EDSE 344
Fall 2004
1
EDSE 344/577 Socially Emotional Disturbed Child
An Elective Class for the Special Education Major
Credits: 3
Sem./Year: Fall 2004
Instructor: Dr. T. F. "Tim" McLaughlin
Times and Locations: Tuesday and Thursday 8:00-9:15 a. m. , On Campus
(RC 112)
Office Location: RC 102
Contact Phone: 328-4220 EXT 3508
Office Hours: Tuesday and Thursday 11:00 to 12:00 and 1:00 to 2:00 p.m.
I. Overview:
The students here at Gonzaga University are prepared to assist and provide
leadership at the classroom and the district . Working with behaviorally
disordered students is a very important issue in regular and special education. A
primary purpose of this course is to acquaint the student with the various causes
and the successful intervention procedures and classroom practices.
II. Goals:
The students will be proficient at listing the causes of behavior disorders. The
students will be able to develop management systems for students with behavior
disorders. Students will discuss and examine various types of behavior
disorders typically found in the schools. The students should reflect on the
knowledge gained in their teaching behavior and classroom structure.
III. Course Objectives
1. The student will understand and be able to list the basic tenants regarding the
management and treatment of behavior disorders in classroom settings from a
data-based point of view.
2. The student will be able to determine data-based and effective procedures to
employ with such children and youth from the available empirical literature in the
field.
3. The student will be able to translate into classroom practice various
intervention procedures e. g. daily report cards, social skills training, token
programs, self-management systems, cognitive behavior modification
procedures, etc.
4. The student will complete a 20-25 page (which includes references) review of
the literature in APA style and format, dealing with treatment procedures, or what
the literature contains regarding effective management of such behavior
disorders as hyperactivity, attention deficit disorder, autism, tantrums, phobias,
panic attacks, truancy, cursing, aggression, assaultive behavior, withdrawal, lack
of social skills, shyness, etc. Your final option would be to compare the manner
in which a variety of theoretical perspectives would deal with a behavior disorder
(e.g. truancy, lying, swearing, withdrawal, etc.). Therefore, this paper would be
considered a comparison paper.
EDSE 344
Fall 2004
5. The student will be able to set up a management system for both social and
academic behavior in either a self-contained or resource room.
IV. Learning Activities
1. Frequent exams over the material.
2. A final research paper.
3. Development of a management system for use in the classroom
4. Journal abstracts of the literature dealing with behaviorally disordered
children and youth.
V. Required Text: Morgan, D., & Jenson, W. R. (2001). Teaching behaviorally
disordered students: Preferred practices. Columbus, OH: Charles E. Merrill.
VI. Assessment and Grading:
You will be graded on an absolute standard rather than a curve (sound familiar)!
You will earn points for your exams, five journal article abstracts, your review of
the literature paper, and the completion of your study questions. You are
allowed to throw out one exam or retake one exam in an attempt to increase
your grade for the course. Graduate students will have to complete either an
action research project or an extended literature review.
5 Exams X 100 =
Review Paper =
Study Questions =
5 Data Based Abstracts X 60 =
Attendance =
500
300
200
300
100
1400-1390 = A
1389-1370 = A1369-1345 = B+
1344-1325 = B
1324-1300 = B1299-1275 = C+
1274-1250 = C
1249-1200 = C1199-1175 = D+
1174-1100 = D
1099-0
=F
Failure to complete any course requirement will result in a letter grade of "I."
Let's not let this happen!
VII. Disability Support Services
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EDSE 344
Fall 2004
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Gonzaga University policy states, "No student shall, on the basis of a disability,
be excluded from participation in, be denied the benefits of, or otherwise be
subject to discrimination under any University program or activity. Gonzaga
University is committed to providing qualified students with a disability an equal
opportunity to access benefits, rights and privileges of its services, programs and
activities, in an accessible setting appropriate to students' needs, in compliance
with the Americans with Disabilities act, Section 504 of the Rehabilitation Act of
1973 and Washington State Laws."
If you have a disability and need special accommodations to participate fully in
this course or to complete the objectives of this class, please make an
appointment with Disabilities Support Services in the administration building
room 324 or call (509) 323-4134. I will also be happy to meet with you regarding
possible accommodations.
Calendar
August 31 – September 9 , 2004
Explanation of course requirements and activities. Begin chapter l on an
Overview of Behavioral Disorders. Continue work on overview of B. D. and start
unit on The Assessment of Behavior Disorders. Your first abstract is due on
September 9, 2004.
September 14- 16 2002
First exam on Thursday September 16, 2004 over an Overview of B. D. and
Assessment of Behavior Disorders. Begin the chapter over the principles of
behavior management.
September 21-23, 2002
Basic principles of behavior management will be reviewed. The emphasis will be
placed on the material in Chapter 4 dealing with generalization and maintenance
of treatment effects.
September 28-30, 2002
Complete materials on behavior management and generalization of treatment
effects to the regular classroom. On Thursday September 30, 2004 you will
have an exam over Chapters 3 and 4 in Morgan and Jenson (1988) and the
research articles over this area. Your second abstract is due on September
28, 2004.
October 5 -7, 2002
Appointments with professor regarding your paper for the course. A sign-up
sheet will be circulated in class at this time. We will cover BD and academics in
class.
EDSE 344
Fall 2004
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October 12-14, 2002
Continued work in the area of teaching children with BD academic skills. Finish
chapter on academic skills and start chapter on social skills. Your third
abstract is due October 14, 2002.
October 19-21, 2002
Finish work on social and academic skills and you will have a test over
Chapters 5 and 6 and journal articles on October 21, 2002.
October 26 - 28, 2002
Practical applications of working with children with BD in the regular classroom
will be examined as well as a resource room environment
(Chapters 7 and 8).
November 2 - 4, 2002
Exam over materials in chapter 7 and 8 on Tuesday November 4, 2002. We
will begin chapter 9 on self-contained environments for B. D. children on
Thursday. Your fourth abstract is due November 4, 2002.
November 9, 2002
Continue work with procedures and programs to work with children with behavior
disorders in self-contained environments.
November 16 - 18, 2002
Finish chapter on self-contained classrooms and you will have an exam over
this chapter on Thursday November 18, 2002.
November 30 and December 2, 2002
Begin chapter dealing with parents and legal issues with children with Behavior
Disorders. Your fifth abstract is due on December 2, 2002.
December 7, - 9, 2002
Finish chapter dealing with parents and legal issues. Your study questions are
due at this time. Remember you can turn in your study questions. Your
research paper is due on December 10, 2002 (Friday) or earlier!
There will be no exam over the last two chapters unless you feel you need to
make up an exam that you did not score high enough. Then a make-up exam
will be given on Thursday December 10, 2002 after we fill out the course
evaluations. Have a great Christmas!
Bibliography Reflecting the Knowledge Base
Alberto, P.A. & Troutman, A.C. (2004). Applied behavior analysis for teachers
(7th ed.). Columbus, OH: Merrill.
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Fall 2004
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Carnine, D., Silbert, J., & Kameenui, E.J. (1997). Direct Instruction reading (4th
ed.). Columbus, OH: Merrill.
Engelmann, S., Becker, W.C.,Carnine, D., & Gersten, R. (1988). The Direct
Instruction Follow Through model: Design and outcomes. Education and
Treatment of Children, 11, 303-317.
Engelmann, S., & Carnine, D. (1982). Theory of instruction: Principles and
applications. New York: Irvington Publishers, Inc.
Kazdin, A. E.(1982). Single case research designs: Methods for clinical and
applied settings. New York: Oxford University Press.
Kaufmann, J. M. (2002). Characteristics of emotional and behavioral disorders in
children and youth. Upper Saddle Bank, NJ: Prentice Hall-Merrill.
Keller, F.S. (1968). Goodbye teacher.... Journal of Applied Behavior Analysis, 1,
78-89.
Lloyd, J. W. Kameenui, E. J., & Chard, D. (Eds.). (1997). Issues in educating
students with disabilities. Mahway, NJ: Lawrence Erlbaum and Associates.
Morgan, D., & Jenson, W. R. (2001). Teaching behaviorally disordered students:
Preferred practices. Columbus, OH: Charles E. Merrill.
Williams, B. F., Williams, R. L., & McLaughlin, T. F. (1989). The use of token
economies with individuals who have developmental disabilities. In E.
Cipani (Ed.), The treatment of severe behavior disorders (pp. 3-15).
Washington D.C.: American Association for Mental Retardation.
Williams, B. F., Williams, R. L., & McLaughlin, T. F. (1991). Classroom
procedures for remediating behavior disorders. Journal of Developmental
and Physical Disabilities, 3, 360-366.