Counseling Psychology and Special
Education 443
Winter Semester 2012
Section 1: 121 TMCB on T Th at 09:00 am - 10:15 am
Instructor: Tina Taylor Dyches
Office: 340-F MCKB
Office Hours: T 2:30-3:30 and by appointment; Open door policy
Office Phone: (801) 422-5045
Email: tina_dyches@byu.edu
Course Credit: 3 semester hours
Room : 121 TMCB
TA Information
Name: Ruthann Grawe
Email: Ruthann.grawe@gmail.com
Texts & Materials
Required
BUILDING SOCIAL RELATIONSHIPS
By BELLINI, S
ISBN: 9781931282949
Vendor
Price
(new)
Price
(used)
BYU
$39.95 $30.00
Vendor
Price
(new)
Least Restrictive Behavioral Interventions (LRBI) Guidelines: Positive
Behavioral Supports and Selection of Least Restrictive Behavioral
Interventions
(2008)
http://wiki.updc.org/abc/lrbi_rescources/LRBI_Guidelines_8_08.pdf
Autism Internet Modules
http://www.autisminternetmodules.org/mod_list.php (You will need to
create an account.)
Family HOPE
http://education.byu.edu/familyhope
The IRIS Center
http://iris.peabody.vanderbilt.edu
Optional
Parent handbook: A positive approach to helping parents change their
child’s problem behavior
By King-Peery, K. & Wilder, L. K.
(2009)
Family HOPE program guide: Positive behavior support for families of
children with challenging behavior.
By Wilder, L. K., & King-Peery, K.
Champaign, IL: Research Press. (2011)
http://www.amazon.com/Family-HOPE-Program-GuideChallenging/dp/0878226109/ref=sr_1_1?ie=UTF8&qid=1325709969&sr=81
LRBI Checklists and Videos
http://www.usu.edu/teachall/text/behavior/LRBI.htm
Price
(used)
Description
Principles, procedures, and strategies for classroom behavior management, programming instruction,
verbal and non-verbal assessment of social behavior, social skills development, and learning environment
enhancement for students with severe disabilities. REQUIRED course.
Prerequisites
Admission to special education program and CPSE 410 (or equivalent).
Attendance Policy
Teacher Candidates are expected to attend each class period and to be prepared by completing all
assignments prior to class. Quizzes can only be completed during class time; no make-up quizzes will be
given.
Participation Policy
Teacher Candidates are expected to attend each class period and to actively participate in classroom
presentations, collaborative learning groups, and classroom discussions. Please reserve your phone
calls, text messaging, or non-class related internet access for class breaks. Additionally, engaging in
other activities that are not related to the class (e.g., playing on the computer, completing assignments for
other classes) should be reserved for times other than our class time.
Grading Policies
It is expected that all Teacher Candidates will achieve a minimum level of competency for all objectives
(80% of total allotted points for each assignment). Therefore, students must take the initiative to increase
their level of competency by revising their assignments until at least a minimum level of competency is
reached. Only half of the additional points earned through revision will be included in the final grade for
the assignment. Assigned revisions are due five working days after the assignment has been returned to
the student. No revisions may be made to increase grades earned on exams or quizzes. At least a Cmust be earned in this course in order to continue in the special education program. No grades lower
than C- can be applied toward licensure through the McKay School of Education. Any final grade below a
B- warrants the student being placed on probation.
Study Habits
Teacher Candidates are expected to spend approximately 6-9 hours per week studying and preparing for
this 3 semester hour course (2-3 hours out-of-class work per semester hour).
Learning Outcomes
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
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Adaptive behavior assessment
· Demonstrate knowledge of adaptive behavior assessment.
FUBA
· Describe the correct, ethical, and responsible use of Functional Behavior Assessment (FUBA)
for students with severe disabilities.
Common environmental and personal barriers
· Demonstrate knowledge of common environmental and personal barriers that hinder
accessibility and acceptance of individuals with severe disabilities.
Sources of student services, networks, and organizations
· Demonstrate knowledge of sources of unique services, networks, and organizations for students
with severe disabilities.
Behaving and communicating among cultures
· Demonstrate knowledge of ways of behaving and communicating among cultures that can lead
to misinterpretation and misunderstanding.
Cultural perspectives
· Demonstrate knowledge of cultural perspectives influencing relationships among families,
schools, and communities as related to instruction.
Variations in belief, traditions, and values
· Demonstrate knowledge of variations in belief, traditions, and values across and within cultures




and their effects on relationships among individuals with exceptional learning needs, family, and
schooling.
Coordinate activities
· Demonstrate knowledge of how to coordinate activities of related services personnel to
maximize direct instruction time for individuals with severe disabilities.
Theories of behavior problems
· Demonstrate knowledge of theories of behavior problems in individuals with severe disabilities,
including self-stimulation and self-abuse.
Impact of multiple disabilities on behavior
· Demonstrate knowledge of the impact of multiple disabilities on behavior.
Integration of fuctional and social training
· Demonstrate knowledge of how to integrate functional and social skills training into the
curriculum.
Grading Scale
A
AB+
B
95-100
90-94
87-89
83-86
BC+
C
C-
80-82
77-79
73-76
70-72
D+
D
DE
67-69
63-66
60-62
59 and lower
Guiding Framework
As a department, we embrace the Interstate Teacher Assessment and Support Consortium (InTASC)
Standards as our guiding framework for preparing teacher candidates.
Methodologies/Teaching Strategies
The course content will be learned primarily through the following strategies: demonstration, multi-media
lecture, large/small group discussion, cooperative learning groups, role play, library/Internet access,
viewing videos, and working with families raising children with disabilities.
The Interstate New Teacher Assessment and Support Consortium (INTASC)
Standards
The InTASC standards are grouped into four general categories: (1) The Learner and Learning, (2)
Content, (3) Instructional Practice, and (4) Professional Responsibility.
Course Content
This course is designed to meet the requirements needed for a state of Utah teaching license in Special
Education - Severe Disabilities and also meets the standards of the Council for Exceptional Children.
InTASC standards are also met in this course.
Course Objectives
This course is designed to meet the requirements needed for a state of Utah teaching license in Special
Education – Severe Disabilities and also meets the standards of the Council for Exceptional Children.
InTASC standards are also met in this course as listed below.
Written Work
Written reports are expected to be professional: proof-read your report at least once prior to submitting
it. Reports should be free of spelling, grammatical, and typographical errors. Type-written reports should
be written in American Psychological Association 6 th Edition style. Handwritten reports should be legible
(D’Nealian or Zaner-Bloser style).
Personal Responsiblity
Teacher Candidates are expected to check the online course information or course syllabus for
clarification needed regarding assignments prior to contacting the professor.
Assignments
All assignments are due at the beginning of class on the day assigned. Late assignments will be
accepted, but will lose 10% of the total points per day late. It is expected that all written work reflect the
efforts of the individual student (except for cooperative learning group projects).
Professionalism
You are expected to work with your classmates, professor, teaching assistant, and families of children
with disabilities in a professional manner. Strict confidentiality is required while working with families. If
conflicts arise while working with the family for the family support project, you are expected to handle
them with a mature and professional attitude, and to report these conflicts to me. You will be expected to
be responsive to feedback by implementing my suggestions.
Contacting Your Professor
If you would like to speak with me regarding the class, assignments, or other related information, please
do so at the end of the class period rather than before class. Also, if you email me, please put "CPSE
443" followed by the topic of your email in the subject line of the email so I can retrieve it easily.
Point Breakdown
Assignments
Points
Visual Support Materials
75
Classroom Management/Disclosure
Document
70
IRIS Module
20
Autism Internet Modules
32
Family Support Project
100
Quizzes
70
Professionalism
20
Final Exam Question Development
15
Final Exam
100
Course /Instructor Evaluation
Total Points
5
507
Course Schedule
Date
Topics
Th - Jan 5
Unit 1 - Establishing Supportive
School Environments
LRBI - Universal Interventions for PBS
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
T - Jan 10
Assignments
Rules/Expectations
Classroom Routines
LRBI – Universal Interventions for PBS
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

Read course syllabus.
Read LRBI Manual
http://www.schools.utah.gov/sars/manuals
glines/pdfs/08lrbi.pdf

Submit Visual Support Materials:
Classroom Rules Chart
Disclosure Document
Th - Jan 12
LRBI – Universal Interventions for PBS

Precision Requests
T - Jan 17

Complete IRIS Module – Behavior –
Who’s in Charge? And write answers to
the questions under “Assessment”

Complete Autism Internet Modules –
• Recognizing Autism - Overview of Social
Skills Functioning and Programming (1.5
hours)
• Autism at Home - Antecedent-Based
Interventions (ABI) (2 hours)

Complete Autism Module – Autism in the
Classroom – Visual Supports (1 hour)
(Assessment not required)
Submit Autism Internet Modules
(Overview of Social Skills Functioning &
Programming and Antecedent-Based
Interventions) Pre/Post Assessments
Submit IRIS Module Answers
No class - Complete IRIS module
Th - Jan 19
No class - Complete Autism Internet
Modules
T - Jan 24
LRBI – Universal Interventions for PBS
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
Structured Daily Schedule

Th - Jan 26 LRBI – Targeted Interventions for AtRisk Behaviors

Token Economy

T - Jan 31
Unit 2 – Social Skills Development
Tenets of Social Skills Programming
Essence of Social Interaction Skills


Submit Classroom
Management/Disclosure Document
Submit 1 question/answer from Unit 1 for
the final exam
Read Bellini Chaps. 1-2
Th - Feb 2
Common Social Skill Difficulties
Five-Step Model for Social Skills
Programming

Read Bellini Chaps. 3-4
T - Feb 7
Assessing Social Functioning
Skill Acquisition and Performance
Deficits

Read Bellini Chaps. 5-6
Th - Feb 9
Assessing Family Perceptions


Read FAD Interviewer’s Guide
Complete Autism Internet Module –
Autism at Home – Parent-Implemented
Intervention (Assessment not required)

Visit #1 family raising child with disabilities
and challenging behaviors.


Submit Family Questionnaires
Read Bellini Chaps. 7-8

T - Feb 14
Family Adaptation Project
Assessing Family Perceptions
Family HOPE Project
Th - Feb 16
-
Assessing Family Perceptions
Th - Feb 23 Selecting Intervention Strategies
Strategies that Promote Skill Acquisition
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
T - Feb 28

Complete Autism Internet Module Autism in the Classroom – Social Skills
Groups (Assessment not required)

Submit Visual Support Materials: Social
Story & Power Card Strategy

Read Bellini Chaps. 10-12



Submit 1 question from Unit 2 for the final
exam
Read Family HOPE Parent Handbook
View Family HOPE video 1
( http://education.byu.edu/familyhope )

View Family HOPE videos 2-3

View Family HOPE videos 4-5

View Family HOPE video 6.
Peer-Mediated Interventions
Disability Awareness
Implementing Intervention Strategies

Evaluating and Monitoring
Progress
Th - Mar 15 LRBI – Intensive, Individual
Interventions for High risk Behaviors
T - Mar 20
Read Bellini Chap. 9
Behavior Contracts
Strategies that Enhance Performance

T - Mar 13

-
Strategies that Enhance Performance

Th - Mar 8
Video Modeling
Strategies that Enhance Performance

T - Mar 6
Complete Autism Internet Module Autism in the Classroom – Social
Narratives (Assessment not required)
Strategies that Promote Skill Acquisition

Th - Mar 1

Social Stories
Power Card Strategy
Unit 3- PBS with Families

Considerations When Working
with Families
-
Family Systems Approach
Unique Strengths/Challenges
Th - Mar 22 Positive Behavior Support (PBS) with
Families

T - Mar 27
Effective Communication Skills
Positive Behavior Support (PBS) with
Families

Multicultural Issues
Th - Mar 29 Positive Behavior Support (PBS) with
Families

Teaching Families to use PBS
Principles
T - Apr 3
Positive Behavior Support (PBS) with
Families

Th - Apr 5
View Family HOPE video 7.

Visit # 2 family raising child with
disabilities and challenging behaviors.
Submit 1 question from Unit 3 for the final
exam
Positive Behavior Support (PBS) with
Families

T - Apr 10

Teaching Families to use PBS
Principles
Teaching Families to use PBS
Principles
-
Positive Behavior Support (PBS) with
Families


Review
Th - Apr 12 Exam Preparation Day
T - Apr 17
No class

7:00 am - 10:00 am
Submit Family Support Project
Devotionals and Forums
Date
Speaker
Type
T - Jan 10
President and Sister
Samuelson
Devotional
T - Jan 17
Sister Julie B. Beck
Devotional
Mark DeMoss
Forum
Author; Founder and
President of the DeMoss
Group
Michael Dunn
Devotional
Nutrition, Dietetics, and
Food Science
T - Feb 7
Tom Fletcher
Devotional
Chemical Engineering
T - Feb 14
Elder Patrick Kearon
Devotional
First Quorum of the Seventy
Dr. Benjamin Carson, Sr.
Forum
John Hopkins School of
Medicine
Dallan Moody
Devotional
Athletics
Elder Stanley G. Ellis
Devotional
Second Quorum of the
Seventy
Amy Jensen
Devotional
Theater and Media Arts
J.W. "Bill" Marriott, Jr
Forum
Chairman and Chief
Executive Officer, Marriott
International, Inc.
T - Jan 24
T - Jan 31
T - Feb 28
T - Mar 6
T - Mar 13
T - Mar 20
T - Apr 3
Librarian Information
Name: Rachel Wadham
Office: 1223 HBLL
Phone Number: 422-6780
Email: rachel_wadham@byu.edu
Department
BYU Honor Code
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their
academic work. Academic honesty means, most fundamentally, that any work you present as your own
must in fact be your own work and not that of another. Violations of this principle may result in a failing
grade in the course and additional disciplinary action by the university. Students are also expected to
adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others
and ensures an effective learning and working environment. It is the university's expectation, and my own
expectation in class, that each student will abide by all Honor Code standards. Please call the Honor
Code Office at 422-2847 if you have questions about those standards.
Preventing Sexual Discrimination and Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an
educational program or activity that receives federal funds. The act is intended to eliminate sex
discrimination in education. Title IX covers discrimination in programs, admissions, activities, and studentto-student sexual harassment. BYU's policy against sexual harassment extends not only to employees of
the university, but to students as well. If you encounter unlawful sexual harassment or gender-based
discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 3675689 (24-hours); or contact the Honor Code Office at 422-2847.
Students with Disabilities
Brigham Young University is committed to providing a working and learning atmosphere that reasonably
accommodates qualified persons with disabilities. If you have any disability which may impair your ability
to complete this course successfully, please contact the Services for Students with Disabilities Office
(422-2767). Reasonable academic accommodations are reviewed for all students who have qualified,
documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If
you need assistance or if you feel you have been unlawfully discriminated against on the basis of
disability, you may seek resolution through established grievance policy and procedures by contacting the
Equal Employment Office at 422-5895, D-285 ASB.
Academic Honesty Policy
The first injunction of the BYU Honor Code is the call to be honest. Students come to the university not
only to improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but
also to build character. President David O. McKay taught that 'character is the highest aim of education'
(The Aims of a BYU Education, p. 6). It is the purpose of the BYU Academic Honesty Policy to assist in
fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should
complete their own work and be evaluated based upon that work. They should avoid academic
dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or
falsification, cheating, and other academic misconduct.
Plagiarism Policy
Writing submitted for credit at BYU must consist of the student's own ideas presented in sentences and
paragraphs of his or her own construction. The work of other writers or speakers may be included when
appropriate (as in a research paper or book review), but such material must support the student's own
work (not substitute for it) and must be clearly identified by appropriate introduction and punctuation and
by footnoting or other standard referencing.
Respectful Environment Policy
"Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst insulting in
their comments to and about others... We hear derogatory and sometimes even defamatory comments
about those with different political, athletic, or ethnic views or experiences. Such behavior is completely
out of place at BYU, and I enlist the aid of all to monitor carefully and, if necessary, correct any such that
might occur here, however inadvertent or unintentional."
"I worry particularly about demeaning comments made about the career or major choices of women or
men either directly or about members of the BYU community generally. We must remember that personal
agency is a fundamental principle and that none of us has the right or option to criticize the lawful choices
of another." President Cecil O. Samuelson, Annual University Conference, August 24, 2010
"Occasionally, we ... hear reports that our female faculty feel disrespected, especially by students, for
choosing to work at BYU, even though each one has been approved by the BYU Board of Trustees.
Brothers and sisters, these things ought not to be. Not here. Not at a university that shares a constitution
with the School of the Prophets." Vice President John S. Tanner, Annual University Conference, August
24, 2010
Devotional and Forum Attendance Policy
Brigham Young University's devotional and forum assemblies are an important part of your BYU
experience. As Elder Dallin H. Oaks stated, 'You neglect your education and fail to use a unique resource
of this university if you miss a single one' (from the address 'Challenges for the Year Ahead', 6
September, 1973). Your attendance at each forum and devotional is strongly encouraged.
BYU Final Exam Policy
Final examinations will be given at the times shown in the schedule below
(http://saas.byu.edu/classschedule/finals/winter.php ). Examinations are not given early. The examination
period is preceded by exam preparation days, which give time for conscientious review, study, and
synthesis of the semester's work. The preparation and the examination periods are firmly scheduled parts
of the semester; you must not make plans that interfere with these important academic activities. If illness
or other uncontrollable circumstances prevent you from taking an examination at the scheduled time,
you are responsible to inform the class instructor as soon as possible. Your instructor may give the
grade Incomplete, depending on the circumstances. The incomplete cannot be given unless you and your
instructor together prepare a contractual agreement.