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.
TEXT: Alberto, P.A. & Troutman, A.C. (1999). Applied behavior analysis for teachers (5th ed.). New York: Merrill.
Selected readings, websites and other
materials will supplement the textbook for the additional information provided
in this course.
In order to successfully plan, develop, and
implement curricula to meet the needs of diverse learners in today=s world and to prepare students for the future, the College of
Education and Human Development (COEHD) has identified four critical components
of The Effective Educator: standards-based instruction (SBI),
knowledge of the learner (KL), best pedagogical practices (PP), and content
knowledge (CK).
COURSE OBJECTIVES:
By the conclusion of the course, the student will have knowledge and understanding of:
1. Methods for monitoring progress of individuals with exceptional learning needs. (CC:3,K9) KL, PP, CK
2. Basic classroom management theories, methods, and techniques for individuals with exceptional learning needs. (CC:5,K1) SBI, KL, PP, CK
3. Research-based best practices for effective management of teaching and learning. (CC:5,K2) PP,CK
4. Applicable laws, rules and regulations, and procedural safeguards regarding the planning and implementing of management of behaviors of individuals with exceptional learning needs. (CC:6,K1) SBI, PP, CK
5. Ethical considerations inherent in behavior management. (CC:6,K2) SBI, PP,CK
6. Teacher attitudes and behaviors that positively or negatively influence behavior of individuals with exceptional learning needs. (CC:6,K3) SBI, PP, CK
7. Strategies for crisis prevention/intervention. (CC:6,K5) PP, KL, CK
8. Personal cultural biases and differences that affect one's teaching. (CC:8, K1) PP, CK
9. Importance of the teacher serving as a model for individuals with exceptional learning needs. (CC:8,K2) PP, CK
10. Differing perceptions of deviance, including those from mental health, religion, legal-corrections, education, and social welfare. (GC:1,K3) KL, CK
11. Effects of dysfunctional behavior on learning, and the differences between behavioral and emotional disorders and other disabling conditions. (GC:2,K2) SBI, PP, KL, CK
12. Approaches to create positive learning environments for individuals with disabilities. (GC:4,K9) SBI, PP, KL, CK
13. Rationale for selecting specific management techniques for individuals with disabilities. (GC:6,K1) KL, CK
14. Theories behind reinforcement techniques and their application to teaching individuals with disabilities. (GC:6,K2) SBI, PP, KL, CK
15. Theories of behavior problems in individuals with disabilities, including self-stimulation and self-abuse. (GC:6,K3) PP, KL, CK
16. Parent education programs and behavior management guides, including those commercially available, that address the management of severe behavioral problems and facilitate communication links applicable to individuals with disabilities. (GC:7,K2) SBI, PP, CK
17. Rights to privacy, confidentiality, and respect for differences among all persons interacting with individuals with disabilities. (GC:8,K2) SBI, PP, CK
18. Maintain confidentiality of medical and academic records and respect for privacy of individuals with disabilities. (GC:8,K4) SBI, PP, CK
19. Purpose of behavioral objectives. CK
20. Sociocultural issues and the influence of these issues on behavior and behavior change programs. SBI, PP, KL, CK
21. Designs for collecting data that are used to determine the relationship between an intervention and behavior. PP, CK
22. Various technological applications useful for collecting and graphing data. PP
LEARNER OUTCOMES: By the conclusion of this course, the student will be able to:
1. Use task analysis. (CC:4,S7)
2. Create a safe, positive, and supportive learning environment in which diversities are valued. (CC:5,S1)
3. Demonstrate a variety of effective behavior management techniques appropriate to the needs of individuals with exceptional learning needs. (CC:6,S1)
4. Implement the least intensive intervention consistent with the needs of the individuals with exceptionalities. (CC:6,S2)
5. Modify the learning environment (schedule and physical arrangement) to manage inappropriate behaviors. (CC:6,S3)
6. Identify realistic expectations for personal and social behavior in various settings. (CC:6,S4)
7. Demonstrate procedures to increase the individual's self-awareness self-management, self-control, self-reliance, and self-esteem. (CC:6,S7)
8. Demonstrate proficiency in oral and written communication. (CC:8,S5)
9. Engage in professional activities that may benefit individuals with exceptional learning needs, their families, and/or colleagues. (CC:8, S6)
10. Use copyrighted educational materials in an ethical manner. (CC:8,S8)
11. Practice within the CEC Code of Ethics and other standards and policies of the profession. (CC:8,S9)
12. Facilitate use of prevention and intervention strategies in educational settings. (GC:4,S2)
13. Integrate academic instruction, affective education, and behavior management for individual learners and groups of learners. (GC:4,S6)
14. Use strategies for facilitating the maintenance and generalization of skills across learning environments. (GC:4,S26)
15. Use a variety of nonaversive techniques for the purpose of controlling targeted behavior and maintaining attention of individuals with disabilities. (GC:6,S1)
16. Develop and implement a systematic behavior management plan using observation, recording, charting, establishment of timelines, hierarchies of interventions, and schedules of reinforcement. (GC:6,S2)
17. Select target behaviors to be changed and identify the critical variables affecting the target behavior. (GC:6,S3)
18. Delineate and apply appropriate management procedures when presented with spontaneous management problems. (GC:6,S7)
19. Facilitate development and implementation of rules and appropriate consequences in the educational environment. (GC:6,S8)
20. Use specific behavioral management and counseling techniques in managing students and providing training for their parents. (GC:7,S1)
21. Formulate written behavioral objectives as required for the IEP.
22. Use a variety of observation techniques. (ED:3, S6)
23. Assess behavior. (ED:3, S10)
*Course Objective = (Obj)
COURSE OUTLINE
I. Introduction/Overview of Applied Behavior Analysis (Obj1,3,11)
II. Explanations of Human Behavior and Deviance (Obj2,6,9,10,15)
1. Biophysical
2. Developmental
3. Cognitive
4. Behavioral
III Historical Development of Behaviorism (Obj2,14)
1. Historical Precedents
2. Respondent conditioning
3. Associationism
4. Behaviorism
5. Operant conditioning
IV. Ethical Use of Applied Behavior Analysis Techniques (Obj3,4,5,6,8,12,17,18,20)
1. Concerns about ABA
2. Accountability
3. Diversity
4. Confidentiality
V. Behavioral Objectives (Obj3,19)
1. Definition
2. Purpose
3. Components
4. Objectives and IEPs
VI. Data Collection (Obj1,3)
1. Anecdotal reports
2. Permanent Product Recording
3. Observational Recording Systems
4. Duration and Latency Recording
5. Interobserver Reliability
VII. Reporting Data (Obj3,22)
1. Types of graphs
2. Technology
VIII. Single-Subject Designs (Obj3,21)
1. AB design
2. Reversal design
3. Changing criterion design
4. Multiple baseline design
5. Alternating treatments design
6. Changing conditions design
7. Evaluation of single-subject designs
IX. Consequences that Increase Behavior (Obj2,3,7,12,13)
1. Positive reinforcement
2. Negative reinforcement
3. Schedules of reinforcement
X. Consequences that Decrease Behavior (Obj2,3,7,12,13)
1. Hierarchy of consequences
2. Strategies for differential reinforcement
3. Extinction
4. Punishment
XI. Differential Reinforcement (Obj2,3,7,12,13)
1. Principles of discrimination
2. Stimulus control
3. Teaching complex behaviors
4. Differential reinforcement for shaping
XII. Functional Assessment and Analysis (Obj1,2,3,7,12)
1. Functional assessment
2. Functional analysis procedures
XIII. Generalization of Behavior Change (Obj2,3,7,13, 16)
1. Types of generalization
2. Training generalization
XIV. Self-Management (Obj1,2,3,7,12,13)
1. Rationale for teaching students to self-manage
2. Procedures to teach self-management techniques
XV. Application of ABA Procedures in the Classroom (Obj1,2,3,7,9,12,13)
COURSE REQUIREMENTS
1. Class attendance and active class participation
2. Text, readings, lectures, assignments, exams etc.
The report will include the following:
a) Review of the Literature - Survey previous studies which dealt with similar problems. You must include at least 3 articles, 2 of which must be research articles (one of which may include the article from your one page review).
b) Purpose of the Study - Identify and describe the target behavior and why was it important to decrease or increase this behavior.
c) Method
i) Subject and Setting - A brief description of the subject, the setting, and the effects of the problem behavior.
ii) Baseline - The level of the behavior before intervention.
iii) Intervention - Detailed description of what was done to change the behavior.
iii) Research design (A, AB, ABA, ABC) - How the study was designed and conducted.
d) Results - The data resulting from your study. (Remember that your study may or may not be successful, do not discuss why it was or was not successful, save that for the discussion section, just state the facts.)
e) Discussion: Discuss your personal conclusions and concerns about the study in this section.
f) References
g) Appendix
STUDENT EVALUATION
one page research article review 15
Blackboard quizzes 50
3 Group presentations 70
#1 10
#2 15
#3 20
Individual or group presentation 15
Individual or Group case study 100
Midterm Exam 100
Final Exam 100
TOTAL 450
GRADING CRITERIA
93% - 100% = (418 - 450 points) = A
85% - 92% = (382 - 417 points) = B
77% - 84% = (345 - 381 points) = C
66% - 76% = (295 - 344 points) = D
0 - 65% = ( 0 - 294 points) = F
PROFESSIONAL STANDARDS:
1. Students are expected to maintain professional standards of behavior at all times when fulfilling course requirements.
2. Student behavior/classroom decorum: Free discussion, inquiry, and expression is encouraged in this class. Classroom behavior that interferes with either (a) the instructor's ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a way that is perceived as "crossing the civility line." In the event of a situation where a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required.
3. Students must demonstrate proficiency in written composition as written communication skills are basic to teaching. The essay component of examinations will be graded on the use of grammar, word choice, and spelling, as well as content.
4. Students must follow the rules of the publication manual of the American Psychological Association (APA) (5th. edition) in citing references.
Students should consult the current catalogue for information regarding the last day to drop or resign from the University without grade penalty. Students are responsible for completing required forms when they find it necessary to discontinue University work prior to the end of the semester.