Teaching Strategies for Affective Disorders

Course Details

Course Number: SPED 6013  Section Number: X10

Fall 2013

Location: Online

Course Attachments

Textbooks

Evidence-based practices for educating students wi  ISBN: 978-0-13-096823-4

MSU Faculty Member
Emerald Collins   
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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

Conceptual Framework Overview

 

  • The outcomes for graduates of professional programs are based upon the knowledge, skills, and dispositions in the following elements:
  • Learning environment-Graduates of West College of Education (GWCOE) create challenging, supportive, and learner-centered environments in diverse settings.
  • Individual Development-GWCOE demonstrate knowledge of individual differences in growth and development.
  • Diverse Learners-GWCOE recognize the value and challenges of individual differences
  • Reflection-GWCOE engage in individual and group reflection to improve practice
  • Collaboration, Ethics, Relationships-GWCOE develop positive relationships, use collaborative processes, and behave ethically. 

Communication-GWCOE communicate effectively both verbally and nonverbally through listening, speaking, reading, and writing.

  • Professional Development-GWCOE actively engage in continuous learning and professional development.
  • Strategies and Methods-GWCOE use a variety of instructional strategies aligned with content to actively engage diverse learners.
  • Content Knowledge-GWCOE demonstrate mastery of the content area(s) and remain current in their teaching fields.
  • Planning Process-GWCOE demonstrate effective planning as part of the instructional cycle.
  • Assessment-GWCOE demonstrate formative and summative techniques to plan, modify, and evaluate instruction.

 

 

 

Dispositions

 

The special education faculty expects students to be reflective, culturally responsive 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.

Course Expectations and Assignments

 

Except for hand-written data collection, all work should be created using MS Word format. You may submit the assignments via Blackboard.

 

  1. Application of Behavior Principles

For this assignment you should choose and describe (in operationally-defined terms) five (5) separate problem behaviors that occur in an educational setting. For each behavior, you should describe a means of decreasing the problem behavior, and teaching/increasing an alternative behavior to replace it. Your intervention for each behavior should use the terminology and principles of the Behavioral Model. You should include (a) an operational definition of each target behavior, (b) a behavioral objective written in measurable terms, (c) a method of recording the behavior (with an example of the recording instrument), (d) and an explanation of how the behavioral principles are to be used.

           

      2.  Student Observation System  (SOS)

Complete a Student Observation System form while observing a child. A copy of this instrument will be provided to you, and the completed form should be returned to the instructor (via pdf, fax, or snail mail). You will be provided with the rating scale form, along with further instructions on completing it, during the fourth week of the semester (9/17/13)—see course calendar.

 

 

3.  Competing Behavior Analysis and Behavior Change Plan

Course participants will be required to develop a competing behavior analysis based on information provided in a student case study. Your model should indicate the problem and replacement behaviors, along with antecedents and consequences. The analysis should lead to the development of a behavior change plan with corresponding A-B-C strategies. The behavior change plan must consider functional and ecological perspectives. It should also mention specific tools used to collect data (as discussed in this course) for the purpose of program monitoring.  (See Ch. 5 and cecp.air.org website)

 

      4.  Social Skills Lesson

You will develop a social skills lesson plan.  Be sure to specify  a) the skill to be taught, b) rationale for the skill, c) social situations and cues for using the skill d) motivation for the student to learn the skill, e) means of assessment, and f) a plan for generalization. For this assignment you should use the concepts outlined in Chapter 7 of the Yell text.

 

 

     5.   Behavioral Resources

Complete two (2), separate, mini-research assignments.  Each of these assignments should highlight a different type of serious problem behavior (internalizing and externalizing). Find two resources (either websites or journal articles) that offer interventions, strategies, and/or approaches pertaining supporting children/youth with each type of behavior.  These assignments should mention (a) a brief overview of the information contained in the resource, (b) the theoretical approach to behavior represented by the website/article, and (c) your perception of the website/article in terms of its usefulness (i.e., who might find this information beneficial). Each of these assignments should be two, double-spaced pages.

 

     6.  Discussion Activities:

On-line discussions will occur weekly. Discussion topics related to the assigned readings will be posted at the beginning of the week.  You are expected to contribute to each discussion at least once per week. An original comment, or response to a comment, will count as a contribution to the discussion. This can be a useful way to share ideas and study for the exams. 

 

 


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 Policy

Methods of Instruction

This course will be presented online in a manner that will allow you to learn (a) via audio/video presentations, (b) from peers through online discussions, (c) through interaction with the instructor via online posts, (d) through independent research and (e) hands-on experience with behavioral assessment tools.

 



Note: 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.

Late Paper Policy

All assignments are due by 5:00pm  on Thursday of the week noted in the syllabus for each (see also the corresponding due date reminders in the D2L calendar).  Late work will not be accepted. There are no assignment options; therefore, all students are expected to complete all assignments. Failure to complete an assignment, even if you have sufficient points to attain the grade you are seeking, will result in a 10 % reduction in points for the overall course; therefore, be diligent and complete all assignments in an exemplary manner.

 


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

Participation

Minimum participation requires making the minimum number of discussion posts (1 per week).  

 

On-line Discussion Post Suggestions

Discussion Posts can be:

1. Response to the prompt

2. Things with which you strongly agree or disagree

3. Identify potential solutions to a problem

4. A real world example that illustrates your point

5. How the topic may impact your work in the future

6. How a topic relates to some other issue

 


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.