Affective Disorders

Course Details

Course Number: SPED 6013 Section Number: X10

Fall 2012

Location: Online

Days & Times:

Online course

Course Attachments

Textbooks

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).

Assessment	Comp #	Cluster & Competency

		Professional Knowledge, Roles, & Responsibilities Cluster
Exam; ABP, Social Skills Lesson	ICC1K1	Models, theories, philosophies, and research methods that form the basis for special education practice
Exam	ICC1K2	Laws, policies, and ethical principles regarding behavior management planning and implementation
Exam	ICC1K5	Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds
Exam	IGC1K1	Definitions and issues related to the identification of individuals with exceptional learning needs
Exam	IGC1K2	Models and theories of deviance and behavior problems
Exam; ABP	IGC1K9	Theory of reinforcement techniques in serving individuals with exceptional learning needs

		Social/Emotional Environment Cluster
Exam	ICC5K2	Basic classroom management theory and strategies for students with exceptional learning needs
Exam	ICC5K4	Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs
Exam; BCP	ICC5S5	Modify the learning environment to manage behaviors
SOS	ICC5S6	Use performance data and information from stakeholders to make or suggest modifications in learning environments
Exam; BCP	ICC5S10	Use effective and varied behavior management strategies

		Planning & Instructional Cluster
Exam; Behavior Resources	ICC7K1	Theories and research that form the basis of curriculum development and instructional practice
Exam; ABP	IGC7K1	Integrate academic instruction and behavior management for individuals and groups with exceptional learning needs
Exam	ICC7S4	Use functional assessments to develop intervention plans
Social Skills	ICC7S10	Prepare lesson plans
Exam	IGC4K1	Sources of specialized materials, curricula, & resources
Exam; BCP	IGC4S1	Use research-supported methods

		Disability Cluster
Exam	ICC2K6	Similarities & difference among students w/ special needs
Exam	ICC3K5	Differing ways of learning among students w/ special needs
Exam	ICC3K1	Effects a disability can have on a person’s life
Exam; Behavior resources	ICC2K2	Educational implications of disabilities

		Assessment Cluster
SOS	ICC8K3	Screening, pre-referral, referral, and classification procedures
Exam	ICC8K4	Use and limitations of assessment instruments
CBA; BCP	ICC8S5	Interpret information from informal assessments

Course Expectations

Dispositions

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

Grading

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

Application of Behavioral Principles 50 points

Behavior Observation Instrument (SOS) 50 points

Competing Behavior Analysis (CBA) 20 points

Behavior Change Plan (BCP) 20 points

Social Skills Lesson 35 points

Behavioral Resources (5 pts x 2) 10 points

On-line Discussion participation 15 points

Midterm Exam 100 points

Final Exam 100 points

Total 400 points

360-400 = A

320-359 = B

280-319 = C

240-279 = D

< 240 = 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.

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 http://academics.mwsu.edu/wpr, or call 397-4131.