B. Techniques of behavioral management of exceptional students in special education settings. Applied behavior analysis and interventions.

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1 A, Department of Special Education SED 341, Behavior Management (3 hours) B. Techniques of behavioral management of exceptional students in special education settings. Applied behavior analysis and interventions. C. Alberto, P.A. and Troutman, A.C. (2009). Applied behavior analysis for teachers (8th ed.). Columbus, Ohio: Charles E. Merrill. D. Upon completion of this course, participants will: 1. Select behaviors to change, with consideration of the student/client's culture, 2. Define and describe principles of applied behavior analysis, 3. Demonstrate skill in applying the principles, 4. Collect data and intervene according to a single subject research design, 5. Report in writing an applied behavior analysis project, 6. Use computers for reinforcement, data management/graphing, & report writing, 7. Discuss ways to use resource persons in work, home, and community settings, and 8. Describe safeguards to ensure the ethical use of applied behavior analysis. *These student learning outcomes are aligned with CEC New Teacher Standards 1, 2, 3, 4, 5, 7, 8, 9. E. Course outline 1. Course requirements and expectations. 2. Comparing Explanations, The Behavioral Explanation 3. Ethics 4. Selecting Behaviors to Change 5. Writing behavioral objectives 6. First Test 7. Review test, Applied Behavior Analysis Project Overview 8. Collecting and recording data 9. Collecting data 10. Functional Behavior Analysis 11. Anecdotal Report Activity 12. Graphing Data 13. Reversal, Multi-baseline Designs 14. Interpreting Single Subject Research Designs 15. Changing criterion and the other research designs 16. Second Test 17. Positive and Negative Reinforcement 18. Schedules of Reinforcement 19. Review of schedules 20. Differential Reinforcement

2 21. Extinction & Punishment: Response Cost 22. More on Punishment including Delivery of Aversive Stimuli 23. Review of Procedures for Decreasing Behaviors & Review of ABA Project requirements 24. Third Test online & Discrimination Training 25. Task Analysis, Shaping, Chaining 26. Task Analysis, Chaining, Shaping 27. Generalization 28. Self management 29. Review 30. Final F. Course Requirements All written work for this class must demonstrate professional writing skills. Complete sentences with the subject of the sentence stated, appropriate punctuation, and person-first language is required in all written communication, except the chat room. s must have SED 341 in the subject line, and the message must end with the sender's full name. Plagiarism will not be tolerated. Students are expected to follow the rules as stated in the University Student Handbook. Students are required to: 1. Read all assigned material in text and course material in Blackboard, 2. Participate in class discussion, 3. Post on the Discussion Boards relevant information that adds to the discussion within a week of chapter being assigned, 4. Write report of an analysis of anecdotal data, 5. Collect data and conduct an intervention in an ABA project using single subject research design, 6. Write report of ABA project according to outline in handout, and 7. Pass scheduled tests and unscheduled quizzes, On campus, computer labs are available to students. It is the responsibility of each student to use Blackboard and check for s from the instructor using their address that is in Blackboard. Students can change their address by going to clicking on Tools, Personal Information, and Edit Personal Information. After changing the address, it is necessary to click on submit at the bottom of the page. G. Not applicable. H. Four tests (50 points each), a written report of an ABA project (40 points also), informative postings on Blackboard (20 points total available), an analysis of an anecdotal record (10 points), and quizzes (30 points) add up to a total of 300 possible points.

3 =90% A =80% B =70% C =60% D 179 or less F I. Student Progress Grades will be posted on Blackboard throughout the semester. One test and multiple quizzes will be given before midterm. J. Attendance Policy All assignments must be received by the instructor on the date it is due. Make-up examinations will be given and late assignments accepted only if the late work is completed before or immediately following the student's return to class. Students are expected to attend all class meetings and interact with Blackboard at least once per class meeting. If the student misses a quiz, it cannot be made-up. If a student misses more than six (6) class meetings, the student will not pass the class. K. The last day to withdraw from this class is 10/31/08. L. Adapting Instruction 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 directly either in person on the third floor of the Student Services Building, by at disserv@eku.edu or by telephone at (859) V/TTY. Upon individual request, this syllabus can be made available in alternative forms. M. Professional Ethics Students are advised that EKU s Academic Integrity policy will be strictly enforced in this course. The Academic Integrity policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity.

4 Course P/N SED 341 Course Title Behavior Management 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 K, A K, A - K, A KA 1 STANDARD 1: STANDARD 2: STANDARD 3: STANDARD 4: STANDARD 5: TEACHER STANDARDS (2008) The teacher demonstrates applied content knowledge The teacher designs and plans instruction The teacher creates and maintains learning climate The teacher implements and manages instruction The teacher assesses and communicates learning results

5 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 Kentucky Teacher Standards Initial or 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 KA 1 K, A K K, A K,A K K,A 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 2 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

6 EPSB Themes K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments Closing Diversity Assessment Literacy/Reading Achievement Gap K, A K, A - K, A KA 1 SPA Council for Exceptional Children Standard 1: Foundations Standard 2: Development and Characteristics of Learners Standard 3: Individual Learning Differences Standard 4: Instructional Strategies Standard 5: Learning Environments and Social Interactions Standard 7: Instructional Planning Standard 8: Assessment Standard 9: Professional and Ethical Practice