Affective Disorders

Course Details

Course Number: SPED 4513  Section Number: 180

Fall 2012

Location: Dillard College of Business Administration

Classroom Number: 324

Days & Times:

Tuesdays at 4:30-7:20

Course Attachments


MSU Faculty Member
Dr.   Darrell Mohr   
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Course Objectives

Objectives The candidate will meet the following Texas Educator Standards for special educators. These are aligned with Council for Exceptional Children CEC knowledge and skills standards as they apply to students with emotional and/or behavioral disorders (EBD).




Comp #

Cluster & Competency






Professional Knowledge, Roles, & Responsibilities Cluster

Exam; ABP, Social Skills Lesson


Models, theories, philosophies, and research methods that form the basis for special education practice

Exam; IRIS


Laws, policies, and ethical principles regarding behavior management planning and implementation

Exam; SOS


Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds



Definitions and issues related to the identification of individuals with exceptional learning needs



Models and theories of deviance and behavior problems

Exam; ABP


Theory of reinforcement techniques in serving individuals with exceptional learning needs






Social/Emotional Environment Cluster

Exam; IRIS


Basic classroom management theory and strategies for students with exceptional learning needs




Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs

Exam; BCP


Modify the learning environment to manage behaviors



Use performance data and information from stakeholders to make or suggest modifications in learning environments

Exam; BCP


Use effective and varied behavior management strategies






Planning & Instructional Cluster

Exam; Behavior Resources


Theories and research that form the basis of curriculum development and instructional practice




Integrate academic instruction and behavior management for individuals and groups with exceptional learning needs



Use functional assessments to develop intervention plans

Social Skills


Prepare lesson plans



Sources of specialized materials, curricula, & resources



Use research-supported methods






Disability Cluster



Similarities & difference among students w/ special needs

Exam ; IRIS


Differing ways of learning among students w/ special needs



Effects a disability can have on a person’s life

Exam; Behavior resources


Educational implications of disabilities






Assessment Cluster



Screening, pre-referral, referral, and classification procedures

Exam; SOS


Use and limitations of assessment instruments



Interpret information from informal assessments


Course Expectations



The special education faculty expects students to be reflective, culturally sensitive practitioners and leaders in the profession of education who practice within the Code of Ethics adopted by the CEC.

Special education professionals are committed to developing the highest    educational and quality of life potential of individuals with exceptionalities.

Special education professionals promote and maintain a high level of competence and integrity in practicing their profession.

Special education professionals engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, students, or research subjects.

Special education professionals exercise objective professional judgment in the practice of their profession.

Special education professionals strive to advance their knowledge and skills regarding the education of individuals with exceptionalities.

Special education professionals work within the standards and policies of their profession.

Special education professionals seek to uphold and improve where necessary the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession.

Special education professionals do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of CEC.

Grading Standards


(Additional information and rubrics for assignments will be provided in Blackboard)


Professionalism                                                      50

 Application of Behavioral Principles                   20  

Behavior Observation Instrument (SOS)            30

 IRIS modules (10pts x 3)                                      30                                     

Competing Behavior Analysis

and Behavior Change Plan (CBA&BCP)             20   

Social Skills Lesson (small group)                     40  

 Behavioral Resources  (5 pts x 2)                      10  

 Field Experience Journal                                   100 

  Midterm Exam                                                     100  

   Final Exam                                                          100


                                                                       Total  500  points

            450-500 = A 

            400-449 = B

            350-399 = C

            300-349 = D

                < 300 = F

Submission Format PolicyNote: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

Absentee Policy

 Professional teachers are dependable, reliable, and responsible. Therefore, candidates are

expected to be on time and in attendance at every class, and to stay for the entire class. 

Candidates will receive a grade of F for the course on the third absence. After the second absence from the course it is mandatory that a student schedule an appointment with the course instructor to discuss attendance. Failure to schedule and attend a conference will result in the grade for the course being lowered by one letter.


It is expected that you will complete all course field experience hours in a professional manner. Professional conduct is expected when observing or participating in school settings (e.g., dressing appropriately, arriving on time, remaining for the entire pre-arranged time, not canceling, and demonstrating respect in all interactions with young people, parents, teachers, and staff). If you must miss your field experience for any reason, you are expected to call the school office and the teacher you are working with before school begins for the day. You must also contact the course instructor to let me know you will not be present and arrange a time with me when we can discuss the most appropriate way to make up that absence. Three instances of tardy arrival will be counted as one absence.




Other Policies

Demonstrate professionalism

Professionalism is shown when students (a) attend all classes on time; (b) participate in class discussions and lectures; (c) dress appropriately; (d) are flexible to schedule changes; refrain from using their phones during class/field experience times; and (e) respect the opinions and rights of others.  Students who regularly practice professionalism tend to earn all of the allotted points for that component of the course grade.  Professionalism is a significant part of your course grade.





Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at, or call 397-4131.