Central Washington University
EDSE 410 (510) Course Syllabus
Course Title: Behavior Management for Students with
Disabilities/Instructional Management
Faculty Member Information:
Instructor: David Majsterek
Office: Black Hall 208-4
Phone: 963-1473 Majsterek
E-mail: majstere@cwu.edu
Course Description: (410) Fundamentals of behavior change
related to the education of students with disabilities. Monitoring individual student progress
and utilizing data collected for program instructional change.
(510) Applied Behavior Analysis (ABA) principles will be
presented. Their interpretation in
a range of research will be presented.
Course Rationale:
Consistent with
+ the missions of a) CWU
("Docendo Discimus"), and b) CEPS ("Facilitators of learning in
a diverse world);
+ the administrative codes of
Washington (WACs 181-78A-270); and
+ the Council for Exceptional Children goals for all teachers ("Common Core of Knowledge and Skills Essential for All Beginning Special Education Teachers").
+ EDSE 410 (510) uses the
constructivist and behaviorist models to provide opportunities for students to
acquire knowledge and skills derived from theoretical bases pertinent to the
competencies listed below. EDSE
410 is also designed to develop knowledgeable consumers of
single-subject-design research and effective implementers of such research as
educational practitioners.
Textbook and Other Required Materials for the
Course:
Alberto, P.A., & Troutman, A.C. (2006). Applied
behavior analysis for teachers
( 7th ed.). Columbus, OH: Merrill,
Prentice Hall.
In addition, students will read, and submit reviews of
articles from ABA literature. (See "Instructional Methods and
Activities" and "Bibliography" below.)
Specific Learner Outcomes: (WA 2007 Endorsement Competencies for Special Education P-12)
Student will demonstrate
the following:
1.
(WA 2007 P-12 1.4) Issues, assurances, case law, and due process rights
related to assessment, eligibility, and placement within a continuum of
services
2.
(WA 2007 p-12_2.4) Family/community/education programs that provide
information and resources concerning individuals with disabilities
3.
(WA 2007 P-12 2.6) Strategies for collaborating with families of and
service providers to individuals who are chronically or terminally ill
4. (WA 2007 P-12 3.1) Basic terminology used in assessment of individuals with disabilities
5. (WA 2007 P-12 3.2) Legal provisions and ethical principles regarding assessment of individuals
6.
(WA 2007 P-12 3.4) Appropriateness of various instruments and
procedures for assessing individuals with disabilities including
children who are culturally and linguistically diverse
7.
(WA 2007 P-12 4.5) Research-based methods for increasing student
learning in adaptive, social, emotional, behavioral, communication, and
independent living skills
8.
(WA 2007 P-12 4.12) Strategies for coordination of learning programs
for general education and special education staff to meet students'
needs
9.
(WA 2007 P-12 5.1) Laws, policies/regulations, and ethical principles
regarding positive behavior management planning and implementation,
discipline, and aversive therapy
10.
(WA 2007 P-12 5.2) Responsibilities regarding procedures for Functional
Behavioral Assessment, manifestation determination, and behavior
intervention planning
11. (WA 2007 P-12 5.4) Social skills needed for education, community living, and other environments
12. (WA 2007 P-12 5.5) Strategies for crisis prevention and de-escalation of aggressive behavior
13.
(WA 2007 P-12 6.2.3) Observe and record the behaviors of individuals
who are taking medications and share data/observations with family and
other professionals when appropriate
14.
(WA 2007 P-12 6.2.4) Use current information from assessments and
evaluations to inform instructional practice
15. (WA 2007 P-12 6.3.3) Use comprehensive assessment procedures
16.
(WA 2007 P-12 6.3.4) Utilize ongoing evaluation/assessment data to
determine the effectiveness of specially designed instruction and
related services
17.
(WA 2007 P-12 6.3.5) Use performance data and information from all team
members to inform and evaluate the effectiveness of interventions in
learning environments
18.
(WA 2007 P-12 6.4.9) Use research-based methods to increase student
learning in adaptive, social, emotional, behavioral, communication, and
independent living skills
19.
(WA 2007 P-12 6.4.13) Use research-based strategies for facilitating
maintenance and generalization of skills across learning environments
20.
(WA 2007 P-12 6.4.14) Use instructional time to positively impact
student learning by designing and managing effective daily routines
21.
(WA 2007 P-12 6.5.1) Use the least intrusive behavior management
strategy consistent with the needs of the individual learner
22. (WA 2007 P-12 6.5.2) Modify instructional approaches and the learning environment to manage behaviors
23.
(WA 2007 P-12 6.6.2) Uphold high standards of competence and integrity
and exercise sound judgment in the practice of the profession
consistent with the Council for Exceptional Children Code of Ethics
24.
(WA 2007 P-12 6.6.3) Access professional organizations and publications
(printed/electronic) that support individuals with disabilities, their
families, and colleagues
Course Topics:
The course focuses on behavioral change through
monitoring of an individual's (group's) progress. Using data to make program
and instructional changes is emphasized.
Learning theory, behavioral terminology and procedures, and classroom
implications of behavior problems are discussed.
Instructional Methods and Activities:
Information will be disseminated by lectures,
presentations, class discussions, videos, outside assignments, and in-class
activities. Group collaborative
activities will be assigned.
Assessment/Activities:
A. During each class there will be projects and/or
activities. Each will contain a
component that takes place in collaboration with other students, and is
specifically designed for that instructional segment of the course.
Participation in all class activities constitutes 5% of final grade.
B. A behavioral study will be conducted (Click here for a sample project). All studies will be detailed in prose,
will have a "described" intervention that lasts at least 10 days, and
will include data presented in a computer-generated format (See "Outline
for behavior change project"): 36% of final grade. (With pre-approval, pairs of students may collaborate on a
single project. Both will share
the grade for the study.) Note: This product will be included in
students' rough-draft' portfolio if they intend to
participate in EDSE 495 or 490. Click here to download a copy of the scoring rubric.
C. There will be three assessments during the
quarter. These will focus on the
reading assignments, lectures, and class activities: Percentage allocation will
be 20, 20,
and 5
percent, respectively.
D. Five (eight for EDSE 510 students) different ABA
articles will be read, reviewed and summarized in writing by class
participants. Four articles will be provided by the instructor; one will be
provided by the student.
12% of final grade [2%/1% per reviewed article & 2% for
a class presentation of one individually-selected article]. (See "bibliography" section
below for sources of articles.)
For full credit the articles will be ABA research, and
reviews will adhere to the following assessment rubric:
___ APA-formatted Reference/Title
(.5):
Brigham, T.A., Meier, S.M., & Goodner, V. (1995). Increasing designated driving with
a program of prompts and incentives. Journal of Applied Behavior Analysis, 28(1),
___ Background (.2):
Briefly state why the researcher(s) chose to
do the study. Base your background
information on what the researcher(s) said in their introduction to the
article.
___ Research Design (.5):
Specify the
population used in the study;
Specify independent
variable(s) (usually the intervention strategy that was manipulated);
Specify dependent
variable(s) (usually the behavior that changed as a result of the
intervention); and
Specify procedural design (e.g., ABAB, changing criterion,
multiple baseline).
___ Results (.5):
Describe the outcome of the study. Did the independent variable effect a
behavior change?
___ Discussion (.3):
Briefly reflect on the article and indicate
how the finding(s) might be applied in your classroom.
Note1: APA format for reference, and correct grammar and spelling are expected for maximum points. A sample article from Journal of Applied Behavior Analysis can be downloaded by clicking here. (Click here for a sample summary of this article.)
Note 2: Students will share one "approved"
article with the class during the quarter. Approval guarantees that two students will not present the
same article in class. Once a
student finds an article of interest, he/she should record the citation in the
in the place provided by the instructor.
Earlier submissions increase the odds of approval)
E. Using the "Outline for behavior change
project," students will provide oral and written feedback to a classmate
on their peer's behavior-change project. A written summary of this exchange
will be submitted to the "evaluated" student to be attached to their
behavior change project (with
reflections) at time of submission: 2% of final grade. (See scoring format for this
activity.)
F.
EDSE 510 students will research a series (6-10 research studies) of
interventions reported in the ABA literature (e.g., the use of signs as
prompts). A class presentation of approximately 30-40 minutes will summarize
the findings as these relate to instructional and/or behavioral management. Each graduate-level participant will
earn only one point for the 4 'assigned' articles described above. The
remaining 8 points will come from this compiling and sharing. The project will
be delivered using a PowerPoint
format and will include an annotated bibliography for all students in
the audience.
Grading:
See statements regarding grading and
"incomplete" grades appearing in current CWU catalog. Grading is based on course activities
listed in "Assessment" (above).
A=98% A-=95% B+=92%
B=89%B-=86% C+=83% C=80% C-=77%
Course Schedule:
A tentative schedule will be distributed toward the
beginning of the course. Click here for the most recent calendar version.
Class Policies:
A. Students
who have special requirements or disabilities that may affect their ability to
access information and/or material presented in this course are encouraged to
contact the instructor during the first week of classes so that appropriate
modifications can be provided. You
may also wish to contact the ADA compliance officer at the ADA Affairs and
Student Assistance office on campus (963-2171) for additional
disability-related educational accommodations.
B. While attendance is not mandatory, regular
collaborative activities (see Assessment/Activities A) among students
comprise 5% of the course grade. Students who are unavailable for activities
(or tests) do not earn the points related to each.
C. Assessments are offered at specific times during the
quarter. Being absent on such
occasions does not automatically entitle the student to a make-up
examination. Students who
anticipate being absent from class should notify the instructor to see if
accommodations are possible for an alternative assessment.
D. While students work at different paces, often
assignments serve as advance organizers for specific classes. Not having read an article, written a
reflection, or completed an assignment can detract from optimal learning. The instructor feels that it is better
to come to class unprepared than not at all, but it is better to come to class
prepared than not prepared.
E. The behavior change projects will constitute the
"rough draft portfolio" component for students who intend to do a
special education practicum.
F. There are no extra-credit activities.
G.
Assignments are due at the beginning of the class period and lose 10% of
their value for each day beginning at class start time. Emailed assignments are accepted; date
and time of message/attachment will be noted.
H. If
students are enrolled in two classes that overlap in time, they are responsible
for ALL coursework requirements.
I.
Admission to and continuation in the Teacher Education Program requires that you purchase LiveText. You
must present proof of purchase to the
Certification Office, Black 228.
Bibliography:
Students will be directed to read articles that employ single-subject designs. These come primarily from the Journal of Applied Behavior Analysis. Student-selected ABA articles can be found in, among other journals, the following:
Exceptional
Children
Journal of Learning Learning Disabilities Quarterly
Reading Research Quarterly
Teaching Exceptional Children
Journal
of Applied Behavior
Click on chapter numbers below to download class notes.