Educational Leadership, Learning and Curriculum Department
SE 5564: Comprehensive Approaches for Students with Intense and Chronic Needs – CRN:30064
Instructor: Dr. Marcel Lebrun
Office Location: Rounds Hall 033
Office and/or Online Availability by appointment
Office Phone: 603 535-2288
PSU E-mail: mrlebrun@plymouth.edu
Term and Year: Spring 2014
Course Delivery: Fully Online Starting March 1st and finishing May 15th
Catalog Description
This course exposes students to comprehensive, multi-system approaches designed to enhance the emotional
well-being and reduce the problem behavior of students with intense and chronic needs including those
identified as emotionally disturbed under the Individuals with Disabilities Education Act (IDEA). Using the
positive behavioral interventions and support (PBIS) approach to systems change, students will learn how to
develop and implement, in collaboration with families and community partners, a process for addressing the
behavior and functioning of students who are not experiencing success with universal and targeted
interventions. Topics include wraparound planning for multiple life domains, interagency coordination, family
involvement, community involvement, methods for changing behavior, affect, and cognitions, and evaluating
the intensive system using data-based decision-making.
Course Overview
Course Outline
Topic(s)
The Need for Comprehensive Approaches for Students with Intense and Chronic Behavior Problems
An Overview of Comprehensive Approaches
Identify the principles of wraparound
Identify the components of potential wraparound plans Differentiate between the principles of wraparound and
other comprehensive approaches
Creating the Building Based Capacity to Support Students with Intense and Chronic Behavior Problems and
Their Families
Develop roll-out activities for informing staff, families and community agencies
Meeting the Needs of Students with Intense and Chronic Behavior Problems and Their Families
Develop a plan for referral for wraparound
Wraparound Planning and Facilitation
Conduct meetings that utilize the principles of wraparound
Coordinating Wraparound Plans with Individualized Education
Programs (IEP) and Behavior
Intervention Plans (BIP)
Create and coordinate wraparound, IEP and BIP.
Building Relationships with Students Who Are Relationship Reluctant
Addressing the Academic and Vocational Curriculum Behavioral Interventions
Cognitive Interventions
Emotional/Affective Interventions
Family Involvement
Develop a plan for genuine and authentic family involvement
Community Involvement
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Develop a plan for community involvement
DEPENDING ON WHETHER YOU ARE IN A SCHOOL THAT IS DOING PBIS OR IF YOU ARE A GRADUATE
STUDENT THERE ARE TWO VERY DISTINCT PATHWAYS.
PATHWAY 1- WRAPAROUND MODEL better choice for those who are in PBIS schools that has an already
existing system
PATHWAY 2 – LIFE SPACE CRISIS INTERVENTION MODEL better choice for those individuals who are not in
a PBIS school or in one that is just beginning their formation
YOU WILL NEED TO IDENTIFY WHICH PATHWAY YOU ARE FOLLOWING BY THE END OF THE FIRST
WEEK OF THE ONLINE CLASS.
Textbook List/Bibliography/Recommended Reading/Resources
Required Texts and Readings FOR BOTH PATHWAYS
Lebrun, Marcel Books, Blackboards and Bullets
Lebrun, Marcel Student Depression, The silent crisis in our schools and communities
TEXTBOOKS FOR EACH PATHWAY
PATHWAY 1- Eber, L. (2003). The Art & Science of Wraparound, you can buy the video and manual
PATHWAY 2 Long, Nick Life space Crisis Intervention 2nd edition
For assistance with APA style, see the APA website for rich resources: http://www.apastyle.org/index.aspx
Professional Standards, Course Goals/Objectives, and Assessment
Assignment
Assignment PATHWAYS 1
WRAPAROUND MODELREADINGS AND ACTIVITIES
OR
Assignment PATHWAYS 2 LCSI
ACTIVITIES AND READINGS
Assignment Book Reviews 1 and 2
Actively post comments weekly on
moodle
Assignment: Power Point of
Resources
Standard(s) Assessed
Ability to understand and
implement a wraparound process
in an existing school or program
Assessment Tool
Reading and Activities rubric
Ability to understand and
implement the Life Crisis
Intervention Model
Understand and recognize student
characteristics that will lead to
acting out behaviors and or
aggressive behaviors
Ability to search and find existing
resources in NH and surrounding
areas.
Plan and deliver the LCI or
wraparound system within a school
or district.
Reading and Activities rubric
Book Review Rubric
Power Point rubric
Content of Course Which Addresses Technological Standards/Competence
Standard II Planning and Designing Learning Environments and Experiences
Standard Ill. Teaching, Learning, and the Curriculum
Standard IV Productivity and Professional Practice Teaching and Learning Strategies
Evaluation Plan/Grading Scale
Incompletes: An instructor may decide to enter a grade of incomplete (IC) on a student’s record if unusual
circumstances prevent completion of the course on time, and a minimal portion of the total class work needs
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to be completed. The course must be completed by the date specified by the instructor which cannot
exceed one year beyond the original term of course completion. If the course is not completed by this
date, the grade specified by the instructor will be recorded. If no grade is specified, a default grade of F
will be recorded. The instructor is responsible for documenting and notifying the student of the work to be
completed and the deadline. A student may not graduate with an incomplete on his or her transcript.
Evaluation and Grading
Facilitations Activities weekly
Book Reviews 2 @ 10%
Power Point
Total
40% Each week activity is worth 4% failure to do the weekly activity on
time will result in a deduction of 4%. These must be posted in Moodle.
20%
40%
100%
Grading Scale
94 – 100
83 – 86.9
A
B
90 – 93.9
80 – 82.9
AB- 77 – 79.9
87 – 89.9
F below 76
B+
Course Calendar/Agenda
PATHWAY 1 WRAPAROUND MODEL
Assignments: Readings
Due March 17th- Read Chapter 1 Wraparound Manual, Activity 1:1 Wrapping your System pg 11
Due March 24th Read Chapter 2 Wraparound Manual, Activity 2.1 Identifying Similarities and Difference in
your system pg 17
Due March 31st Read Chapter 3 Wraparound Manual, Activity 3.1 Is your school ready to implement
Wraparound pg 22
Due April 7th Read Chapter 4 Wraparound Manual, Activity 4.1 Documenting Team Structure and Life
Domain Profile pg 32
Due April 14th Read Chapter 4 Wraparound Manual, Activity 4.2 engaging Team Player: assessing your
skills pg 32
Due April 21st Read Chapter 5 Wraparound Manual, Activity 5.1 Assessing the team process pg 39
Due April 28th Read Chapter 6 Wraparound Manual, Activity 6.1 Clarifying Roles and Goals of team
Members pg 46
Due May 5th Read Chapter 7 Wraparound Manual, Activity 7.1 Preparing for the Initial Team meeting pg
54
Due May 12th Read Chapter 8 Wraparound Manual, Activity 7.2 Assessing Wraparound Facilitation Skills
pg 54
OR
PATHWAY 2 LIFE SPACE CRISIS INTERVENTION
Due March 17th Read Chapter 1-2- complete Self- Rating Guide – REFLECT ON SCORES
Due March 24th Read Chapter 3-4 Look at the Six stages of LSCI and document a situation you have had or
are having with a student. Discuss the situation in terms of the conflict cycle.
Due March 31st Read Chapter 5-6 Describe situation or situations where you were involved with the Five
Cognitive traps, discuss how you used Cognitive restructuring.
Due April 7th Read Chapter 7-8 Discuss the seven Defense Mechanisms , use specific examples of kids where
you were able to identify these in the student’s behavior
Due April 14th Read Chapters 9-10 Discuss the Symptom Estrangement Reclaiming Intervention and the
Massaging Numb Values Reclaiming intervention with specific student or students
Due April 21st Read Chapters 11-12 Discuss and Show use of New Tools Reclaiming Intervention and
Manipulation of Body Boundaries Reclaiming Intervention with specific students
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Due April 28th Read Chapter 13 Using a very specific student discuss the Conflict Cycle in detail with
examples from the student behaviors, interactions and results
Due May 5th Read Chapter 14 Use some of the rating skills checklists and document efficiency of use and
practicability
Due May 12th In a reflection document your learning about LSCI and how you plan to use this new
knowledge.
POWER POINT PROJECT
DATE DUE IS May 15th 2014
The slide numbers are approximate AND to be used as a guide only, you can develop additional slides if you
need to.
Slide 1Profile your school or work environment
Slide 2 How LSCI or wraparound can be used in your present environment for staff and families
Slide 3 Develop an information plan for informing staff, families about LSCI or wraparound
Slide 4-5 Create guidelines for referral of difficult students who would need LSCI or wraparound. You can
create a flow chart to highlight your process.
Slide 6- 7 If you were to facilitate the development of a LSCI or wraparound team within your school, how
would you recruit, what types of individuals do you want as part of this team and how would you implement it.
Slide 8 Create a list of trained wraparound facilitators in your community and/or region
Slide 9-10 Develop a resource guide ( 5-10) for comprehensive services available in your community for
students who require more than universal and targeted interventions
Slide 11-12 Final reflection on your learning throughout the course
BOOK REVIEWS-Blogs
Book Blogs: Texts: Student Depression and Books Blackboards and Bullets will be read by the student
followed by a book blog that you will be post on the MOODLE and will be discussed as part of general
discussions. You are asked to read the designated chapters and post your comments. You will be evaluated on
the level of your insights, questions, analysis, comments with supporting evidence from the text etc, check
rubric 10% for each book. Post comments on Moodle by 9pm of the indicated date. You will be asked to post
an original statement and respond to other students. You are expected to ask questions and make statements
about the readings.
March Student Depression Book
March 6th Chapter 1-4
March 13th Chapter 5-9
March 20th 10-15
March 27th 16 to end
April Books Blackboards and Bullets
April 3 Chapter 1-4
April 10th Chapters 5-8
April 17th Chapters 9-12
April 24th Chapters 13 to end
Instructor Additions
Course Requirements
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1. Actively participate in hours of course activities per graduate credit (training activities and
electronic activities)
2. Actively communicate with the professor electronically.
3 Read manuals, books and complete assignments by the predetermined deadlines.
4 Express yourself effectively both verbally and in writing. All written assignments must be completed
professionally and double-spaced unless otherwise noted by the professor.
5. Exhibit professional behaviors at all times in the online forum.
Assessment Rubrics
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Power Point RUBRIC
Scoring
4 points
Excellent
Organization of
Organization
power point is
very clear and
presented in a
logical sequence
3 points
Very Good
2 points
Average
Organization of
power point is
clear and presented
in a logical
sequence
Organization of
power point is
good and
presented in a
logical sequence
1 point
Fair
Organization is
lacking and
offers no logical
sequence
Components
Components
match all of the
required
expectations
Components
Some
match most of the Components are
expectations
present but do not
match
expectations
Many missing
components and
no matching to
the expectations
Reflections
Clear evidence of
critical thinking
(application
analysis,
synthesis, and
evaluation).
Some critical
thinking evident,
but reflections may
not directly address
the issue or does
not demonstrate
engagement with
the artifact.
Reflection shows
no original
thought, or
connections, no
supporting
evidence
Reflection is
characterized by
originality,
engagement, and
relevance to the
topic.
MECHANICS
(spelling,
punctuation,
capitalization,
sentence
structure and
usage)
Few or no
errors.
Accurate
spelling,
punctuation,
capitalization,
sentence
structure and
usage.
Lacking critical
thinking.
Reflection tends to
address peripheral
issues. Generally
accurate, but with
omissions or clear
recitation.
Some errors in
Errors in spelling,
spelling, punctuation, punctuation,
capitalization,
capitalization,
sentence structure
sentence structure
and usage.
and usage.
Errors do not
interfere with
 Errors interfere
meaning.
with meaning.
Multiple errors
present in
spelling,
punctuation,
capitalization,
sentence
structure and
usage.
 Errors eclipse
meaning.
Name : ___________________________
Score: _______________
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Readings and Wraparound Activities
Participation Grading
Name:
Reading and
Posting
Observations
Organization
Word Choice
Level 1
Level 2
Level 3
Level 4
4 Points
3 Points
2 Points
1 Point
Provides concrete
examples from the
readings to support
postings
Provides some
examples from the
readings to support
postings
Alludes to the
readings to support
postings
Alludes to the
readings to support
posting
Integrates prior
readings in postings
Integrates personal
observations and
knowledge in an
accurate and highly
insightful way
Integrates some
personal observations
and knowledge
Integrates personal
observations and
knowledge in a
cursory manner
Does not integrate
personal
observations or
knowledge
Does not present
new observations
Does not present
new observations
Organization of post
is clear and presented
in a logical sequence
Organization of
post is unclear and
not presented in a
logical sequence
Word choice and
sentence structure are
suitable for graduate
level work.
Word choice and
sentence structure
are not suitable for
graduate level work
Organization of
posts are unclear
and not presented
in a logical
sequence
Word choice and
sentence structure
are not suitable for
graduate level work
Presents new
observations
Organization of post
is very clear and
presented in a logical
sequence
Word choice and
sentence structure
are suitable for
graduate level work
Presents new
observations
Total:
7
Book Reviews- Rubric
Name: _______________
Excellent
5 points
Content is
complete and onpoint, but lacking
in new ideas.
OR supporting
evidence is
Supporting detail lacking.
is abundant and
appropriateContent generally
backs up
doesn’t invite
author’s points.
further discussion
on investigation.
Content
encourages
further
discussion on
topic.
Some critical
Engagement/Critical Clear evidence
of critical
thinking evident,
Thinking
thinking
but posting may
(application
not directly
analysis,
address the issue
synthesis, and
or does not
evaluation).
demonstrate
engagement with
subject.
Review is
characterized by
originality,
engagement, and
relevance to the
topic.
Total: /10
Content
Content is
complete, onpoint,
thoughtful, and
offers new ideas.
Average
3 points
Lacking
1 point
Unacceptable
0 points
Ideas are
incomplete or
have
inaccuracies, or
there are ideas
expressed
without
support.
Review is
submitted after
the deadline or
is so lacking in
substance as to
not warrant
consideration.
Lacking critical
thinking.
Review shows
no original
thought, i.e., is a
simple response
.
Review tends
to address
peripheral
issues.
Generally
accurate, but
with omissions
or clear
recitation.
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Conceptual Framework
PSU College of Graduate Studies Program Hallmarks
Leadership and Advocacy
Student will become a leader in the implementation of LSCI or Wrap Around
Model
Reflection and Innovation
The student will reflect throughout the course while evaluating the existing
systems and looking to improve or develop new and more student friendly systems
of support
Scholarship and Application
Students will research new and more effective ways of servicing at risk students
Professionalism and Service
Students will be professional and use ethical practices when dealing with
confidentiality and privileged information of families or youth at risk
Global Awareness and Social Responsibility
Students will become agents of change in their school community in providing
ways to effect change to serve this ever growing at risk population
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University Policies and Procedures
 ADA Policy: Plymouth State University is committed to providing students with documented
disabilities equal access to all university programs and facilities. If you think you have a disability
requiring accommodations, you should contact the PASS office in Lamson library (535-2270) to
determine whether you are eligible for such accommodations. Academic accommodations will only
be considered for students who have registered with the PASS Office. If you have a Letter of
Academic Accommodation for this course from the PASS office, please provide the instructor with
that information privately so that adaptations can be made to meet your needs. Course materials
online comply with the Web-based Intranet and Internet Information and Applications Standards in
accordance with ADA Section 508.

Academic Integrity: Academic integrity is the foundation of the pursuit of knowledge. All members
of the academic community are expected to be dedicated to the pursuit of knowledge in an
honest, responsible, respectful, and ethical manner. Every violation of academic integrity is an
affront to the academic community. Violations of academic integrity make fair evaluation
impossible and cast doubt upon the seriousness with which students accept the responsibility of
acquiring an education. Members of the academic community are expected to report all instances
of those violations of academic integrity that come to their attention. Both faculty and
administration consider it their duty, as guardians of academic standards and intellectual honesty,
to enforce the academic integrity policy by prosecuting all cases of violation of academic integrity
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academic integrity, and not the reporting of it, that is dishonorable. Please refer to the Graduate
Catalog for more information and the entire policy.

Sensitive Materials: Material in this course, in some instances, may be sensitive or emotionally
provocative. As you review the syllabus, or at any time during the course, please let your instructor
know if you anticipate, or are having, a problem with any assignment or classroom activity. We
can then discuss how this assignment or activity is necessary for meeting course competencies and
whether an alternative assignment or activity can be considered. We can also discuss campus
resources that you may find helpful in dealing with your concerns.

Plymouth State University Curtailed Operations Information: Plymouth State University normally
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Following are the PSU curtailed operations and/or class cancellation notification procedures:
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keeps you safe. Notify your instructor(s) if you have to miss a class.

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