EDSP 453: Behavior Management Techniques for Students with Disabilities

Fall 2013

3 credits

Online- Webcampus

Instructor: Bonnie Hofland Ph. D.

Email: Webcampus (preferred)

Phone: 801-626-7856 (office- DAY) 801-992-3976 (home- EVENING)

Fax: 775-753-7534 (GBC Education Dept)

Office hours: By appointment through phone, FaceTime, Google Hangout, or Skype - use the email for daytime hours. Use for evening hours.

GBC Coffee House

Please ask questions in the GBC Coffee House on the discussion board. If you have a question, other students may have the same question. By utilizing the faculty office, everyone will receive the same information. PLEASE RESPOND TO YOUR CLASSMATES- DO NOT WAIT FOR MY RESPONSE.If you have a personal question, please contact me by email through Webcampus or by phone. DO NOT HESITATE TO CALL ME!

Catalog Description

Course will present principles of applied behavior analysis that can be utilized to manage the behaviors of students with disabilities in the classroom and inother settings. The identification of target behaviors, data collections,selection of experimental designs, arranging of antecedents, arranging ofconsequences, and generalization of behavioral change will be presented.

Prerequisite: Must have completed EDSP301 and be taking EDSP485.

Required Textbooks

All of the books are available at GBC Bookstore or through other bookstores.

Kauffman, J. M. & Landrum, T.J. (2013). Cases in emotional and behavioral disorders of children

and youth 3rd ed. Boston: Pearson. ISBN 978-0-13-268466-8

Riffel, L.A. (2009). Writing a behavioral intervention plan using functional behavior assessment

data. ISBN 978-0-578-00796-0 Purchased at

Shea, T.M. & Bauer, A. M.. (2012). Behavior management: A practical approach for educators

10th ed. Boston: Pearson. ISBN 978-0-13-708505-0

Technology Abilities

In order to participate in this course, students must have access to the internet and be ready to start discussions immediately. Those students who do not have their own computer with internet access can use a computer on one of the college campuses.

This course is an online course, but NOT a self-paced course. Students taking this course must participate in discussions via the internet on a regular basis and also must meet specific deadlines on submission of papers and exams.Please do not procrastinate.

Do not assume that online classes are easier than traditional“face-to-face” classes. Online classes can actually be more difficult than traditional classes. They require constant motivation and self-direction on the part of the student. It is the student’s responsibility for reading, studying, asking questions, completing assignments, actively participating in discussions, being organized and staying on schedule.

Policy of Academic Integrity

GBC subscribes to the traditional policy of academic integrity: students are expected to be honest. Students are expected to do their own work. Students who plagiarize or commit academic dishonesty are violating the standards of academic integrity and are subject to consequences ranging from failing the assignment or course to dismissal from the institution.

Plagiarism is presenting someone else’s word, ideas or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references; and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the students will acknowledge the source whenever:

  • Another person’s actual words are quoted
  • Another person’s idea, opinion or theory is used, even if it is completely paraphrased in the student’s own words
  • Facts, statistics, or other illustrative materials are borrowed, unless the information is common knowledge.

Accommodations

Great Basin College is committed to providing equal educational opportunities to qualified students with disabilities in accordance with state and federal laws and regulations, including the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. A qualified student must furnish current verification of disability. The Director of Services for Students with Disabilities (Julie G. Byrnes) will assist qualified students with disabilities in securing the appropriate and reasonable accommodations, auxiliary aids and services. For more information or further assistance, please call 775.753.2271

EDSP 453 Fall 2013Page 1

Course Outcomes/ Assessment

  • Explain effective classroom management as prevention to behaviors. ( Case studies discussion)
  • Define behavior management and discuss ethical issues regarding the use of behavior management interventions. (Case studies discussion)
  • Discuss the relationships between ideas, actions, and outcomes (i.e. theories, interventions, and results). (Case studies discussion)
  • Exemplify the principles of management. (FBA/ BIP projects)
  • Conduct an FBA. (FBA/ BIP projects)
  • Recognize the role of establishing operations in designing interventions. (FBA/ BIP projects)
  • Develop a Behavior Intervention Plan
  • the function, antecedents, consequences, and establishing operations of the behavior;
  • collecting and recording baseline data;
  • selecting the intervention and acceptable behavior to reinforce;
  • implementing interventions and collecting and recording intervention data; and
  • evaluating the effects of intervention including adherence. (FBA/ BIP projects)
  • Use the methods of increasing and decreasing behavior. (FBA/ BIP projects)

Methods of Instruction

The student starts his or her study in this course from Webcampus, which is the course delivery platform that is accessed from the GBC Home Page at Students need to follow the instructions at his site to obtain a user ID and password that will be used throughout the course. For each module in the course, students should be engaged in all aspects of the learning process as they are explained below. All assignments are due at midnight.

Assigned Readings

For each module, there are assigned for readings. Students should consider these readings to be the heart of the material that should be learned in the course. These readings will come from either the textbooks for the course, from articles obtained from the Web or from outside readings which are posted in the module agenda.

Supplemental Information

For each module, there will supplemental readings and activities in each module. There will be websites to visit, handouts, videos to watch, and activities to complete. Be sure to access the new module on the day it opens so that you can begin the activities and assignments that supplement the reading materials.

Discussions

For each module there will be discussions. Students are encouraged to go to the discussion board often in order to read the points that other students are making on the topic under consideration. In order to get proper credit for this part of the course, students must post their initial discussions by the given times, and thenrespond to TWO people in your assigned group by the deadline. In order for it to feel like a “real” class, you must read their postings and thread the discussion. If a classmate asks a question, please respond like you would in a face-to-face class.My philosophy is that students learn from each other. If you are not present, others cannot learn from you. Let your presence be felt in the discussions.Discussions will include case studies and interactive means for engaging in the readings.

Written Assignments

The formal written assignments for the course are of varying types. Because the online format makes it difficult to assess misconceptions, the written assignments will take their place. Formal grammar and Standard English is expected at all times. Conventions of writing will be included on the rubrics. The ability to communicate effectively and efficiently is a requirement of all teachers.

Case Studies

You will be given case studies about students, law and approaches to supporting behavior. These case studies will be posted on the discussion board so that you may learn from others. These will be posted on the discussion board.

Projects

The majority of this course will be assessed by each student’s ability to complete a functional behavioral analysis and then write a behavioral intervention plan. Each student will complete TWO plans.

Course Expectations

  • Grades for written assignment are based on both content and mechanics. Proofread each assignment. Although we will not be “face to face,” communication in a professional manner is required at all times. I would suggest writing all discussions and assignments in Word, then cut and paste into the discussion area or into assignments. If they are assignments, attach the word document.
  • Use proper grammar, mechanics, and conventions in ALL correspondence (including informal emails and discussion board postings).
  • If the assignment is submitted as an attachment, the file should begin with your name. For example, I would save my assignment and submit it as an attachment with the file name Bonnie Hofland Case Study.
  • If the assignment is submitted as an attachment, send only ONE attachment. For example, your project may contain several components. ALL of this should come to me as one attachment. Even if you have several documents on your end, combine them for me.
  • All assignments are due at midnight.
  • All assignments are to be handed in by the date they are due. Late assignments will not be accepted except by special prior arrangements.

Grading

I will do my best to turn back assignments in a timely manner. My belief is that seven to ten days is a timely turn around time.Rubrics will be included for all assignments. I will also provide descriptive feedback. If you have any concerns about grading, please pose the question immediately, so that the issue can be resolved BEFORE the semester is over. Sometimes I will prefer to print off assignments, provide written feedback and then scan them back as a PDF. If you see the words assignment is attached, open the attachment for specific feedback.

Assignments / % of total grade
Assignments / 20 %
Discussions / 40 %
Two FBA and BIP / 40 %
TOTAL / 100%

Final grades are assigned as follows:

A = 93-100
A- = 90-92
B+ = 88-89
B = 83-87 / B- = 80-82
C+ = 78-79
C = 79-83
C- = 78 / D+ = 77
D = 72-76
D- = 71
E below 70
Class Schedule

The schedule is tentative. The instructor reserves the right to change

it depending on students’ interests and needs.

DATE / TOPIC / ACTIVITIES
Week 1
8/26-9/3 / Proactive classroom management /
  • IRIS Classroom Management Part I

  • IRIS Classroom Management Part II

  • Kauffman/ Landrum- Case One

Week 2
9/3-9/10 / Behavior management /
  • Shea/Bauer- Chapter One
  • Kauffman/ Landrum- Case Two
  • IRIS Addressing Disruptive and Noncompliant Behaviors I
  • IRIS Addressing Disruptive and Noncompliant Behaviors II

Week 3
9/10-9/17 / Models of human behavior /
  • Shea/Bauer- Chapter Two
  • Kauffman/ Landrum- Case Three
  • IRIS FBA/ BIP

Week 4
9/17-9/24 / Principles of behavior management /
  • Shea/Bauer- Chapter Three
  • Kauffman/ Landrum- Case Four
  • Riffel- P. 1-30
  • IRIS- Conduct an A-B- C Analysis

Week 5
9/24-10/1 / Response to Intervention /
  • Shea/Bauer- Chapter Four
  • Kauffman/ Landrum- Case Five
  • Riffel- P. 31-48 and Scout Discussion
  • IRIS Behavior: Duration and Latency Recording

Week 6
10/1-10/8 / Functional Behavior Assessment (FBA) /
  • Shea/Bauer- Chapter Five
  • Kauffman/ Landrum- Case Six
  • Riffel- P. 49-62 and Billie Bobbie Discussion
  • IRIS Behavior: Frequency and Interval Recording

Week 7
10/8- 10/15 / Behavior Intervention Plan (BIP) /
  • Shea/Bauer- Chapter Six
  • Kauffman/ Landrum- Case Seven
  • Preventive Strategies

  • Supportive Strategies

  • Corrective Strategies

Week 8
10/15-10/22 / FBA & BIP /
  • Riffel- P. 63-78 and Jacob McKinley Discussion
  • Kauffman/ Landrum- Case Eight
  • IRIS Helping Students to Become Independent Learners

Week 9
10/22-10/29 / Methods of increasing behaviors /
  • Shea/Bauer- Chapter Seven
  • Kauffman/ Landrum- Case Nine
  • IRIS- The Behavior Game

Week 10
10/29-11/5 /
  • Turn in first FBA/ BIP due

Week 11
11/5-11/12 / Methods of reducing behaviors /
  • Shea/Bauer - Chapter Eight
  • Kauffman/ Landrum- Case Ten
  • Behavior Contracts

Week 12
11/12-11/19 / Prosocial classroom management /
  • Shea/Bauer - Chapter Nine
  • Kauffman/ Landrum- Case Eleven

Week 13
11/19- 11/26 / Environmental & Biobehavioral management /
  • Shea/Bauer- Chapter Ten
  • Kauffman/ Landrum- Case Twelve

Week 14
11/26-12/3 / Working with families
Thanksgiving week /
  • Shea/Bauer - Chapter Eleven
  • Kauffman/ Landrum- Case Thirteen

Week 15
12/3-12/10 / Issues and concerns in behavior management /
  • Shea/Bauer - Chapter Twelve
  • Kauffman/ Landrum- Case Fifteen

Finals Week
12/9-12/13 / Class conclusion /
  • Turn in final project- FBA and BIP
  • Complete class evaluations

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