CURRICULUM COURSE REVIEW FORMAT. 1. Course Title/Number: Behavior Analysis and Modification for Individuals with Exceptional Needs

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1 CURRICULUM COURSE REVIEW FORMAT 1. Course Title/Number: Behavior Analysis and Modification for Individuals with Exceptional Needs 2. Number of Credit Hours: (3) 3. Curriculum Program Title: Special Education (Elementary and Secondary) 4. Curriculum/Course is: ( ) New ( x ) Required Course ( ) Enhanced ( ) Elective 5. List Prerequisites: Prerequisites: and Admission to Teacher Education Program is required. 6. List Course Being Replaced: N/A 7. List Course Being Deleted: N/A 8. Needs Statement (Give brief statement explaining the need for the new course or for combining courses). Does this course adjustment alter the nature of the curriculum program or the degree to be awarded? This is a title change only. The rationale for the name change is to bring the language of the course more in line with Federal mandates for Person First with Dignity when referencing persons with disabilities served under IDEA. 9. Catalogue Description of the course: The course is designed to study assessment, implementation, monitoring, and program evaluation procedures involved with the use of behavior change techniques for individuals across ages and settings with exceptional social emotional, and/or behavioral needs. Emphasis is placed on the actual implementation and analysis of behavior change projects for students with exceptional needs in public school settings. Early Field Experience is required (10 hours). Admission to the Teacher Education Program is required. Prerequisites: , Credit, three hours. 10. List Objectives of the course: Key Course Objectives are aligned with Professional Education Unit Standards, Delaware State Teaching Standards, and the Council for Exceptional Children Professional Content Standards. (See section 4 of the attached syllabus.)

2 11. Course Outline (Attach Typical Course Outline) A current syllabus is attached. 12. Show how the proposed course fits into the curriculum or course sequence. Attach course descriptions and list course numbers. Attached are Proposed Curricula Overviews. 13. Are there comparable course in other departments: If so, list all comparable course here: No. 14. How will students be affected by this course change? Will this course improve students professional competence, employability, and ability to pass professional examinations? Does this course increase the number of credit hours required for graduation? Do the Course prerequisites the total number of semester hours in this curriculum program? Students will have a better model for speaking and writing about persons with disabilities in person first with dignity language. The proposal intends to reduce overall credit hours, not add to them. 15. What effect will this new course have on University resources? Will this course require new or additional resources and/or staffing? This is not a new course. It is an extant, required course for special education. 16. How will this new course benefit the University? N/A 17. How will the change affect the program? The program will be sensitive to the dignity and concerns of persons with disabilities. Submitted by: Drs. Kibria & Friedland Date: Approved by the Faculty of the Education Department (Date):

3 1.0 Header Information Delaware State University, Dover, DE Department of Education Spring 2007 Course Title: Behavioral Analysis and Modification for Individuals with Exceptional Needs Course # Credit Hours: 3 Instructor: Office Hours (Mon a.m.; Tuesday 12:00 2:00 p.m.; Wednesday 2-3:00; and Thursday 1:00 4:00 p.m.) EH Room, Phone 857-, Text: Alberto, P. A, & Troutman, A. C. (2003). Applied Behavior Analysis for Teachers, 6 th ed., Upper Saddle River, NJ: Merrill-Prentice Hall. Theme: Effective Teachers within Diverse Populations for the 21 st Century Professional Education Unit s Conceptual Framework Model: This course is part of the pedagogical component of the student s program of study. Conceptual Framework Components Addressed in this course D = Diversity I = Interpersonal communications R = Reflection E = Effective Teaching and Management Strategies C = Content and Pedagogical Knowledge T = Technology 2.0 Course Description This course is designed to study assessment, application and monitoring procedures involved with the application and analysis of behavior modification techniques in special education programming. Emphasis will be placed on the actual application and analysis of behavior change techniques with youth identified as having disabilities in public school settings. Early Field Experience is required (10 hrs.). Prerequisites are , , and admission to the Teacher Education Program. 3.0 Rationale Special educators proactively create learning environments for individuals with Exceptional Needs that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement in which diversity is valued and individuals are taught to line harmoniously and productively in a diverse world. Special educators are taught to safely and effectively intervene in behavioral and social crisis, and

4 to apply behavior analysis to change behaviors in classroom and related situations to improve the learning environment for all learners. Student Preparation Roles During this course, students are prepared to perform, but not be limited to, the following roles: Researcher, evaluator, critical thinker, reflective teacher, presenter, consultant, decision-maker, and collaborative team player. 4.0 Key Course Objectives in relation to Delaware State University Professional Education Unit Teacher Education Program Standards (TEP); Delaware Teaching Standards (DTS) Upon completion of this course, students will demonstrate knowledge and skills in the following areas: 1. Develop activities and instructional materials that demonstrate knowledge of racial, cultural, religious, ethnic, and socio-economic differences among families in relation to their communication patterns and customs. (PEU-D and I; ED # 3 & 4; CEC 3 & 4.) 2. Demonstrate knowledge of cultural factors and linguistic differences that may be confused with disabilities (PEU-D; ED # 3 & 4; CEC 3 & 4) 3. Practice within the CEC Code of Ethics by demonstrating effective and appropriate professional qualities in the school/agency setting (confidentiality, consultation, collaboration, teaming, role modeling, problem-solving, conflict resolution, reflective practice, and objective professional judgement). (PEU-I; ED # 4; CEC 9) 4. Reflect to effect instructional, environmental, and systematic changes to improve conditions for learning. (PEU-R; ED # 9; CEC 8 & 9) 5. Demonstrate knowledge of the principles of learning theory (Psycho-educational, developmental, behavioral, ecological, and cognitive) as they relate to individuals with disabilities and behavior change. (PEU-E & C; ED # 2 & 5; CEC 2, 7 & 8) 6. Demonstrate knowledge of contemporary issues and legal considerations in practicing behavior change. (PEU-C; ED # 1; CEC 1) 7. Organize, summarize, and interpret prior and present assessment data and other pertinent behavioral history information relative to the learner s needs. (PEU-E & C; ED # 8; CEC 5) 8. Utilize observation assessment and other pertinent data to target learner behaviors for the purpose of instructional and/or behavioral intervention. ( PEU-E & C; ED # 5; CEC 5) 9. Demonstrate uses of functional analysis, error analysis, and task analysis procedures in performing behavioral analysis. (PEU-E; ED # 8; CEC 8) 10. Demonstrate competencies in classroom and behavior management. (PEU-C; ED #5,6,7,8; CEC 5, 6, 7, and 8) 11. Implement and evaluate annual and short term instructional objectives for program planning. (PEU-R; ED 6 & 7; CEC 6 & 7)

5 12. Establish a (or engage in an established) behavior change program using proactive, and positive approaches, such as positive reinforcement, behavior reduction, or cognitive behavior modification. (PEU-E; ED 6 & 7; CEC 6 & 7) 13. Demonstrate knowledge of the primary and secondary aspects, etiologies, and intervention strategies associated with specific behavior challenges, such as hyperactivity, aggression, impulsiveness, inattention, depression, stereotypic behaviors, self-abusive behaviors, disruption, non-compliance, and temper tantrums.(peu-c; ED 2; CEC 2) 14. Demonstrate knowledge of issues in normal early childhood, childhood, and adolescent development and their implications for individualized programs. (PEU-2, ED 2, 10, & 12; CEC 2, 8, 9, & 10) 15. Demonstrate skills essential to integrating behavior plans into IEPs, IFSPs, or ITEPs as appropriate for students behavior disorder and age. (PEU-E & C; ED-6; CEC 7) 16. Apply technology to monitoring, analyzing and changing behaviors, and to sharing program results. (PEU-T; ED 11; CEC 6; and ISTE) 5.0 & 9.0 Course Content and Tentative Timelines Week: 1. Historical Perspectives and Beginnings of Applied Behavior Analysis 2. Integrating Behavioral Objectives into IEPs, IFSPs, and/or ITEPs 3. Learning Theories, Vocabulary, and Methodological Concepts 4. Measurement, Observation, Collection, and Recording of Behavioral Data 5. Single-case Research Design; Graphing and Reporting of Data 6. Mid-term Exams 7. Functional Assessment and Functional Analysis 8. Spring Break 9. Procedures for Increasing Behavior; Behavior Reduction Procedures 10. Non-contingent Reinforcement; Time-delay Procedures 11. Planning and Providing for Generalization of Behaviors, Learned Skills, and Strategies 12. Promoting Self-management and Self-determination 13. Current Issues and Ethical Concerns 14. Multicultural Concerns related to Behavior Analysis and Modification 15. Final Exams 6.0 Models of Instruction This course will utilize a variety of models of instruction in the delivery of the content materials included in the syllabus. A few models of instruction are listed below: 1. Direct instructional methodology, such as advance organizers, lecture, demonstration, application, and evaluation; 2. Indirect methodology, such as problem-solving, critical analysis of research reports, presentation of individual research reports; 3. Individual project presentations;

6 4. Early Field Experience - Consultation and Modeling of Field Practitioners 5. Students are encouraged to use the educational materials center on the second floor of the library and Internet resources. 7.0 Learning Activities/Experiences/Projects 1. Students must attend all classes, scheduled practicum sessions, and read all assignments. Readings will be assigned from text and outside sources. Reading will supplement, not duplicate course lectures. 2. Major course assignments are: 1) a behavior change project proposal, (2) a poster, and (3) an early field experience. Throughout the semester, various small group activities will be held during class or assigned as homework. These activities are designed to prepare students for tests and to give practice on components of the project proposal, poster, and early field experience. These activities may occur during any class session. Therefore, students must participate to earn credit, or have an excused absence which will be made up according to the discretion of the instructor. 3. There will be 4 non-cumulative, primarily objective exams. The student is responsible for all information presented in class, readings, or small group activities, as any of this information may be included in exams. Lectures may include material other than that found in the text book. 4. Complete a ten (10) hour participatory practicum experience in a local school, as arranged. The purpose of this practica is to participate in the design, implementation, and/or evaluation of a behavior change project to be conducted in collaboration with the consulting teacher, as approved by the instructor. The intervention must include a component plan for generalization of the behavior, skill, or strategy learned. 5. The student must pass the practicum evaluation rating that is completed by the consulting teacher with at least a 3 on each of the ten items evaluated. If the practicum is judged to be unsatisfactory, then no more than a D may be earned in the course, regardless of the number of points earned. 6. Students will present to faculty a poster of their respective behavior change projects. During this poster session, students will verbally summarize and defend assessment and intervention strategies and procedures, explain limitations, and discuss results of the behavior change project. The poster will demonstrate research and writing competencies. 7. Students are strongly encouraged to dress and present themselves in an appropriate manner during the practicum component of this course. Professional appearance and disposition will be covered on the practicum rating form. Further, any student caught in breech of confidentiality of the practicum experience will automatically fail this course. 8. All written assignments must adhere to APA 5 th ed. Standards. No labeling language is expected in any written materials submitted. 9. Unless prearranged, all written assignments are required on the day they are due. Late assignments will earn a 10 point late penalty for each day they past due. 10. Participation points can be earned for effectively completing instructor designated activities. Participation points are part of the final grade, and they may vary. They are not bonus points.

7 Matrix of Learning Activities and Key Course Objectives: 1) Behavior Intervention Change Plan/Project Proposal 3, 4, 5, 6, 7, 11, 12,13, 14 2) Single-case Design Research Project Poster, and 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 3) Satisfactorily Complete Early Field Experience (Collaborate with Consulting Teacher) 1, 3, & 4. 4) Research Article Reviews 6, 13, 16 5) various small group activities will be held during class or assigned as homework. 3, 5, 6, Evaluation The research project proposal and the research poster are the major assignments of this course. The proposal contains a behavior intervention plan. The research poster is designed to give the student the opportunity to share the results of their projects, which emanate from early field experience, with faculty and other interested educators. Both assignment have rubrics created by the instructor aligned to measure expected outcomes identified by the Professional Education Unit of DSU, Delaware State Standards for Teachers, the Council for Exceptional Children Common Core Knowledge and Skill Statements, and NCATE. Grading Criteria Possible Points Grade Equivalents Four Exams (100 points each) 400 points = A Four In-class Assignments (25 points each) 100 points = B Research Project Proposal (includes BIP) 100 points = C Research Poster 100 points = D Practicum evaluation + Satisfactory 419 and below = F Participation Points Variable Total 700 points 10.0 Policies and Procedures: Attendance - Students must attend all classes, however, if a student cannot be present due to some valid reason, such as a conflicting university-sponsored event, a medical illness, or family crisis, then s/he must call in prior to the beginning of class and submit valid documentation to the instructor. If the student does not submit a valid reason for the absence to the instructor, no consideration is given for make-up of missed in-class work or exams. Three unexcused absences will result in a grade that is lowered by one letter grade, and a referral to academic advising. Drop and Add Last day to add classes is Feb 4, and the last day to drop a courses is March 29.

8 Cell Phone Use - The use of cell phones and paging devices is expressly prohibited in academic classrooms or laboratories. All such telecommunication devices must be kept in off position while attending class. Students in non-compliance may be asked to leave the classroom. Only the instructor may approve any exceptions to this policy Statement of Global and Technological Perspectives Students integrate their knowledge and skills related to multi-cultural influences on behavior and behavior assessment. Students use computer software graphing package to construct data recording systems. They also use computer software to construct behavior recording and reporting graphs. Students work in diverse community and school settings to conduct ABC Functional Analysis and to implement Behavior Change Projects in collaboration with Consulting Teachers. Students utilize Web-search and Computer Graphing packages to record and monitor behaviors they observe and to construct graphs for analysis and reporting of results REFERENCES Alberto, P. A, & Troutman, A. C. (2003). Applied behavior analysis for teachers, 6 th ed., Upper Saddle River, NJ: Merrill-Prentice Hall. Kazdin, A. E. (1982). Single-case research design: Methods for clinical and applied settings. New York, NY: Oxford University Press. Polloway, E. A., & Patton, J. R. (1997). Strategies for teaching learners with special needs, 6 th ed.,. Upper Saddle River, NJ: Merrill-Prentice Hall. Schloss, P. & Smith, M. (1994). Applied behavior in the classroom. Boston, MA: Allyn I Bacon. Zirpoli, T. J. & Mellow, K. J. (2001). Behavior management: Applications for teachers, 3 rd ed. New York, NY: Macmillan. Journals: Journal of Applied Behavior Analysis Journal of Behavioral Education Journal of Educational Applied Behavior Analysis Journal of Learning Disabilities or Learning Disability Quarterly Education and Training in Mental Retardation and Developmental Disabilities Education and Treatment of Children Behavior Modification

9 Within the confines of meeting NCATE requirements, the instructor reserves the right to change or amend the syllabus a determined necessary during the semester. Please use the space below to record any changes the instructor may announce in class.

10 Delaware State University Professional Education Unit s Standards Standard 1: Teacher candidates will demonstrate an awareness of (D) diversity issues that impact effective teaching and learning. Performance Indicator 1.1: Teacher candidates are aware of the types of diversity and their potential impact on the teaching/learning process. Performance Indicator 1.2: Teacher candidates are able to locate and compile resources with respect to diversity that will enhance the teaching/learning process. Performance Indicator 1.3: Teacher candidates will develop activities and teaching materials that reflect pluralism and global perspectives. Performance Indicator 1.4: Teacher candidates will interact in a professional manner with diverse populations. Standard 2: Teacher candidates will demonstrate effective (I) interpersonal communications. Performance Indicator 2.1: Teacher candidates will communicate effectively in the content areas. Performance Indicator 2.2: Teacher candidates will communicate effectively with students, parents, and others that have vested interests in the student. Standard 3: Teacher candidates will demonstrate meaningful (R) reflection in their practice. Performance Indicator 3.1: Teacher candidates will articulate the rationale and importance of reflection to the teaching/learning process. Performance Indicator 3.2: Teacher candidates will reflect on the quality and meaning of their work as learners and as teachers. Performance Indicator 3.3: Teacher candidates will engage in reflection to plan, implement, and evaluate instructional activities with students. Standard 4: Teacher candidates will use (E) effective teaching and assessment strategies in appropriate classroom settings with appropriate student populations in order to monitor learning and adjust teaching strategies, methods, and materials. Performance Indicator 4.1: Teacher candidates will utilize a meta-cognitive approach to teaching which lends itself to reflective practices and to self-evaluation. Performance Indicator 4.2: Teacher candidates will understand and implement the legal and educational processes and practices associated with individualized instruction and evaluation of student learning. Standard 5: Teacher candidates will be proficient in the (C) content area and use theories of teaching and learning to address issues and concerns regarding effective teaching and learning. Performance Indicator 5.1: Teacher candidates will be conversant in the theories of teaching and learning. Performance Indicator 5.2: Teacher candidates will demonstrate content knowledge through field, seminar, and capstone experiences at performance levels which meet or exceed standards in the profession. Performance Indicator 5.3: Teacher candidates will solve problems in the content areas by applying models of teaching and appropriate theories of teaching. Standard 6: Teacher candidates will demonstrate appropriate (T) technological literacy in the content areas. Performance Indicator 6.1: Teacher candidates will utilize appropriate information technologies to perform course assignments in the discipline. Performance Indicator 6.2: Teacher candidates will integrate computer technologies in the development of teaching materials including, but not limited to, curriculum, unit, and daily lesson plans. 8/03

11 Delaware Teaching Standards # 1 Content The teacher understands the core concepts and structure(s) of the discipline(s) and creates learning experiences that make the content meaningful to students. # 2 Human Development and Learning The teacher understands how children develop and learn and provides learning opportunities that support the intellectual, social, emotional, and physical development of the students. #3 Diverse Learners The teacher understands how students differ and adapts instruction for diverse learners. # 4 Communication The teacher understands and uses effective communication. # 5 Learning Environments The teacher understands individual and group behavior and creates a learning environment that fosters active engagement, self-motivation, and positive social interaction. # 6 Planning For Instruction The teacher understands instructional planning and designs instruction based upon knowledge of the disciplines, students, the community, and Delaware s student content standards. # 7 Instructional Strategies The teacher understands a variety of instructional approaches and uses them to promote student thinking, understanding, and application of knowledge. # 8 Assessment The teacher understands multiple assessment strategies and uses them for the continuous development of students. # 9 Professional Growth The teacher understands the importance of continuous learning and pursues opportunities to improve teaching. # 10 Professional Relationships The teacher understands the role of the school in the community and collaborates with colleagues, parents/guardians, and other members of the community to support student learning and well-being. # 11 Educational Technology The teacher understands the role of educational technology in learning as an instructional management tool. # 12 Professional Conduct The teacher understands and maintains standards of professional conduct guided by legal and ethical principles.