In the Special Education Classroom
Fall 2008
SPC ED 519
(3 credit hours) Mondays, 4:20 p.m. - 6:50 p.m. Mitchell Hall Room 221 NOTICE: ROOM CHANGE (across the hall from our old room) |
| Professor: Susan
Copeland, Ph.D.
APS/UNM Intern Program Resource Teachers: Kay Robertson, M.A. |
Course Objectives
List of Required Texts and Readings
Link to Electronic Reserve Readings
Handout
for Functional Assessment Project
FAP Parent Consent Forms: English version
FAP
Parent Consent Forms: Spanish version
Handouts that may be helpful in reading research articles
Academic
Honesty Policy
General
Writing Guidelines
Quick APA Information web site
Course Description
This is an introductory
course in the application of behavioral principles in educational settings.
Principles and strategies introduced in this course are derived from an
extensive research base in applied behavior analysis and effective teaching
with learners who have special needs and with those who are typically developing
learners. The course presents information on the definition and measurement
of behavior, reinforcement strategies, systematic program development,
basic formats for classroom instruction, and techniques for monitoring
student progress. It also includes information and discussion on the responsible
and ethical use of behavioral strategies.
The course emphasizes
procedures for increasing academic and socially appropriate behavior through
simulations and practice exercises. Review of research methodologies
and the critical analysis of research literature in the area of applied
behavior analysis are required. The course will consist of a blend of lecture,
small group exercises, and discussion. Students will engage in practice
exercises in which they will apply techniques learned in class to everyday
classroom or social situations. They will also complete a functional assessment
with a student that allows sustained practice in understanding the factors
affecting a social or academic behavior, and developing and implementing
an appropriate intervention plan to assist the individual to decrease problem
behaviors and replace these with appropriate ones.
Rationale
The mission of the College of Education is to prepare educators who can
facilitate human growth and development in schools, homes, communities,
and workplaces, and prepare students for participation in a complex and
challenging society. In carrying out our mission, we value: excellence
in all that we do; diversity of people and perspectives, relationships
of service, accountability, collaboration, and advocacy; the discovery,
discussion, and dissemination of ideas; and innovation in teaching, technology,
and leadership. The rationale for the Concentration in Mental Retardation
and Severe Disabilities is supported by a shift in the major paradigm in
special education and bilingual special education from a solely trait-based
conceptualization toward thinking about disabilities as an interaction
between individuals with disabilities or those from cultural and linguistic
diverse backgrounds, their environments, and needed supports. This new
way of thinking forces reanalysis of structures designed to assist individuals
in creating for themselves satisfying lives and challenges traditional
notions of disabilities and handicaps.
Course
Objectives
Students in this course will:
• Learn and apply appropriate
procedures for selection of target behaviors and identification of the
critical variables affecting selected target behaviors, including understanding
the interaction between an individual’s inherent abilities and characteristics
and the culture and settings within which the individual lives
• Demonstrate appropriate
application of applied behavior analysis strategies to increase and maintain
appropriate and desired social and academic behaviors
• Demonstrate appropriate
use of antecedent and consequence based intervention strategies
• Demonstrate understanding
of ethical considerations inherent in use of applied behavior analysis
in school and community settings
• Develop and implement a
systematic behavior intervention plan, based on a functional behavior assessment,
to teach a positive student behavior using observation, recording, charting,
and schedules of reinforcement
• Demonstrate understanding
of the functional assessment model and how it is used in educational settings
Required
Texts:
Alberto, P. A., & Troutman,
A. C. (2006). Applied behavior analysis for teachers. (7th ed).
Columbus, OH:
Merrill
Prentice Hall.
American Psychological Association.
(2001). Publication manual of the American Psychological
Association (5th ed.) Washington, DC: Author.
Parents Reaching Out. (2003).
Positive
Directions for Student Behavior. Albuquerque, New Mexico. (This
resource for
teachers
and parents is available at the College of Education Copy Center.)
Required Reading:This can be retrieved from the Zimmerman Library Electronic Reserves Website (See instructor for password)
O’Neill, R. E., Horner, R.
H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. F (1997).
Building
behavior support plans. Writing behavior support plans.(Chapts. 3-4)
In Functional assessment
and program development for problem behavior. (pp. 65-89). Pacific
Grove, CA: Brooks/Cole.
Pengra, L. M. (2000). Values give meaning to behavior. In Your Values, My Values (pp. 19-38). Baltimore, MD: Paul H. Brookes.
Pengra, L. M. (2000). Problem behavior and schema analysis. In Your Values, My Values (pp. 115-137). Baltimore, MD: Paul H. Brookes.
Recommended Texts & Readings:
Bambara, L. M., Dunlap, G.,
& Schwartz, I. (Eds.). (2004). Positive Behavior Support: Critical
Articles on Improving
Practice
for Individuals with Severe Disabilities. Pro-Ed and TASH.
O'Neill, R. E., Horner, R.
H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S.(1997).
Functional
Assessment and
Program
Development for Problem Behavior: A Practical Handbook (2nd Ed.).Pacific
Grove, CA: Brooks/Cole.
Hosp, J. L., & Hosp, M.
K. (2001). Behavior differences between African-American and Caucasian
students: Issues for
assessment
and intervention. Education and Treatment of Children, 24, 336-350.
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8/25 |
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9/1 |
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Week 3 |
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9/15
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9/22 |
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Handout 2: Data Collection Handout 3: Differential Reinforcement Antecedent (stimulus) Control & Shaping |
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9/29 |
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1. Same handout for Diff Reinforcement as used last week 2. SS Designs Handout (must have this for Small Group Work) |
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10/6 |
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Handout 2: Reinforcement |
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10/13 |
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Handout 2: Designing an Effective BIP |
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10/20 |
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Handout: Decreasing Behaviors NM PED Memo on Use of Restraints |
Chapts. 2-3;7, 9 |
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10/27 |
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NM PED Memo on Use of Restraints |
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11/3 |
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11/10 |
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#Reading Questions |
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11/17 |
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#Reading Questions |
.Take-home Quiz 3: Chapts. 10-11 |
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11/24 |
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Chapt. 12 | . |
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12/1 |
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.Comprehensive Exam (in class) | |
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12/8 |
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12/15 |
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Due in my office no later than 5:00 p.m. |
Reading
Questions
These are questions that
may be useful for you to consider while reading the text and preparing
for exams.
Chapter 2:
1. What are the key components
of a behavioral objective?
2. Explain what an "operational
definition" is and be able to operationalize a student behavior, such as
"staying on-task."
3. Why is it important to
clearly specify and define a target behavior?
4. What is the hierarchy
of response competence? Be able to define each of the 4 levels.
5. What are the six levels
of Bloom's Taxonomy? Be able to write an objective at each level.
6. What is a "BIP"?
Chapter 3:
1. Why is data collection
an essential part of instruction?
2. Define these terms: frequency,
rate, duration, latency, topography, force, locus, dimension of a behavior,
anecdotal report, permanent product, event recording, interval recordng,
latency recording, time sampling, controlled presentation, reliability,
inerobserver agreement, reactivity, complexity, expectancy, observer drift.
3. See if you can answer
the questions on pp. 94-95 of your text.
Chapter 6:
1. Define functional assessment
and functional analysis and explain the differences/similarities between
them.
2. What are the functions
of behavior identified by your text?
3. Explain why it is important
to develop a behavior intervention plan that is based on the function of
a target behavior.
4. What are setting events?
5. What are the steps in
developing a behavior intervention (support) plan?
6. Describe common indirect
strategies for gathering information to develop a BSP.
7. Describe some common methods
used in direct observation of behavior.
8. What is A - B - C (what
do each of these terms stand for)? Why is this important and useful in
gathering information for a behavior support plan?
9.What is the purpose of
data analysis? What are some things to look for?
10. Explain why asking a
student "Why did you do that?" is not likely to be an effective strategy.
Chapter 8:
1. Alberto & Troutman
(2003) categorize procedures to decrease behavior into 4 different levels
on the basis of the procedures' aversiveness. How do each of the procedures
discussed in Chapter 8 fit within these categories?
2. What is d1. ifferential reinforcement (DR)? What are the kinds of of DR procedures I can use in my classroom to decrease undesired behaviors and increase desired behaviors?
3. What is noncontingent reinforcement (NCR) and how does it work to decrease undesired behavior?
4. What are some of the things I should take into consideration when using extinction to decrease a behavior?
5. What are some classroom examples of the use of response cost?
6. Time-out is a frequently used procedure in classrooms. What are the different types of time-out procedures I could choose to use? What are some things I should consider before using a time-out procedure in my classroom?
7. What are the effects of punishment on behavior?
8. What are some punishment procedures that have been used in classrooms?
9. What are the ethical, moral, and legal issues that I must consider before using a punishment procedure with a student?
Chapter 10:
1. When we say that a child
can generalize, what does that mean?
2. Why does the "train and hope" approach not work?
3. Define these terms: stimulus generalization, response generalization, probe, maintenance
4. Instead of "train and hope",
describe seven different strategies we can use to help students generalize
important
skills. Be able to provide classroom examples of each strategy.
5. What factors aid you in generalizing skills from one setting to another, or from one student to another?
Chapter 11:
1. What are self-management
strategies? Why are they sometimes referred to as student-directed
strategies?
2. Why should self-managment
strategies be considered in teaching students? What are some ways in which
they are
especially beneficial to students with mental retardation/severe disabilities?
3. How, specifically, could you apply each of the following strateiges in the classroom?
o Self-monitoring (self-recording)Resources
o Goal setting
o Self-Evaluation
o Self-Instruction
o Self-reinforcement and self-punishment
Poitive Behavior Intervention & Supports - Comprehenisve site that provides information, resources, research, etc on Positive Behavior Supports
Interactive
Tutorial: Understanding Problem Behavior - Interactive
site that allows you to work through material to understand problem behavior
and how to develop effective interventions to support students.
| Special Education Program
Department of Education Specialties MSCO5 3040 1 University of New Mexico Albuquerque, NM 87131-0001 (505) 277-0628 |
"To grow, cultivate the art
of precipitating yourself into manageable difficulties of your own choosing
- in the direction you want to become."
Nicholas Hobbs |
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