SOUTHEASTERN LOUISIANA UNIVERSITY SPECIAL EDUCATION 612 BEHAVIORAL ASSESSMENT AND INTERVENTION WITH INDIVIDUALS WITH EXCEPTIONALITIES CREDIT: 3 hours

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1 SOUTHEASTERN LOUISIANA UNIVERSITY SPECIAL EDUCATION 612 BEHAVIORAL ASSESSMENT AND INTERVENTION WITH INDIVIDUALS WITH EXCEPTIONALITIES CREDIT: 3 hours PREREQUISITES: Special Education 200 or 600 or permission of the Department Head COURSE DESCRIPTION: Systematic behavioral assessment and intervention strategies with individuals with exceptionalities. Practical application of strategies with individuals with exceptionalities will be an integral part of the course. STATEMENT OF CONCEPTUAL FRAMEWORK: In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today s world and to prepare candidates for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: Professional Standards (PS), Knowledge of Learner (KL), Strategies and Methods (SM), and Content Knowledge (). The Conceptual Framework provides direction for the development of effective professionals. Diversity (D) is an integral part of each component, and Technology (T) is emphasized throughout all programs in the educational unit. COURSE OBJECTIVES: [from CEC Professional Standards Common Core (CC) and General Curriculum (GC)]: By the conclusion of the course, the student will have knowledge and understanding of: 1. CC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation. SM, 2. CC3K1 Effects an exceptional condition(s) can have on an individual s life. KL, SM,, D 3. CC3K2 Impact of learners academic and social abilities, attitudes, interests, and values on instruction and career development. KL, SM,, D 4. CC3K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling. Applicable laws, rules and regulations, and procedural safeguards regarding the planning and implementing of management of behaviors of individuals with exceptional learning needs. PS, SM,, KL, D 5. CC3K4 Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction. PS, KL, SM,, D 6. CC5K2 Basic classroom management theories and strategies for individuals with exceptional learning needs. PS, KL, SM,, T 7. CC5K3 Effective management of teaching and learning. KL, SM,, T 8. CC5K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. KL, SM,, D 9. CC5K5 Social skills needed for educational and other environments. KL,

2 SM, 10. CC5K6 Strategies for crisis prevention and intervention. KL, SM, 11. CC5K7 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. KL, SM,, D 12. CC5K9 Ways specific cultures are negatively stereotyped KL, SM,, D 13. CC6K3 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding. KL, SM,, D 14. CC9K2 Importance of the teacher serving as a model for individuals with exceptional learning needs. KL, SM,, D 15. GC1K2 Models and theories of deviance and behavior problems. PS, SM, 16. GC1K9 Theory of reinforcement techniques in serving individuals with disabilities. PS, SM, 17. GC2K4 Psychological and social-emotional characteristics of individuals with disabilities. KL, SM, 18. GC4K4 Prevention and intervention strategies for individuals at-risk for a disability. SM, 19. GC5K1 Barriers to accessibility and acceptance of individuals with disabilities. SM,, D 20. GC9K2 Organizations and publications relevant to individuals with disabilities. SM,, D, T 21. GC10K1 Parent education programs and behavior management guides that address severe behavior problems and facilitate communication for individuals with disabilities. SM,, D LEARNER OUTCOMES [from CEC Professional Standards Common Core (CC) and General Curriculum (GC)]: By the conclusion of this course, the student will be able to: 1. CC4S2 Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs. PS, SM, 2. CC4S4 Use strategies to facilitate maintenance and generalization of skills across learning environments. SM, 3. CC4S5* Use procedures to increase the individual s self-awareness, selfmanagement, self-control, self-reliance, and self-esteem. PS, SM, 4. CC4S6 Use strategies that promote successful transitions for individuals with exceptional learning needs. SM, 5. CC5S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. KL, SM, 6. CC5S2* Identify realistic expectations for personal and social behavior in various settings. KL, SM 7. CC5S3 Identify supports needed for integration into various program placements. KL, SM, 8. CC5S5 Modify the learning environment to manage behaviors. KL, SM, 9. CC5S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments. PS, KL, SM,

3 10. CC5S7 Establish and maintain rapport with individuals with and without exceptional learning needs. KL, SM 11. CC5S9 Create an environment that encourages self-advocacy and increased independence. KL, SM, 12. CC5S10* Use effective and varied behavior management strategies. KL, SM, 13. CC5S11* Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs. KL, SM, 14. CC7S4 Use functional assessments to develop intervention plans. KL, SM, 15. CC7S5 Use task analysis. PS, SM, 16. CC7S13 Make responsive adjustments to instruction based on continual observations. KL, SM, 17. CC7S14 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. KL, SM, 18. CC9S1 Practice within the CEC Code of Ethics and other standards of the profession. SM, 19. CC9S2 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession. SM, 20. CC9S10 Access information on exceptionalities. SM, 21. CC9S11 Reflect on one s practice to improve instruction and guide professional growth. PS, SM 22. CC10S1 Maintain confidential communication about individuals with exceptional learning needs. SM 23. GC3S1 Relate levels of support to the needs of the individual. KL, SM, 24. GC4S1 Use research-supported methods for academic and non-academic instruction of individuals with disabilities. SM, 25. GC4S9* Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with disabilities. KL, SM, 26. GC5S4 Teach individuals with disabilities to give and receive meaningful feedback from peers and adults. KL, SM, 27. GC5S5 Use skills in problem solving and conflict resolution. SM, 28. GC7S1* Plan and implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior. KL, SM, 29. GC7S8 Design, implement, and evaluate instructional programs that enhance social participation across environments. SM, 30. GC8S5 Monitor intragroup behavior changes across subjects and activities. KL, SM, 31. GC10S3* Teach parents to use appropriate behavior management and counseling techniques. SM, * Required product

4 FIELD EXPERIENCES: CASE STUDY Hours: 10 Types: Observation/Participation Documentation: Hours chart and case study Field experience hours are to be uploaded to Pass-Port ARTIFACTS APPROPRIATE FOR UNIT/PROGRAM ASSESSMENT: Case Study The case study artifact is to be uploaded to Pass-Port COURSE EVALUATION: Product points Research article review 25 Blackboard quizzes and/or Discussion Boards 50 Three Group presentations 45 #1 10 points #2 15 points #3 20 points Individual presentation of case study 30 Individual case study 100 Midterm Exam 100 Final Exam 100 TOTAL 450

5 REFERENCES Anderson, C., & Katsiyannis, A. (1997). By what token economy? A classroom learning tool for inclusive settings. Teaching Exceptional Children, 29 (4), Chandler, L. K. & Dahlquist, C. M. (2006). Functional assessment: Strategies to prevent and remediate challenging behaviors in school settings (2 nd ed.). New Jersey: Prentice Hall. Crimmins, D., Farrell, A. F., Smith, P. W., & Bailey, A. (2007). Positive Strategies for Students with Behavior Problems, Baltimore, MD: Brookes Publishing Company. Kaplan, J. S. (1995). Beyond behavior modification: A cognitive-behavioral approach to behavior management in the school (3rd ed.). Austin, TX: Pro-Ed. Kazdin, A. E. (2001). Behavior modification in applied settings (6th ed.). Belmont, CA: Wadsworth/Thompson. Lassman, K. A., Jolivette, K., & Wehby, J. H. (1999). "My teacher said I did good work today!" Using collaborative behavioral contracting. Teaching Exceptional Children, 31 (4), Lyon, C. S., & Lagarde, R. (1997). Tokens for success: Using the graduated reinforcement system. Teaching Exceptional Children, 29 (6), Murdick, N. I., & Petch-Hogan, B. (1996). Inclusive classroom management: Using preintervention strategies. Intervention in School and Clinic, 31, Rusch, F. R., Rose, T., & Greenwood, C. R. (1988). Introduction to behavior analysis in special education. Englewood Cliffs, NJ: Prentice-Hall. Saren, D. (1999). The decision tree: A tool for achieving behavioral change. Teaching Exceptional Children, 31 (4), Tawney, J. W., & Gast, D. L. (1984). Single subject research in special education. Columbus, OH: Charles E. Merrill. Smith, D. D., & Rivera, D. M. (1993). Effective discipline. Austin, TX: Pro-Ed. Sulzer-Azaroff, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Fort Worth, TX: Holt, Rinehart, and Winston.

6 Walker, H. M. (1995). The acting out child: Coping with classroom disruptions (2nd ed.) Longmont, CO: Sopris West. Walker, J. E., Shea, T. M., & Bauer, A. M. (2004). Behavior management: A practical approach for educators (8th ed.). New York: Merrill/Prentice Hall. Walker, H. W., & Sylwester, R. (1998). Reducing students' refusal and resistance. Teaching Exceptional Children, 30 (6), JOURNALS: Journal of Special Education Teaching Exceptional Children Exceptional Children Remedial and Special Education Exceptional Parents Journal of Mental Retardation Journal of Learning Disabilities