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).
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
Laws, policies, and ethical principles regarding behavior management planning and implementation
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
Theory of reinforcement techniques in serving individuals with exceptional learning needs
Social/Emotional Environment Cluster
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
Modify the learning environment to manage behaviors
Use performance data and information from stakeholders to make or suggest modifications in learning environments
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
Prepare lesson plans
Sources of specialized materials, curricula, & resources
Use research-supported methods
Similarities & difference among students w/ special needs
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
Screening, pre-referral, referral, and classification procedures
Use and limitations of assessment instruments
Interpret information from informal assessments
Conceptual Framework Overview
Communication-GWCOE communicate effectively both verbally and nonverbally through listening, speaking, reading, and writing.
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.
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.
(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
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.
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.
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