3 Horner et al. (2010) pp C9 C7 & O4 FBA observations & hypothesis confirmation Development & Implementation of Targeted Interventions Montioring & Adjusting BEP SWIS/CICO Building individual BIP; competing pathway analysis Teaching desired & alternative behaviors Adapting BEP for high school/pre-school Social/cultural considerations Setting event & Antecedent manipulations Consequence manipulations Contextual Fit & Social Validity Assessing Intervention Fidelity In-Class Activity In-Class activity Assignment #1 Due Assignment #2 Due Assignment #3 Due Assignment #4 Due

8 March 2 WEEK TEN March 7 March 9 C11 C12 Eber et al., in press Cultural & Ethical Considerations in behavior support Troubleshooting behavior support Person Centered Planning & Wraparound Interventions Assignment #5 DUE Grad students FINALS WEEK Week 11 Final Exam 3/14 3:15-5:15 Clinical Intervention DUE Reading List Anderson, C. M., & Scott, T. (2009). Implementing function-based support within schoolwide positive behavior support. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds). Handbook of positive behavior support (pp ). New York: Springer. Eber et al., (2009). Completing the Continuum of School-wide Positive Behavior Support: Wraparound as a Tertiary Level Intervention. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds). Handbook of positive behavior support (pp ). New York: Springer. Gresham, F. M. (2004). Current status and future directions of school-based behavioral interventions. School Psychology Review, 33(3), Horner, R. H.,, R. W., Todd, A. W., Newton, J. S., & Sprague, J. R. (2011). Designing and implementing individualized positive behavior support. In M.E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities, 7 th edition (pp ). Upper Saddle River, NJ: Pearson Education. Ishii-Jordan, S. R. (2000). Behavioral interventions used with diverse students. Behavioral Disorders, 25(4),