Indiana University-Purdue University Fort Wayne
School of Education
Spring 2010
SYLLABUS
EDUC K453-01
Management of Academic & Social Behavior
Instructor: Mrs. Marcia Rayl, MS
Class: Thursdays, 4:30 pm-7:15 pm
Office Hours: By appointment
Phone: 260-402-7470
Fax: 260-481-5408 Attention Mrs. Rayl
Email: raylm@ipfw.edu
Course Description:
This course equips the students with the knowledge and skills of applied behavior analysis as an
approach for programming the academic and social skills of children and youth with disabilities.
Course Textbooks:
Zirpoli, T.J. (2008). Behavior Management: Applications for Teachers & Parents,
Merrill, Boston.
Cross-indexing Course Objectives
As the State of Indiana and the IPFW SOE have altered its certification/licensing requirements to more
adequately reflect national standards, course objectives and activities are expected to reflect these
changes.
The Interstate New Teacher Assessment and Support Consortium (INTASC)
1. How children learn and develop, and can provide learning opportunities that support their
intellectual, social, and personal development.
2. How students differ in their approaches to learning and create instructional opportunities that are
adapted to diverse learners.
3. A variety of instructional strategies to encourage students’ development of critical thinking,
problem solving, and performance skills.
4. Individual and group motivation and behavior to create a learning environment that encourages
positive social interaction, active engagement in learning, and self-motivation.
5. Knowledge of effective verbal, nonverbal, and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
6. Planning instruction based upon knowledge of subject matter, students, the community, and
curriculum goals.
7. How to use formal and informal assessment strategies to evaluate and insure the continuous
intellectual, social and physical development of the learner.
8. How to be a reflective practitioner who continually evaluates the effects of her/her choices and
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actions on others (students, parents, and other professionals in the learning community) and who
actively seeks out learning opportunities to grow professionally.
9. The knowledge to foster relationships with school colleagues, parents, and agencies in the larger
community to support student’s learning and well- being.
Indiana Department of Education (INDOE),
1. Is well-versed in the history, philosophy, and foundations of special education as well as in
current laws and contemporary issues in the field and uses this knowledge to enhance educational
opportunities for all students.
2. Is knowledgeable of human growth and development and uses this knowledge to provide
meaningful learning opportunities.
3. Is competent in selecting, administering, and interpreting a variety of formal and informal
assessment strategies and utilizes this information to design, implement and evaluate instruction
and to guide students in self-assessment.
4. Recognizes that optimal learning relates new information to the students’ prior experiences and
knowledge.
5. Is cognizant of the importance of an active learning environment and designs a setting which
fosters and enriching, nurturing and safe climate where diversity and risk-taking are valued.
6. Understands the developmental nature of learning and uses multiple approaches and strategies to
provide a variety of activities and opportunities to facilitate student success.
7. Understands the importance of teaching appropriate social skills and effectively applies and
models these strategies in interactions with students, families, and colleagues.
8. Understands reflective practices and the importance of ongoing professional development and
applies the knowledge gained to promote both student growth and professional outreach.
9. Is aware of the need to collaborate with families, school colleagues, and the larger community to
support students’ learning and well being and actively cultivates these partnerships.
10. Demonstrates an awareness of a wide array of community resources and accesses these services
to support students’ needs.
SOE Conceptual Framework (Adopted 2/9/00):
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our programs:
1. Democracy & Community
Effective educators (1), such as teachers, counselors, and administrators need to be a part of a dynamic
educational community as a model for the climate of community they hope to create. To do this, these
educators need an understanding of the moral, cultural, social, political, and economic foundations of our
society. Consequently, the SOE should foster a democratic, just, inclusive learning community among its
students, faculty, and staff, and with all other stakeholders in the educational enterprise.
2. Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all
endeavors. Within the context of a compassionate, caring community, educators foster habits of mind
necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and
evaluating. Consequently, the SOE must integrate critical habits of mind in all aspects of the
teaching/learning process.
3. Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of
the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are
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receptive to the diverse perspectives, modes of understanding, and social circumstances that they and their
students bring to the educational setting. Consequently, the SOE needs to prepare educators to
understand and use pedagogy creatively and thereby ensure active learning, conceptual understanding,
and meaningful growth.
4. Knowledge
Effective educators need to be well grounded in the content, which they expect to teach. Educators need
to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of
knowledge are established, how disciplines can be integrated and most effectively communicated to their
students. Educators also need understanding of themselves, of communities in which they intend to teach,
and of students. Consequently, the SOE should immerse educators in nurturing learning communities
that deepen knowledge, and encourage ongoing intellectual, emotional, and personal growth.
5. Experience
Effective educators learn their craft through experiences in actual educational settings. Through on-site
campus activities and field-based experiences students will observe and emulate exemplary teaching and
learning. These educators will practice, collaborate, and interact with practitioners and their students.
Consequently, he SOE must integrate field and/or clinical experiences that reflect the diversity of
educators, students, and schools into all aspects of the curriculum, and help educators to assess and reflect
on those experiences.
6. Leadership
Effective educators are leaders. They have developed educational and social visions informed by
historical and cultural perspectives. They strive to set the highest goals for themselves and inspire
students to do likewise. Educators are enriched by the convergence of knowledge, theory, and practice as
they optimistically face the educational challenges of the twenty-first century. Consequently, the SOE
must provide opportunities for educators to develop as leaders in their profession and in their
communities.
Council for Exceptional Children (CEC) Standards
Standard #1: Foundations
Special educators understand the field as an evolving and changing discipline based on philosophies,
evidence-based principles and theories, relevant laws and policies, diverse and historical points of view,
and human issues that have historically influenced and continue to influence the field of special education
and the education and treatment of individuals with exceptional needs both in school and society. Special
educators understand how these influence professional practice, including assessment, instructional
planning, implementation, and program evaluation. Special educators understand how issues of human
diversity can impact families, cultures, and schools, and how these complex human issues can interact
with issues in the delivery of special education services. They understand the relationships of
organizations of special education to the organizations and functions of schools, school systems, and other
agencies. Special educators use this knowledge as a ground upon which to construct their own personal
understandings and philosophies of special education.
Standard #2: Development and Characteristics of Learners
Special educators know and demonstrate respect for their students first as unique human beings. Special
educators understand the similarities and differences in human development and the characteristics
between and among individuals with and without exceptional learning needs. Moreover, special educators
understand how exceptional conditions can interact with the domains of human development and they use
this knowledge to respond to the varying abilities and behaviors of individuals with exceptional learning
needs. Special educators understand how the experiences of individuals with exceptional learning needs
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can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled
contributing members of the community.
Standard #3: Individual Learning Differences
Special educators understand the effects that an exceptional condition can have on an individual’s
learning in school and throughout life. Special educators understand that the beliefs, traditions, and values
across and within cultures can affect relationships among and between students, their families, and the
school community. Moreover, special educators are active and resourceful in seeking to understand how
primary language, culture, and familial backgrounds interact with the individual’s exceptional condition
to impact the individual’s academic and social abilities, attitudes, values, interests, and career options.
The understanding of these learning differences and their possible interactions provides the foundation
upon which special educators individualize instruction to provide meaningful and challenging learning for
individuals with exceptional learning needs.
Standard #4: Instructional Strategies
Special educators possess a repertoire of evidence-based instructional strategies to individualize
instruction for individuals with exceptional learning needs. Special educators select, adapt, and use these
instructional strategies to promote positive learning results in general and special curricula and to
appropriately modify learning environments for individuals with exceptional learning needs. They
enhance the learning of critical thinking, problem-solving, and performance skills of individuals with
exceptional learning needs, and increase their self-awareness, self-management, self-control, self-reliance,
and self-esteem. Moreover, special educators emphasize the development, maintenance, and
generalization of knowledge and skills across environments, settings, and the lifespan.
Standard #5: Learning Environments and Social Interactions
Special educators actively create learning environments for individuals with exceptional learning needs
that foster cultural understanding, safety and emotional well-being, positive social interactions, and active
engagement of individuals with exceptional learning needs. In addition, special educators foster
environments in which diversity is valued and individuals are taught to live harmoniously and
productively in a culturally diverse world. Special educators shape environments to encourage the
independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals
with exceptional learning needs. Special educators help their general education colleagues integrate
individuals with exceptional learning needs in general education environments and engage them in
meaningful learning activities and interactions. Special educators use direct motivational and instructional
interventions with individuals with exceptional learning needs to teach them to respond effectively to
current expectations. When necessary, special educators can safely intervene with individuals with
exceptional learning needs in crisis. Special educators coordinate all these efforts and provide guidance
and direction to paraeducators and others, such as classroom volunteers and tutors.
Standard #6: Language
Special educators understand typical and atypical language development and the ways in which
exceptional conditions can interact with an individual’s experience with and use of language. Special
educators use individualized strategies to enhance language development and teach communication skills
to individuals with exceptional learning needs. Special educators are familiar with augmentative,
alternative, and assistive technologies to support and enhance communication of individuals with
exceptional needs. Special educators match their communication methods to an individual’s language
proficiency and cultural and linguistic differences. Special educators provide effective language models
and they use communication strategies and resources to facilitate understanding of subject matter for
individuals with exceptional learning needs whose primary language is not English.
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Standard #7: Instructional Planning
Individualized decision making and instruction is at the center of special education practice. Special
educators develop long-range individualized instructional plans anchored in both general and special
curricula. In addition, special educators systematically translate these individualized plans into carefully
selected shorter-range goals and objectives taking into consideration an individual’s abilities and needs,
the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional
plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through
maintenance and generalization. Understanding of these factors as well as the implications of an
individual’s exceptional condition, guides the special educator’s selection, adaptation, and creation of
materials, and the use of powerful instructional variables. Instructional plans are modified based on
ongoing analysis of the individual’s learning progress. Moreover, special educators facilitate this
instructional planning in a collaborative context including the individuals with exceptionalities, families,
professional colleagues, and personnel from other agencies as appropriate. Special educators also develop
a variety of individualized transition plans, such as transitions from preschool to elementary school and
from secondary settings to a variety of postsecondary work and learning contexts. Special educators are
comfortable using appropriate technologies to support instructional planning and individualized
instruction.
Standard #8: Assessment
Assessment is integral to the decision making and teaching of special educators, and special educators use
multiple types of assessment information for a variety of educational decisions. Special educators use the
results of assessments to help identify exceptional learning needs and to develop and implement
individualized instructional programs, as well as to adjust instruction in response to ongoing learning
progress. Special educators understand the legal policies and ethical principles of measurement and
assessment related to referral, eligibility, program planning, instruction, and placement for individuals
with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.
Special educators understand measurement theory and practices for addressing issues of validity,
reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand
the appropriate use and limitations of various types of assessments. Special educators collaborate with
families and other colleagues to assure nonbiased, meaningful assessments and decision-making. Special
educators conduct formal and informal assessments of behavior, learning, achievement, and environments
to design learning experiences that support the growth and development of individuals with exceptional
learning needs. Special educators use assessment information to identify supports and adaptations
required for individuals with exceptional learning needs to access the general curriculum and to
participate in school, system, and statewide assessment programs. Special educators regularly monitor the
progress of individuals with exceptional learning needs in general and special curricula. Special educators
use appropriate technologies to support their assessments.
Standard #9: Professional and Ethical Practice
Special educators are guided by the profession’s ethical and professional practice standards. Special
educators practice in multiple roles and complex situations across wide age and developmental ranges.
Their practice requires ongoing attention to legal matters along with serious professional and ethical
considerations. Special educators engage in professional activities and participate in learning communities
that benefit individuals with exceptional learning needs, their families, colleagues, and their own
professional growth. Special educators view themselves as lifelong learners and regularly reflect on and
adjust their practice. Special educators are aware of how their own and others’ attitudes, behaviors, and
ways of communicating can influence their practice. Special educators understand that culture and
language can interact with exceptionalities, and are sensitive to the many aspects of diversity of
individuals with exceptional learning needs and their families. Special educators actively plan and engage
in activities that foster their professional growth and keep them current with evidence-based best
practices. Special educators know their own limits of practice and practice within them.
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Standard #10: Collaboration
Special educators routinely and effectively collaborate with families, other educators, related service
providers, and personnel from community agencies in culturally responsive ways. This collaboration
assures that the needs of individuals with exceptional learning needs are addressed throughout schooling.
Moreover, special educators embrace their special role as advocate for individuals with exceptional
learning needs. Special educators promote and advocate the learning and well-being of individuals with
exceptional learning needs across a wide range of settings and a range of different learning experiences.
Special educators are viewed as specialists by a myriad of people who actively seek their collaboration to
effectively include and teach individuals with exceptional learning needs. Special educators are a resource
to their colleagues in understanding the laws and policies relevant to individuals with exceptional learning
needs. Special educators use collaboration to facilitate the successful transitions of individuals with
exceptional learning needs across settings and services.
Objectives and Associated Standards(s):
Course students will:
1. To understand the theoretical frameworks of behavior.
INTASC/INDOE 1, 2; Conceptual Framework 1, 4; CEC 1,5
2. To identify and describe intervention procedures associated with theoretical perspectives.
INTASC/INDOE 1, 2, 3; Conceptual Framework: 1, 4; CEC 2, 5
3. To apply procedures with regard to the assessment and monitoring behavior.
INTASC/INDOE 8; Conceptual Framework: 3, 5, 6; CEC 5,8
4. To increase knowledge of the selection, preparation, and methods of utilizing materials
pertinent to the instruction of students with challenging behaviors.
INTASC/INDOE 2, 3, 5, 9; Conceptual Framework: 3, 5, 6; CEC 3, 4, 5, 8
5. To evaluate both the theoretical and practical efficacy of intervention strategies.
INTASC/INDOE 9, 8, 7; Conceptual Framework: 3, 5, 6; CEC 5, 8
6. Demonstrate an understanding of the basic terminology associated with applied behavior
analysis.
INTASC/INDOE 1; Conceptual Framework: 3, 5, 6; CEC 5, 8
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Course Requirements:
Exam I
Exam II
Token Economy and CF reflection
Cognitive Curriculum and CEC reflection
60 Points
60 Points
40 points
40 points
Grading Scale:
A = 200-184 Pts. B = 183-165 Pts. C = 164-146 Pts. D = 145-133 Pts. F = Below 132 Pts.
Assignment Descriptions:
Design a token economy reinforcement program that is designed to help modify behavior(s).
Describe the following: (a) reasons for implementing the program, (b) identify target behavior(s),
(c) contingencies/response cost program (d) tokens, (e) back-up reinforcers, and the (f)
reinforcement schedule evaluation.
Reflection: write a reflection using the Conceptual Framework and respond to all (6) of the areas
of conceptualization. (5 points).
Design a cognitive curriculum. This project allows you to take the role of researcher,
curriculum developer, and practitioner and to create an integrated set of
interventions that can be applied in the classroom or clinic setting. The ‘curriculum’ will target a
complex class of behaviors, which are relevant to youth with mild disabilities.
You are free to choose from various behavioral or problem-solving methodologies. If, in your
current position, you have recently implemented (or are considering) a new curriculum, this
project can focus on this effort. If possible, make this project practical and focus your attention
on a curriculum area that is of major importance to you and your students.
The activity should be written using paragraph form, typed, and using double spacing.
Illustrations, figures, or appendices can be included. Use the 3rd person writing style and APA
format for references/author citations and bibliography.
Curriculum Ideas:
Anger Control Training
Stress Management Training
Self-Regulation Training
Interpersonal Problem-Solving
Reflection use the CEC Standard #5: Learning Environments and Social Interactions to write
their reflection paper. (5 points).
Two Exams: Students will be held responsible for all the information in the textbook and
readings assigned for the course. Students need to read assigned materials prior to the class
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meetings. Tests will be a combination of True/False, Multiple Choice, and Short – Answer Essay
questions.
Course Policies:
EDUC K 453 is an interactive course and your contribution is vital to the success of the course
and the learning environment for yourself and your classmates. Attendance is expected at each
class. If you are unable to attend, you are responsible for course content presented including
readings, class discussions, in-class activities, and presentations. More than two absences will
result in the course grade being lowered by one level.
Be respectful of your classmates and the instructor by following these expectations.
1) Do not converse with others during lecture time or while others are
speaking.
2) Turn off all cell phones; do not text during class.
3) Take care of personal business before class starts, do not leave the room and return
during class time.
4) If you must arrive after class has begun or leave once class has stated, please do so
quietly.
All assignments must be turned in at the designated date (see schedule below).
No assignments will be accepted late unless cleared through Mrs. Rayl. No assignments
will be accepted after the final date indicated on the course syllabus. Grades for written
assignments will be based on the completeness and accuracy of your information, and
organization, grammar, and professional APA writing style.
All assignments must be typed double-spaced, and single-sided unless otherwise stated.
Assignments with multiple pages must be stapled together – no plastic folders.
All activities need a cover page to identify the type of activity and number and your name,
course title/number, and date submitted.
The instructor reserves the right to change the contents of the course syllabus and
activities, as needed, to enhance student learning.
The instructor adheres to all university standards including attendance, testing, cheating/
plagiarism, withdrawals, incompletes, and other published university practices. Students are
expected to be familiar with these standards of practice. Be particularly careful not to plagiarize
from websites. Please refer to the IPFW Student Handbook for more information on Student
rights and responsibilities.
Academic support:
If you have or develop a disability, inform the course instructor. Modifications can be made. You
may wish to contact Services for Students with Disabilities in WU 118 & 218 or call 481-6657.
If you need assistance in writing, contact The Writing Center, Kettler Hall G35. For additional
academic support please contact the Center for Academic Support and Advancement (CASA) at
8
481-6817 in Kettler Hall G25.

Tentative Course Calendar
The instructor reserves the right to change the contents of the course syllabus and
activities, as needed, to enhance student learning.
DATE
TOPIC
1/14/10
Course Introduction
1/21/10
Behavior Foundations
Chapter 1
1/28/10
Legal Considerations for Schools
Chapter 2
2/4/10
Diversity in the Classroom
Chapter 3
2/11/10
Early Childhood Issues
Chapter 4
2/18/10
Adolescent Issues in Behavior
Chapter 5
2/25/10
Data Collection Techniques
Chapter 6
3/4/10
3/11/10
3/18/10
Exam 1
Spring Break
Token Economy Reinforcement Program Due
Formal Behavior Assessment
3/25/10
PREPARATION
Enjoy!
Presentations
Chapter 8
Presentations Cont.
Functional Behavioral Assessment
4/1/10
Reinforcement Strategies
Chapter 9
Chapter 10
4/8/10
Cognitive Behavior Modification
Chapter 11
4/15/10
4/22/10
Cognitive Curriculum Due
Take Home Exam Handed Out
Behavior Reduction Strategies
Presentations
Presentations Cont.
Chapter 12
4/29/10
5/6/09
Last Day
of Class
Specific Behavior Strategies
Turn in Exam 2
Speakers-Behaviors at the Elementary and
Middle School Levels
Chapter 13
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