QATAR UNIVERSITY
COLLEGE OF EDUCATION
SPED 522: Applied Behavior Analysis (3)
FALL 2009
INSTRUCTOR: Dr. Emad Alghazo
EMAIL: emad1171@qu.edu.qa
OFFICE NUMBER:
OFFICE HOURS:
PHONE:
CLASS MEETING TIME/LOCATION:
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in
this course)
Teaching
1. Content: Demonstrate a deep and thorough understanding of the key theories and concepts
of the subject matter.
2. Pedagogy: Ensure effective planning for instruction and the use of multiple learning and
pedagogical content strategies to maximize student learning and promote critical thinking.
3. Technology: Evaluate and use current and emerging technologies in instructionally
powerful ways and to assist in the management of educational environment.
4. Diversity: Respond to every student’s uniqueness and foster successful learning
experiences by meeting individual differences.
Scholarship
5. Scholarly Inquiry: Understand the tools and methods of inquiry and use data-driven
decision making to maximize teaching and learning.
6. Problem Solving: Gather, analyze, and plan a sequence of steps to achieve learning
objectives: process a variety of factors in identifying solutions and making sound, wellinformed decisions.
Leadership
7. Ethical Values: Apply professional ethics in all educational contexts and have enduring
respect for self-confidence in teaching as a profession.
8. Initiative: Demonstrate the qualities of effective leadership to plan with vision and reason,
collaborate with all stakeholders, and communicate effectively in interpersonal and public
contexts.
1
IV.
Course Description:
This course aims at helping candidates understand classroom management
theories, methods, and techniques of classroom environment. Topics include
special classroom management, social acceptance, behavior modification,
management techniques, and transitional planning. This course focuses on
environmental modification, and instructional design.
V.
Rationale:
This course is essential as it enables candidates to create a positive learning
environment through the implementation of behavior modification, classroom
management, and effective teaching techniques in the field of special education.
VI.
Pre-requisites: Teaching Exceptional Learners
VII.
GOALS
1.
Understand and use basic classroom management theories, methods, and
techniques for individuals with exceptional learning needs, implementing the
least intensive intervention consistent with the needs of the individual.
2)
Create positive learning environments for individuals with exceptional
learning needs and maximize the amount of class time spent in learning by
creating expectations and processes for communication and behavior along
with a physical setting conducive to classroom goals.
3)
Design learning environments that facilitate active participation, active
learning, self-advocacy, and independence of individuals with exceptional
learning needs in both group and individual learning activities.
4)
Demonstrate effective communication strategies that maximize the positive
aspects of classroom environment in special education with regard to
conveying ideas, on task behavior, students’ participation and modes of
expressions, group interaction, and individual inquiries.
5)
Demonstrate a variety of effective behavior management techniques
appropriate for individuals with exceptional learning needs.
6)
Demonstrate the ethical considerations inherent in classroom behavior
management and safeguards regarding the planning and implementation of
behavior management programs for individuals with exceptional learning
needs.
7)
Assist students, in collaboration with parents and other professionals, in
planning for transition to post-school settings with maximum opportunities
for decision-making and full participation in the community.
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VIII. Course Content Overview, Calendar and Teaching Methods
Units
1. Classroom
Management
theories,
method and
procedures
Calendar
First,
Second,
Third, and
Fourth
weeks
Course Content
-
2. Social
Acceptance
Fifth and
Sixth weeks
-
3. Behavior
Management
Seventh and
Eighth
weeks
-
Units
Calendar
Theories
Methods
Techniques
Coordination skills
Arranging the Physical Environment
Organizing the Instructional
Environment
Using Educational Technologies
Managing Time and Other
Resources
Rules and Consequences
Grouping and Interaction
Rapport
Self-advocacy
Independence
Instructional Planning
Models of Effective Instructions
Communication Strategies
Expression Modes
Record Keeping
Issues
Social Problems in the Classroom
Principles for Enhancing Social
Acceptance
Understanding Students with
Disabilities
Methods for Gathering Data
Strategies for Promoting Acceptance
Ethnicity in Educational Settings
Behavior Problems in the Classroom
Principles of Behavior Management
Methods for Gathering Data
Strategies for Managing and
Improving Behavior
Behavior Problems in Regular Class
Safeguards
Counseling Techniques
Crisis Prevention/Intervention
Ethical Considerations
Course Content
3
Teaching
Methods
- Presentations
- Web sites and
Technology
- Micro-teaching
- Co-operative
learning
- Presentation
- Guest speakers
- Role play
- Group
Discussion
- Presentation
- Guest speakers
- Brain storming
- Co-operative
learning
Teaching
Methods
4. Behavior
Modification
5. Reinforcement
6. Punishment
7. Shaping
Behavior
Units
Ninth and
- Definition
Tenth weeks - Terminologies
- Theories
- Principles
- Target Behavior
- Defining Target Behavior
- Measuring Target Behavior
- Writing Behavioral Objectives
- Intervention Techniques
- Rationale: Intervention Techniques
Eleventh
- Definition
week
- Types
- Choosing Reinforcement
- Factors Influencing Reinforcement
- Schedules of Reinforcement
- Issues
Twelfth and - Definition
Thirteenth
- Types
weeks
- Choosing Punishment
- Factors Influencing Punishment
- Schedules of Punishment
- Extinction
- Response Cost
- Time-out
- Over-correction
- Satiation
- Negative practice
- Stimulus Change
- Reprimanding
- Issues
Fourteenth
- Definition
week
- Stimulus Control
- Promoting
- Fading
- Chaining
- Modeling
- Issues
Calendar
Course Content
4
- Presentations
- Guest
Speakers
- Co-operative
learning
- Role play
- Group
discussion
- Presentation
- Co-operative
learning
- Role play
- Group
discussion
- Presentation
- Role play
- Group
discussion
- Co-operative
learning
- Presentation
- Brain storming
- Group
Discussion
- Co-operative
learning
Teaching
Methods
8. Transition
Planning and
Life Skills
Preparation
Fifteenth
week
-
Transition Planning
Life Skills Preparation
Related Concerns
Resources
- Presentation
- Web-sites
- Brain storming
- Co-operative
learning
- Group
discussion
9. Significant
Others
Sixteenth
week
-
Paraprofessionals
Class Teachers
Parents
Activities
- Presentation
- Group
Discussion
- Web sites
- Guest speakers
- Co-operative
learning
IX. Requirements and Assessment
In order to achieve the goals of this course, candidates are required to do the
following:
A.
Activities
Points
- Inside & outside classroom Activities
20
- Task 1
20
- Task 2
20
- Midterm Exam
15
- Final Exam
25
Total
100
5
B.
Expectations
1.Regular attendance: Attendance is a must. Therefore university policy
regarding attendance is implemented; and although you cannot make
up the points lost for absence, you will be held responsible for specific
content and group processes that are conducted as part of each class
session.
2. Participation: Participation of all students is expected and detrimental for the
success of this course.
3. Completion of all written work according to scheduled dates: You
are expected to conduct yourself as a professional. This means you are
to complete assignments on time with written assignments wellorganized and free of grammatical and typographical error. Because
the role of teacher sets you up as models for your student (1)
appropriate oral and written language is expected while you are in this
class. (2). you will be penalized 20% of the total score of your
assignment for each late day.
4. Cohort group participation and presentation: Participation in
planning and presentation of group presentations is expected. Group
members will reflect upon the level of participation of each group
member. Group presentations are very important to the successful
flow of the class. Late presentations will not be allowed and every
group member will receive a 0 for the missed presentation.
5. Individual presentation: Individual presentations will be scheduled
during the first week of classes. Class members are expected to be
prepared to present to the class on the assigned day.
6. Criteria for presentation: The presentation will be judged by your
instructors, classmates, and yourselves based upon the following 4
criteria:
1. the quality and accuracy of the content
2. use of visuals (e.g., Powerpoint presentation, videos, overheads, charts)
and other means to illustrate points and capture the interest of the audience
the cohesiveness of the presentation (i.e., how well have you rehearsed?)
quality handout.
IMPORTANT
Immediately before your presentation, provide the instructors and all
Class members with a 2-3 page summary of “highlights for teachers”
Drawn from your profile. The summary can take the form of an outline,
a concept map, or any other effective graphic organizer.
7. Quizzes and Exams: Content for each quiz/exam includes the appropriate text
chapters, lectures, and activities done during class. All quizzes/exams will include
both multiple-choice and short-answer items.
X.
Teaching Methods
Presentation
Web-sites and Technology
Guest Speakers
6.
6
5.
Group Discussion
Brian Storming
7.
Co-operative Learning
4.
Role Play
XI. Textbooks
Kauffman, J. M., Mostert, M. P., Trent, S.C., and Patricia, L. P. (2006). Managing
classroom behavior: A reflective case-based approach. Fourth Edition. Pearsonjs
Education: USA.
COURSE MATRIX
Unit Learning
Outcomes
Course
Objectives
QNPS
Course
Learning
Outcomes
Assessment
(Tasks/Artifacts)
Content
Diversity
5
10
1
2
1
2
Problem
Solving
Pedagogy
Technology
10
4
4
presentation
Written and
Presentation
Research paper
11
7
3
7
3
7
Lesson plan
Individual Presentation
7
XII. Attachment
Goals
Understand and use basic
classroom management
theories, methods, and
techniques for individuals
with exceptional learning
needs, implementing the least
intensive intervention
consistent with the needs of
the individual.
Learning Outcomes
1. Use basic classroom management theories, methods, and
techniques for individuals with exceptional learning needs.
Unit Title
- Classroom Management
2. Implement the least intensive intervention consistent with
the needs of the individuals with exceptional learning needs.
- Classroom Management
3. Design, structure, and manage daily routines, effectively
including transition time, for students, other staff, and the
instructional setting.
- Classroom Management
4. Use instructional time effectively.
5. Describe and demonstrate strategies for planning and
managing the teaching and learning environment.
- Classroom Management
- Social Acceptance
- Classroom Management
- Social Acceptance
6. Establish a consistent classroom routine for individuals
with disabilities.
7. Facilitate development and implementation of rules and
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Assessment
- Cognitive Test
- Microteaching
- Discussion
Goals
Learning Outcomes
Unit Title
Assessment
appropriate consequences in the educational environment.
- Classroom Management
- Reinforcement
2) Create positive learning
environments for individuals
with exceptional learning
needs and maximize the
amount of class time spent in
learning by creating
expectations and processes for
communication and behavior
along with a physical setting
conducive to classroom goals.
8. Describe approaches to create positive learning
environments for individuals with disabilities.
- Classroom Management
- Social Acceptance
9. Establish and maintain rapport with learners.
10. Describe teacher attitudes and behaviors that positively or
negatively influence behavior of individuals with
exceptional learning needs.
11. Organize, allocate, and manage the resources of time,
12
- Classroom Management
- Social Acceptance
- Significant Others
- Cognitive Test
- Presentation
- Discussion
- Reflection
Paper
Goals
Learning Outcomes
space, activities, and attention to provide active and
equitable engagement of students in productive tasks.
Unit Title
Assessment
- Classroom Management
12. Talk with and listen to students, be sensitive and
responsive to clues of distress, investigate situations, and
seek outside help as needed and appropriate to remedy
problems.
- Behavior Management
13. Help student groups to develop shared values and
expectations for student interactions, academic
discussions, and individual and group responsibility that
create a positive classroom climate of openness, mutual
respect, support, and inquiry.
- Social Acceptance
- Classroom Management
14. Analyze the classroom environment and make decisions
and adjustments to enhance social relationships, student
motivation and engagement, and productive work.
15. Organize, develop, and sustain learning environments that
support positive intracultural and intercultural experiences.
3) Design learning environments
that facilitate active
16. Design learning environments that are multi-sensory and
that facilitate active participation, self-advocacy, and
13
- Social Acceptance
- Classroom Management
- Classroom Management
- Cognitive Test
- Discussion
Goals
participation, active learning,
self-advocacy, and
independence of individuals
with exceptional learning
needs in both group and
individual learning activities.
Learning Outcomes
Unit Title
independence of individuals with disabilities in a variety
of group and individual learning activities.
- Article
Review
17. Use reinforcement systems to create effective learning
environments.
- Reinforcement
18. Design learning environments for individuals with
disabilities that provide feedback from peers and adults.
- Classroom Management
19. Create an environment that encourages self-advocacy and
increased independence.
20. Use techniques of physical positioning and management
of individuals with physical and health disabilities to
ensure participation in academic and social environments.
21. Evaluate the effect of class activities on both
individuals and the class as a whole, collecting
information through observation of classroom
interactions, questioning, and analysis of student
work.
- Classroom Management
- Classroom Management
- Social Acceptance
- Classroom Management
22. Organize, prepare students for, and monitor independent
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Assessment
Goals
Learning Outcomes
Unit Title
Assessment
and group work that allows for full and varied
participation of all individuals.
- Classroom Management
4) Demonstrate effective
23. Model effective communication strategies in conveying
communication strategies that
ideas and information and in asking questions (e.g.
maximize the positive aspects
monitoring the effects of messages, restating ideas and
of classroom environment in
drawing connections, using visual, aural, and kinesthetic
special education with regard
cues, being sensitive to nonverbal cues given and
to conveying ideas, on task
received).
behavior, students’
participation and modes of
expressions, group interaction,
and individual inquiries.
24. Maximize the amount of class time spent in learning by
creating expectations and processes for communication
15
- Classroom Management
- Classroom Management
- Cognitive Test
- Discussion
- Reflection
Paper
Goals
Learning Outcomes
Unit Title
and behavior along with a physical setting conducive to
classroom goals.
I
25. Facilitate student participation in educational programs or
classroom activities regardless of their backgrounds.
- Classroom Management
- Social Acceptance
26. Support and expand learner expression in speaking,
writing, and other media.
- Classroom Management
27. Access students’ thinking and experiences as a basis for
instructional activities by, for example, encouraging
discussion, listening and responding to group interaction,
and eliciting samples of student thinking orally and in
writing.
28. National, state or provincial, and local accommodations
and modifications.
16
- Classroom Management
Assessment
Goals
5)
Develop and implement a
variety of effective
behavior management
techniques appropriate for
individuals with
exceptional learning
needs.
Learning Outcomes
29. Modify the learning environment (schedule and physical
arrangement) to manage inappropriate behaviors.
30. Demonstrate a variety of effective behavior
management techniques appropriate to the needs of
individuals with exceptional needs.
31. Describe the rationale for selecting specific management
techniques for individuals with disabilities.
Unit Title
- Classroom Management,
- Behavior Modification,
- Reinforcement,
- Punishment,
- Shaping Behavior
- Behavior Management
- Behavior Modification
32. Describe and demonstrate strategies for crisis
prevention/intervention.
- Behavior Management,
- Behavior Modification
33. Describe and demonstrate strategies for managing
student behavior and social interaction skills.
- Behavior Management,
- Social Acceptance
17
Assessment
- Cognitive Test
- Discussion
- Presentation
- Behavior
Modification
Project
Goals
Learning Outcomes
34. Delineate and apply appropriate management procedures
when presented with spontaneous management problems.
35. Use specific behavioral management and counseling
techniques in managing students and providing training
for their parents.
36. Use a variety of non-aversive techniques for the purpose
of controlling targeted behavior and maintaining attention
of individuals with disabilities.
37. Develop and implement a systematic behavior
management plan using observation, recording, charting,
establishment of timelines, hierarchies of interventions,
and schedules of reinforcement.
18
Unit Title
- Behavior Management,
- Behavior Modification
- Reinforcement
- Punishment,
- Shaping Behavior
- Behavior Modification,
- Reinforcement
- Reinforcement,
- Punishment,
- Shaping Behavior
- Behavior Modification
- Reinforcement
Assessment
Goals
6) Demonstrate the ethical
considerations inherent in
classroom behavior
management and
safeguards regarding the
planning and
implementation of
behavior management
programs for individuals
with exceptional learning
needs.
Learning Outcomes
Unit Title
38. Select target behaviors to be changed and identify the
critical variables affecting the target behavior(s).
- Behavior Modification
39. Describe the ethical considerations inherent in
classroom behavior management.
- Behavior Modification
- Classroom Management
40. Describe safeguards regarding the planning and
implementation of management of behaviors of
individuals with exceptional learning needs.
- Behavior Management,
- Behavior Modification
19
Assessment
- Cognitive Test
- Discussion
- Reflection
Paper
Goals
Learning Outcomes
7) Assist students, in
41. Assist students, in collaboration with parents and other
collaboration with parents and
professionals, in planning for transition to post-school
other professionals, in
settings with maximum opportunities for decision-making
planning for transition to postand full participation in the community.
school settings with maximum
opportunities for decisionmaking and full participation
in the community.
20
Unit Title
- Transition Planning and Life
Skills Preparation,
- Significant Others
Assessment
- Test
- Discussion
- Article
Review
Appendix
I.
Qatar National Professional Standards for Teachers
students in effective learning
1. Structure innovative and flexible learning experiences for individuals and groups of students.
2. Use teaching strategies and resources to engage students in effective learning.
3. Foster language literacy and numeracy development.
4. Create safe, supportive, and challenging learning environments.
5. Construct learning experiences that connect with the world beyond school.
6. Apply information and communication technology in managing student learning.
7. Assess and report on student learning.
8. Apply knowledge of students and how they learn to support student learning and development.
9. Apply teaching/subject area knowledge to support student learning.
10. Work as a member of professional teams.
11. Build partnerships with families and the community.
12. Reflect on, evaluate, and improve professional practice.
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