Professional Education Unit Department of Early Childhood, Elementary, and Special Education

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1 Professional Education Unit Department of Early Childhood, Elementary, and Special Education EDSP 356: Applied Behavior Analysis for Teachers (face-to-face with online enhancements) Fall Semester 2011 James A. Knoll, Ph.D. Office: 301 Ginger Hall Phone: Course Description: This course provides students with an introduction to applied behavior analysis procedures. The design and implementation of specific strategies that will support the establishment of effective instructional environments will be examined. Topics will include behavior management and training strategies, field-based teacher research methods and effective implementation techniques. 3 semester hours Required Field Experience Hours: EDSP 356 requires 20 hours of in the field. These hours and activities will be determined by the instructor. This field experience is a Level III experience and requires you to apply advanced behavior management/change methods in the classroom situation. Documentation and projects are required. Students not completing all field experience hours and requirements will receive a grade of E for this course. Community Engagement: A Light to and from the Mountains The Professional Education Unit at Morehead State University delivers rigorous, high quality programs that prepare professionals informed by best national and international scholarship, plus research, literature, and experiences specific to Appalachia- preparing professionals to improve the schools, quality of life, and the communities in which they live and serve. This statement is not only the strategic mission for the College, but it also incorporates the conceptual framework that guides all our activities. Conceptual Framework Outcomes (CFOs): The Unit and the faculty within individual programs assess the degree to which its graduates: 1) Master the content knowledge, professional and the twenty first century skills need to make an optimal contribution to whole student learning in education settings. 2) Are competent in the collection and use of data to inform decision making and to demonstrate accountability for student learning. 3) Demonstrate professional dispositions 4) Are culturally competent and understand the regions from which they have come utilizing knowledge and experiences to effectively bridge the gaps (economic, achievement, and geographic) ensuring optimal learning for all students. 5) Engage in authentic field experiences in collaboration with committed school based partners and are empowered to improve the quality of education throughout this region and beyond. Student Learning Outcomes (SLOs): By the end of this course, the candidate will be able to comprehend and apply: 1. the science of human behavior and behavior management; 2. the principles of behavior 3. the use of classroom management techniques

2 4. an understanding of the scientific terminology applicable to behavior management assessment 5. adaptations 6. the relationship of the Program of Studies and Core Content with the instruction of exceptional students 7. understanding of family, community and other personnel related to exceptional learners. NCATE/ EPSB Accreditation Alignment of CFOs and SLOs: Program: EDSP 356 Applied Behavior Analysis for Teachers Aligned with Assessment (point values) Kentucky Teacher Standards (KYS) Kentucky Education Reform Act (KERA) Education Professional Standards Board (EPSB) Council for Exceptional Children (CEC) NCATE Attendance (100 Diversity Assignment (25 pts) Web quest (25 Classroom Management Plan (50 1, 2, 3, 4, 6, 7, 9, 10 1, 3, 4,, 7, 8, 9 1, 2, 3, 4,, 7, AE , 1.11, 1.12, , 2.12, 2.13, , 2.26, 2.27, 2.29, 2.30, 2.32, 2.33, , , , 5.1, AE , , 1.16, , , , AE , , 1.16, , , , Diversity, closing the achievement gap Assessment, diversity, closing the achievement gap Diversity, closing the achievement gap ICC1K1-ICC1K2; ICC1K5; ICC1K8- ICC1K10; IGC1K7; ICC1S1; ICC2K3; ICC3K3; ICC3K4; ICC5K4; ICC5K7- ICC5K10; ICC5S1; ICC5S13;ICC5S14; ICC6K1; ICC7S8; ICC9K1; ICC9S3; ICC9S5-ICC9S8; ICC9S11ICC10K4; ICC10S3-ICC10S4; ICC10S8 ICC1K2; ICC1K4; ICC1K9; IGC1K5; IGC2K4; IGC3S1; ICC4K1; ICC4S2; ICC4S3; IGC4S1; IGC4S9; ICC5K2; ICC5K6; ICC5K7; IGC5K3; ICC5S2; ICC5S3; ICC5S5; ICC5S6; ICC5S10; ICC5S11; ICC7K4; ICC7S4; IGC7S1; IGC7S2; ICC8S4; ICC9S5; ICC9S8; ICC9S10; ICC10K1; ICC10K2; IGC10K1; IGC10S1 ICC1K4; ICC1K7; IGC1K5; ICC2K4; ICC3K4; ICC3K5; IGC4S2; IGC2S6; IGC4S9; ICC5K1- ICC5K8; ICC5S1- ICC5S5; ICC5S9- ICC5S16; IGC5S5; IGC5S6; ICC6K1-1,4 1,4

3 CHAMPs Project (15 Field Observation (10 Measuring Behavior Module (30 Graphing homework (50 Field 1, 2, 3, 4,, 7, 1, 2, 3, 4,, 7, AE , , 1.16, , , , AE , 1.11, 1.12, 1.16, , , 2.29, , , , , Diversity, closing the achievement gap Diversity, assessment, closing the achievement gap ICC6K3; ICC7K4; ICC7K5; ICC7S8; ICC7S12;IGC7S8; ICC9K1-ICC9K2; ICC9S5-ICC9S8; ICC9S11; ICC10K2; IGC10K1; ICC10S2; ICC10S4; IGC10S2; IGC10S3 ICC1K4; ICC1K7; IGC1K5; ICC2K4; ICC3K4; ICC3K5; IGC4S2; IGC2S6; IGC4S9; ICC5K1- ICC5K8; ICC5S1- ICC5S5; ICC5S9- ICC5S16; IGC5S5; IGC5S6; ICC6K1- ICC6K3; ICC7K4; ICC7K5; ICC7S8; ICC7S12;IGC7S8; ICC9K1-ICC9K2; ICC9S5-ICC9S8; ICC9S11; ICC10K2; IGC10K1; ICC10S2; ICC10S4; IGC10S2; IGC10S3 IGC4K3; ICC4S4; IGC4S1; ICC5K3; IGC5K3; ICC5S6; ICC5S10; ICC5S11; ICC7K4; ICC7S2- ICC7S4; ICC7S6; ICC7S13; ICC7S15; IGC7 S1; IGC7S4; IGC7S8; ICC8K1; ICC8K4; ICC8S3- ICC8S5; ICC8S7- ICC8S9; ICC9S5; ICC9S8; ICC9S13; ICC10K3; ICC10K4; IGC10K1; ICC10S2; ICC10S7; ICC10S8; ICC10S10- ICC10S11; IGC10S3

4 Experience Notebook (70 Behavior Change Project (200 pts) Quizzes over readings/sr+ Tutorial (10 points each; total of 140 pts) 1, 2, 3, 4,, 7, 1, 2, 3, 4,, 7, 8, 9 AE AE , 1.11, 1.12, 1.16, , , 2.29, , , , , AE , 1.16, , 2.26, 2.27, , , , , Diversity, assessment, closing the achievement gap Diversity, assessment, closing the achievement gap ICC1K2; ICC1K7; ICC1S1; ICC2K2; ICC2K7; IGC2K1; ICC3K1; ICC3K2; IGC3S1; ICC4K1; IGC4K3; ICC4S1- ICC4S4; IGC4S1; IGC4S2; IGC4S9; ICC5K1-ICC5K5; IGC5K3; ICC5S1- ICC5S6; ICC5S10; ICC5S11; ICC5S15; IGC5S6; ICC6K1; ICC7K4; ICC7K5; IGC7K1; ICC7S2- ICC7S4; ICC7S6; ICC7S8; ICC7S12; ICC7S13; ICC7S15; IGC7S1-IGC7S4; IGC7S8; ICC8K1; ICC8K4; ICC8S1- ICC8S5; ICC8S7- ICC8S9; ICC9S1- ICC9S9; ICC9S11; ICC9S13; IGC9S2; ICC10K1- ICC10K4; IGC10K1; IGC10K2; ICC10S1- ICC10S11; IGC10S1-IGC10S4 ICC1K1-ICC1K10; IGC1K1-IGC1K9; ICC1S1; ICC2K2- ICC2K7; IGC2K1- IGC1K5; ICC3K1- ICC3K5; IGC3S1; ICC4K1; IGC4K1, IGC4K3-IGC4K5; ICC4S1-ICC4S6; IGC4S1; IGC4S2; IGC4S6-IGC4S11; ICC5K1-ICC5K10; IGC5K1-IGC5K3; ICC5S1-ICC5S16; IGC5S1-IGC5S6; ICC6K1-ICC6K4; IGC6K1-IGC6K2; ICC6S1; ICC7K4- ICC7K5; IGC7K1; IGC7K3; ICC7S2- ICC7S9; ICC7S12- ICC7S15; IGC7S1- IGC7S8; ICC8K1; ICC8K4; ICC8S1- ICC8S5; ICC8S7-1,3,4

5 Exams (200 pts) 1, 2, 3, 4,, 7, AE , 1.16, , 2.26, 2.27, , , , , Diversity, assessment, closing the achievement gap ICC8S9; IGC8S1; IGC8S4; IGC8S5; ICC9K1; ICC9K2; ICC9S1-ICC9S13; IGC9S2; ICC10K1- ICC10K4; IGC10K1- IGC10K2; ICC10S1-ICCKS11; IGC10S1-IGC10S4 ICC1K1-ICC1K10; IGC1K1-IGC1K9; ICC1S1; ICC2K2- ICC2K7; IGC2K1- IGC1K5; ICC3K1- ICC3K5; IGC3S1; ICC4K1; IGC4K1, IGC4K3-IGC4K5; ICC4S1-ICC4S6; IGC4S1; IGC4S2; IGC4S6-IGC4S11; ICC5K1-ICC5K10; IGC5K1-IGC5K3; ICC5S1-ICC5S16; IGC5S1-IGC5S6; ICC6K1-ICC6K4; IGC6K1-IGC6K2; ICC6S1; ICC7K4- ICC7K5; IGC7K1; IGC7K3; ICC7S2- ICC7S9; ICC7S12- ICC7S15; IGC7S1- IGC7S8; ICC8K1; ICC8K4; ICC8S1- ICC8S5; ICC8S7- ICC8S9; IGC8S1; IGC8S4; IGC8S5; ICC9K1; ICC9K2; ICC9S1-ICC9S13; IGC9S2; ICC10K1- ICC10K4; IGC10K1- IGC10K2; ICC10S1-ICCKS11; IGC10S1-IGC10S4 Assignment Descriptions: Program: EDSP 356 Applied Behavior Analysis for Teachers Assessment (point value) Attendance (100 Diversity Assignment (25 pts) Description Attendance, participation in class and field experiences, and other assignments as given Eight-part multicultural education and equity awareness activities (see Blackboard assignment)

6 Web quest (10 Classroom Management Plan (50 CHAMPs Project (15 Measuring Behavior Module (30 Field Observation (10 points10 Graphing homework (50 Field Experience Notebook (70 Behavior Change Project (200 pts) Quizzes over readings (140 pts) Exams (200 pts) Use of UK homepage to identify websites and answer questions concerning assessment and behavioral intervention solutions 8-part plan for managing classroom including crisis response Classroom management plan, rules and procedures Demonstrate methods for collecting and analyzing data using frequency, duration, latency, and interval observation methods Observation notes from the field, including behavioral definition, recording method, actual data on behavior, basic analysis Behavioral charting and graphing for behavior intervention Field notes, observations, raw data, records for Behavior Change Project Behavioral intervention application in the field experience Preparation for class Knowledge and skill including application questions and objectives covering implementation of behavioral principles Grading Scale: There will be 900 points available in this course. Letter grades will be determined on a 10 point scale % = A 80-89%=B 70-79%=C 60-69%=D 59% and below=e This is a Special Education methods course. This course must be completed with a grade of C or better in order to move into Clinical Practice. Again, in the event the field experience hours and/or the project to be applied in the field experience setting are NOT successfully completed you will receive a grade of E in this course. Required Textbooks: Alberto, P. A. & Troutman, A. C. (2013). Applied behavior analysis for teachers (9 th ed.). Upper River Saddle, NJ: Pearson Education. All students in this course are required to purchase a Folio 180 account. To purchase Folio180 online or through the MSU Bookstore: 1. Purchase Folio180 at the MSU Bookstore and follow the instructions included with that purchase. 2. To purchase online, go to < 3. Complete registration and payment information. Your login information will be ed to you.

7 4. Note: if you have a Tk20 account, you will NOT need to purchase Folio180--we will provide your Folio180 account information to you via . Announcements and instructions will also be made on the CoE Facebook page. 5. You will be able to continue using your Folio180 account through any graduate programs you might enroll in through MSU. 6. NOTE: students must have purchased or activated their Folio180 account by midterm or they will receive an "E" at midterm per TEP policy. Course Evaluation: Students will be evaluated through completion of the following course requirements. The point values for the assignments are as follows: 1. Attendance [100 points] 100 Includes class attendance Participation Field experiences Other assignments as given in class 1. Exams 200 Exam I (Chapters 1-3) [50 points] Exam II (Chapters 4-5) [50 points] Exam III (Chapters 6-9) [50 points] Exam IV (Chapters 10-13) [50 points] 2. Course Activities 260 Diversity Assignment [25 points] Web quest [10 points] Classroom Management Plan [50 points] CHAMPs Project [15 points] Measuring Behavior Module [30 points] Field Observation [10 points] Graphing homework [50 points] Field Experience notebook [70 points] 3. Behavior Change Project Quizzes over readings Chapter Quizzes [10 points each] S R+ tutorial [10 points] Total 900 points Attendance Policy: Class attendance is mandatory and is taken at each class meeting. You are expected to come to class prepared to participate. Repeated absences or failure to prepare for class will negatively affect your grade. For each five class absences your final grade will drop one grade letter. All absences are treated the same, whether excused or unexcused. University required excused absences are exempt from this policy. Academic Honesty Cheating, fabrication, plagiarism or helping others to commit these acts will not be tolerated. Academic dishonesty will result in severe disciplinary action including, but not limited to, failure of the student assessment item or course, and/ or dismissal from MSU. If you are not sure what constitutes academic dishonesty, read the Eagle: Student Handbook or ask your instructor. An example of plagiarism is copying information from the internet when appropriate credit is not given. The policy is located at

8 Americans with Disabilities Act (ADA) In compliance with the ADA, all students with a documented disability are entitled to reasonable accommodations and services to support their academic success and safety. Though a request for services may be made at any time, services are best applied when they are requested at or before the start of the semester. To receive accommodations and services the student should immediately contact the Disability Services Coordinator in the Office of Academic and Career Services, 223 Allie Young Hall, , Campus Safety Statement Emergency response information will be discussed in class. Students should familiarize themselves with the nearest exit routes in the event evacuation becomes necessary. You should notify your instructor at the beginning of the semester if you have special needs or will require assistance during an emergency evacuation. Students should familiarize themselves with emergency response protocols at Course Calendar: EDSP Fall 2012 Tentative Daily Schedule Date Topic Readings Assignments Due August 20 Syllabus/Overview August 22 Explanations of behavior Chapter 1 August 24 What is ABA? August 27 Basic Concepts Quiz on Chapter 1 August 29 Basic Concepts Chapter 3 September 5 Behavioral definitions Writing Behavioral Objectives, Verbs Approximate date for scheduling Field Experience; Quiz on Chapter 3 September 7 Behavioral Objectives Complete Behavioral Objectives exercise September 10 Classroom management Classroom management article ( First year teachers ) September 12 September 17 September 19 IRIS STAR modules on classroom management CHAMPs (classroom management) Diversity in the Classroom Behavior Change Project (Assignment Overview) STAR modules CHAMPs Overview Diversity article September 21 Behavior Management Plan (STAR modules) due; CHAMPs classroom management plan due September 24 Data Collection Chapter 4 Diversity assignment due Quiz on Chapter 4 September 26 Data Collection October 1 Graphing Chapter 5 Quiz on Chapter 5 October 3 Exam I (Chapters 1, 3, 4) October 5 Graphing October 8 Graphing in Excel October 10 Single-subject Designs Chapter 6 Quiz on Chapter 6 October 17 Single-subject Designs

9 October 19 Functional Assessment Chapter 7 Quiz Chapter 7 October 22 Functional Analysis Read PDF on Graphing homework due Behavioral Supports October 24 Behavior Intervention Exam II (Chapters 5-6); Plans October 29 Increasing Behaviors Chapter8 Quiz on Chapter 8 October 31 Increasing Behaviors Positive Reinforcement tutorial (S R+ ) November 2 Decreasing Behavior Chapter 9 Quiz on Chapter 9 November 5 Decreasing Behavior November 7 Using Restraint Article on Restraint November 12 Differential Chapter 10 Quiz on Chapter10 Reinforcement Read PDF on Differential Reinforcement November 14 Differential Exam III (Chapters 7-10) Reinforcement November 16 Generalization Chapter 11 Quiz on Chapter 11 November 19 Generalization Behavior Change Project Due November 26 Self-management Chapter 12 Quiz on Chapter 12; November 28 Self-management Webquest Due November 30 Rules and Procedures; Quiz on Chapter 2 Ethics December 3 Rules and Procedures; Chapter 2 Ethics December 5 Pulling it together/pbsi Chapter 13 Quiz on Chapter 13 December 9 Pulling it together/pbsi Reading on PBSI FINAL EXAM Exam IV (Chapters 10- December 13 13) Exam IV (Chapters 10-13) due by NOON

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