Prerequisites: Admission to the special education diploma program.

QATAR UNIVERSITY COLLEGE OF EDUCATION SPED 522: Applied Behavior Analysis (3CHS) SEMESTER/YEAR: INSTRUCTOR: OFFICE NUMBER: PHONE: EMAIL: OFFICE HOURS: CLASS TIME/LOCATION: COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership. COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course) Teaching 1. Content: Demonstrate a deep and thorough understanding of the key theories and concepts of the subject matter. 2. Pedagogy: Ensure effective planning for instruction and the use of multiple learning and pedagogical content strategies to maximize student learning and promote critical thinking. 3. Technology: Evaluate and use current and emerging technologies in instructionally powerful ways and to assist in the management of educational environment. 4. Diversity: Respond to every student s uniqueness and foster successful learning experiences by meeting individual differences. Scholarship 5. Scholarly Inquiry: Understand the tools and methods of inquiry and use data-driven decision making to maximize teaching and learning. 6. Problem Solving: Gather, analyze, and plan a sequence of steps to achieve learning objectives: process a variety of factors in identifying solutions and making sound, wellinformed decisions. Leadership 7. Ethical Values: Apply professional ethics in all educational contexts and have enduring respect for self-confidence in teaching as a profession. 8. Initiative: Demonstrate the qualities of effective leadership to plan with vision and reason, collaborate with all stakeholders, and communicate effectively in interpersonal and public contexts. COURSE DESCRIPTION This course focuses on the basic principles and procedures of applied behavior analysis; identification of factors that contribute to behavioral problems and improved performance; and procedures that can be used to minimize behavioral problems, improve performance, teach new behaviors, and increase probability of behaviors occurring under appropriate circumstances. Prerequisites: Admission to the special education diploma program. 1

RATIONALE This course is essential as it enables candidates to create a positive learning environment through the implementation of applied behavior analysis using observation, data collection, and designing appropriate intervention strategies in the field of special education. COURSE OBJECTIVES 1) Introduce applied behavior analysis and its methods in the context of special education settings. 2) Provide ways to set a stage for learners with disabilities to succeed in the classroom. 3) Compare and contrast a wide array of behavior management strategies, including ageappropriateness, level of difficulties for using in classrooms, etc. 4) Acquire a wide array of strategies for increasing and decreasing behaviors. 5) Review single subject research design to determine the effectiveness of a particular strategy. 6) Explore ethical considerations as a teacher who works with learners with disabilities. 7) Investigate a self-management procedure with learners for their transition plan at work environment. LEARNING OUTCOMES 1) Use basic applied behavior analysis, its methods, and techniques for individuals with exceptional learning needs. 2) Create positive learning environments for individuals with exceptional learning needs. 3) Design a variety of effective behavior management techniques appropriate for individuals with exceptional needs. 4) Demonstrate decision-making process for changing behaviors based on observed data. 5) Plan an effective strategy to intervene observed behaviors. 6) State the ethical considerations inherent in classroom behavior management and safeguards. 7) Design a self-management procedure, in collaboration with parents and other professionals, as a transition plan to post-school settings. GENERAL REQUIREMENTS, DESCRIPTION OF ACTIVITIES, AND EVALUATION PROCEDURES Examinations (50 points each = 100 points) Two examinations (midterm 20% and final 20%) are scheduled to assess student s comprehension and application of information covered in the course. Quizzes (Four quizzes at 10 points each 40 points) Students will be tested over all materials assigned and discussed to date. Quizzes are designed to assess students mastery of course content, and to encourage them to be prepared for class meetings. Questions are often based upon review questions over previous readings and lectures. Classroom Observation: Field Hours (50 points) Observe in a special education classroom for 8 hours over several days.. Write a journal on Blackboard addressing the particular topic indicated below for each entry. Read the entries by your peers and make a comment to at least two peers on Blackboard by the due date. Log time for each visit (see the log chart in the back of the syllabus). 2

Entry 1: Classroom environment Entry 2: Teacher Entry 3: Students Entry 4: Target one student Entry 5: Overall reflection of the observation, what you learned from observing Data Collection Activities (40 points) Students will implement a data collection strategy on a student or a family member for a period of five days. The students will present the recorded data on a graph using Microsoft Excel and post it on Blackboard. Intervention Plan (80 points) Find three single subject research articles on behavioral or cognitive-behavioral interventions and bring them to class. Write a summary of each article (participants, dependent variable, independent variable, experimental design, results, advantages and disadvantages). Based on reviewing the articles, design an intervention plan to change a behavior of your learner in your class and summarize how the procedure would help to create a positive learning environment for learners with disabilities. Bring articles to class for discussion and submit your paper to the instructor on specified due date (Late submission - 3 points/day). The plan should contain the following: 1. Title page 2. Why you chose the topic (based on behavior, disability, or particular management technique) 3. A summary of Article 1 4. A summary of Article 2 5. A summary of Article 3 6. Your intervention plan to address a particular behavior, disability or management technique). 7. How the procedure would help to create a positive learning environment. Philosophy Paper (10 points) Students will write his/her philosophy including ethical considerations inherent in behavior management of children with disabilities in one page. (Late submission - 2 points deduction/day) 3

COURSE MATRIX Unit Learning Outcomes Content Pedagogy QNPS 9 4 Course Objectives Course Learning Outcomes 1 1 Mid-term Exam 2 2 Assessment (Tasks/Artifacts) Plan for Classroom Rules and Procedures Diversity 8. 3 3 Intervention Plan Scholarly inquiry Problem Solving Ethical Values 7 4 4 Data Collection Assignment 7 5 5 Intervention Plan 12 6 6 Philosophy Paper Initiative 5 7 7 Final Exam COURSE OUTLINE Week Topic Reading Due 1 Syllabus and Course Overview Applied Behavior Analysis Chapter 1 2 Behavioral Definitions and Objectives Chapter 2 3 Characteristics of Behavior and Data Collection Procedures Chapter 3 Entry 1 4 Observation and Data Collection Activities Quiz 1 5 Data Analysis and Graphic Display Chapter 4 Quiz 2 6 Single Subject Designs Data Collection Chapter 5 TaskStream Training Presentation 7 Single Subject Designs Quiz 3 (Continued) Entry 2 8 Functional Assessment Chapter 6 9 Midterm Exam 11 Behavior Management Entry 3 11 Increasing Behavior Self- Chapter 7 Management Procedures Chapter 11 Entry 4 12 Decreasing Behavior Chapter 8 Quiz 4 13 Differential Reinforcement Chapter 9 Entry 5 Generalization of Behavior Chapter 10 Philosophy Change 14 Student Presentations Chapter 12 Chapter 13 Intervention Plan 15 Final Exam 4

TEXTBOOKS Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7 th Ed.). Pearson: Upper Saddle River, New Jersey. USE OF BLACKBOARD Students should check Blackboard site for the latest announcements, syllabus, PowerPoint materials, discussion board activities, grades, etc. Person First Language All educators must practice the person-first language that places a focus on the person rather than his/her disability. In your oral and written communication, students in this program are expected to be role model and practice it. Correct A child with a disability A boy with learning disabilities An adult with an intellectual disability Children with autism Not Correct Disabled child Learning disabled boy Retarded adult or intellectually disabled adult Autistic children Courtesy in Class Please turn your mobile phone off during class. Thank you. Academic Honesty Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described in the Qatar University Graduate Student Handbook. Evaluation Exams (midterm and final) 100 Quizzes (four quizzes) 40 Classroom Observation 50 Data Collection Assignment 40 Intervention Plan 80 Philosophy Paper 10 Total 320 GRADING SYSTEM 100-90 = A 89.99-85 = B+ 84.99-80 = B 79.99-75 = C+ 74.99-70 = C 69.99-65 = D+ 5

64.99-60 59.99 0 = = D F Appendix QATAR NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS 1. Structure innovative and flexible learning experiences for individuals and groups of students. 2. Use teaching strategies and resources to engage students in effective learning. 3. Foster language literacy and numeracy development. 4. Create safe, supportive, and challenging learning environments. 5. Construct learning experiences that connect with the world beyond school. 6. Apply information and communication technology in managing student learning. 7. Assess and report on student learning. 8. Apply knowledge of students and how they learn to support student learning and development. 9. Apply teaching/subject area knowledge to support student learning. 10. Work as a member of professional teams. 11. Build partnerships with families and the community. 12. Reflect on, evaluate, and improve professional practice. In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities. Special Needs Section Student Activities building Men s Campus: 44033854, Fax: 44838925; Women s Campus: 44033843, Fax: 44839802; Email: specialneeds@qu.edu.qa; Office hours: 7:30 AM 2:30 PM REFERENCES Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33, 51-64. Carey, Y. A., & Halle, J. W. (2002). The effect of an idiosyncratic stimulus on self-injurious behavior during task demands. Education and Treatment of Children, 25, 131-141. Cartledge, G., Singh, A., & Gibson, L. (2008). Practical behavior-management techniques to close the accessibility gap for students who are culturally and linguistically diverse. Preventing School Failure, 52, 29 38. Chandler, L. K., & Dahlquist, C. M. (2002). Functional assessment: Strategies to prevent and remediate challenging behavior in school settings. Upper Saddle River, NJ: Merrill/Prentice Hall. Higgins, J. W., Williams, R. L., & McLaughlin, T. F. (2001). The effective of a token economy employing instructional consequences for a third-grade student with learning disabilities: A data-based case study. Education & Treatment of Children, 24, 99-106. 6

Kazdin, A. E. (2001). Behavior modification in applied settings (6 th ed.). Belmont, CA: Wadsworth/Thompson Learning. Maag, J. W. (2000). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. Exceptional Children, 67, 173-186. Magee, S., & Ellis, J. (2000). Extinction effects during the assessment of multiple problem behaviors. Journal of Applied Behavior Analysis, 33, 313-316. Scheuermann, B., Webber, J. (2002). Autism: Teaching does make a difference. Belmont, CA: Wadsworth. Sticker, J., Jiltenberger, R., Garlinghouse, M., Deaver, C., & Anderson, C. (2001). Evaluation of an awareness enhancement device for the treatment of thumb sucking in children. Journal of Applied Behavior Analysis, 34, 77-80 Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. Journal of Special Education, 41, 223 233. Tincani, M., & Crozier, S. (2007). Comparing brief and extended wait-time during small group instruction for children with challenging behavior. Journal of Behavioral Education, 16, 355 367. Worsdel, A. S., Iwata, B. A., Hanley, G. P., Thompson, R. H., & Kahng, S. W. (2000). Effects of continuous and intermittent reinforcement for problem behavior during functional communication training. Journal of Applied Behavior Analysis, 33, 167-170. 7

APPENDICES SPED 522 Data Collection Assignment Presentation Name: Component Points Reason for selecting the target behavior (5 pts.) Dependent variable (5 pts.) Observation schedule (5pts.) Recording procedure (5 pts.) Use of Excel for graphic display (5 pts.) Summary of the results (5 pts.) Reflection of data collection experience (5 pts.) Oral presentation (5 pts.) Total 8

Classroom Observation Log for Field Hours for a Minimum of 16 Hours for this Course Name: School: Classroom/Grade: Mentor: Date Beginning Time Ending Time Total Minutes/Hours Total Hours Candidate Signature: Mentor Signature: 9