SPED 565 Behavior Management Spring 2011 Christopher D. Jones Phone: 395-2375 E-mail: [email protected] Office: Hull Office Hours: Daily by Appt Class: Class Web Address: http://blackboard.longwood.edu COURSE DESCRIPTION This course is designed to provide students with an overview of techniques used in the management of behavior. The principles and practices of behavior modification and applied behavior analysis for teachers will be stressed. (3 credits) TEXTBOOKS Sprick (2006) Discipline in the Secondary Classroom. Eugene, Oregon: Pacific Northwest Publishing Sprick, Booher, Garrison (2009). Behavioral Response to Intervention. Eugene, Oregon: Pacific Northwest Publishing Rhode, Jenson, Reavis (2010). The Tough Kid Book Oregon: Pacific Northwest Publishing COURSE OBJECTIVES Conceptual Framework Codes Code Meaning V1 = Educators as Reflective Citizen Leaders TC 1 = Planning TC 2 = Implementation and Management of Instruction TC 3 = Evaluation and Assessment TC 4 = Knowledge of Subject TC 5 = Classroom Behavior Management TC 6 = Communication Skills TC 7 = Professional Responsibilities TC 8 = Technology TC 9 = Diversity (V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7, TC 8, TC 9) Eugene, Knowledge 1. Select, define, and measure appropriate behavior change targets. (TC 1, TC 3, TC 4, TC 5, TC 6, TC 7,) 2. Correctly label research using applied behavior analysis techniques including reversal and multiple baseline designs. (V1, TC 3, TC 4, TC 5, TC 7) 3. Select and describe behavioral techniques for increasing existing behaviors and for developing new behaviors. (TC 3, TC 4, TC 5, TC 7) 4. Select and describe nonaversive behavioral techniques for decreasing inappropriate behaviors and discuss ethical issues arising from the use of aversive techniques. (TC 3, TC 4, TC 5, TC 7) 5. Discuss behavioral theory and its special applications in the classroom. (V1, TC 4, TC 5, TC 6, TC 7) 6. Distinguish the difference between positive and negative reinforcement, and punishment. (TC 4, TC 5) 7. Correctly utilize positive behavior interventions. (TC 4, TC 5) 8. Reflect on student behavior in order to identify the possible antecedents and consequences that serve to reinforce the target behavior. (V1. TC 4, TC 5) 9. Distinguish between FBA’s, BIP’s, and BCP’s (TC 4, TC 5) 10. Correctly identify the steps involved in constructing legally correct FBA’s and BIP’s. (TC 4, TC 5) Skills 1. Write the results from a behavior change project using correct APA professional style. (TC 3, TC 4, TC 5, TC 6) 2. Utilize single subject design in establishing a functional relationship between behavior(s) and treatment. (TC 3, TC 4, TC 5, TC 6) 3. Work collaboratively with a current public school teacher by implementing a behavior change project for a student (TC 1, TC 3, TC 4, TC 5, TC 6, TC 7,) 4. Manipulate inappropriate variables identified by an ABC analysis (TC 1, TC 3, TC 4, TC 5, TC 6, TC 7,) 5. Formulate positive treatment plans to address noxious behaviors (TC 3, TC 4, TC 5) 6. Submit a final report to the cooperating teacher that summarizes the behavior change project on the target student (V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7) 7. Disseminate a presentation to peers based upon the target student data (TC 6, TC 7) 8. Work collaboratively with Instructional support teams to construct legally binding and effective FBA’s and BIP’s. (TC 4, TC 5, TC 6) Dispositions 1. 2. 3. 4. 5. Demonstrate an appreciation of the importance of positive classroom interventions (V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7 ) Demonstrate an appreciation for quantitative and qualitative data (V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7) Demonstrate an appreciation for evaluating both qualitative and quantitative data in formal child evaluation situations.( V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7) Demonstrate a professional attitude when working with “tough kids”( V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7) Demonstrate a commitment to disseminating data to peers (V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7) Class Schedule Date Topic 1-18 1-25 FBA Assignment/FORMS Introductions/assignments Concept Map of Behavior CBM Benchmark 1 Phase I. Collecting Historical and Background Data FBA Report page 64-65 Archival Records Review 67 Bring a copy of Interview 71 Phase II. Determining the Target Behavior Phase III. Making Direct Bring Copy Observations Bring Copy Bring Copy Bring copy Phase IV. Generating a Hypothesis Phase V. Verifying the Hypothesis Phase VI. Determining the Function of the Behavior of of of of Permission 66 Scatter Plot 72 ABC 73 PHI 74-75 FBA CASE STUDIES FBA in Various Settings Review of FBA 2-1 BIP Download Review of FBA Intro to BIP Step 1: Step 2: Step 3: Step 4: Step 5: Step 6: copy of BIP forms from Blackboard ID the function of the behavior Select a Replacement Behavior Design a Teaching Plan Arrange the Environment to Facilitate Success Develop Consequences for Desired and Undesired Behavior Writing Behavioral Objectives 2-8 2-15 OVERVIEW of ABA Download ABA notes before class Download SSD notes before class Data Collection Day No formal class Behavior RTI 2-22 Behavior RTI Chapters 1, 2, 3, 4 * Thinking big Tough Kid * Universal Prevention Chapter 1 and 2 * The Framework * Develop a Process Tough Kid * What does a Tough Kid look like? * Unique Positive Procedures 3-1 Behavior RTI * Data Driven Decisions * The Interventionist * Teacher Interventionist Behavior RTI Chapters 5 6 7, Tough Kid Chapter 3 4 3-8 Behavior RTI Behavior RTI * 25 minute planning process * Multidisciplinary Team Approach Chapters 8 and 9 3-15 Spring Break No class 3-22 Disc in Sec. class Disc in Sec Class chapters 1, 3, 4 Vision Organization Expectations 3-29 Disc in Sec. class Disc in Sec Class chapters 1, 3, 4 4-5 Vision Organization Expectations Discipline in the Secondary Classroom Rules and Consequences Motivation Preparation and Launch Disc in Sec. class Chapters 5, 6, 7, 8 Implementations 4-12 Discipline in the Secondary Classroom Preparation and Launch Implementations 4-19 Make up day 4-26 Presentations BIP/BCP due Assignment Behavior Intervention Case study * B-RTI (Tier 1 - 2) FBA * * * * * * * ARS Interview Perm to Observe Scatter Plot ABC Post-Hoc Flow-Chart Percent 25 35 5 5 5 5 5 5 5 BIP/BCP Disc in Sec. class Chapters 7, 8 30 Behavior Plan Behavior Intervention (Single Subject Design) Exam 10 20 10 100-95 = A 94- 89 = B 88- 83 = C 82- 77= D 76 or lower = F Attendance Students are expected to attend all class sessions. You must notify the instructor in advance if you must miss a class for illness, participation in a University sponsored activity, or for a recognizable emergency. Your absence from class must be excused by a written note from your doctor or other appropriate person if make-up privileges are to be granted. Late work will not be accepted without prior approval from the instructor and reasonable justification for lateness. If you miss over 10% of the class sessions for unexcused absences, your grade may be lowered by one letter. A grade of F may be assigned if you miss 25% of class sessions for any combination of excused or unexcused absences. Honor Code Students are expected to abide by the Longwood University Honor Policy. All tests and assignments are to be pledged. Disability Policy Students requiring modifications may submit a plan from the Longwood University Learning Center. The instructor will provide necessary accommodations to assist students with disabilities.