COLLEGE OF EDUCATION
DEPARTMENTAL COURSE SYLLABUS
Department of Special Education
EED 6215: Advanced Theories and Practices in Behavior Disorders
The following are the required elements of a departmental syllabus in the College of Education.
This syllabus should be representative of EVERY section of the course offered in the
department.
The College of Education CAREs
The College of Education is dedicated to the ideals of Collaboration, Academic Excellence,
Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College
of Education. Competence in these ideals will provide candidates in educator preparation programs
with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For
more information on the Conceptual Framework, visit:
www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html
1. Course Prefix and Number:
2. Course Title:
EED 6215
Advanced Theories and Practices in Behavior Disorders
3. Regular Instructors:
Dr. Michael Churton
Dr. James Paul
Dr. Tanice Knopp
Dr. Phyllis Jones
Dr. Barbara Loeding
Julia White, M.A.
4. Course Prerequisites:
Graduate standing and an introductory course in exceptional child
education
5.
Course Description:
The purpose of this course is to teach educational practitioners the knowledge base for,
and the behavioral and instructional technologies associated with, identifying and
educating students with emotional and behavioral disorders. As this is a graduate level
course, the assumption is made that students have had a basic introduction to this
content.
6. Course Goals:
Upon completion of this course, students will be able to demonstrate a critical understanding of:
A. the history of our society’s approaches to educating students with emotional and
behavioral disorders;
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B. the current professional issues that challenge teachers and professionals who work
with students who have emotional and behavioral disabilities;
C. the prevailing theories employed in explaining emotional and behavioral disorders;
and
D. culturally-sensitive approaches to identifying, classifying, and making
psychologically, socially, pedagogically, and ethically sound decisions in teaching
and working with students with emotional and behavioral disorders.
7. Course Objectives &/or Content Outline:
To complete this course, students must demonstrate knowledge of the following content: A.
The history of our society’s approaches to educating students with emotional and
behavioral disorders
1.
early psychiatric approaches: Child Guidance Movement, residential
treatment, therapeutic camping
2.
early educational approaches: the 600 schools, programs for immigrant
children
3.
early juvenile justice approaches
4.
Re-ED, Cruickshank, the Engineered Classroom, Developmental Therapy
5.
Child Variance Series
6.
the impact of P.L. 94-142 on programs and services (Grosnick)
7.
programmatic progression of efforts to achieve the least restrictive
environment (LRE)
B.
Definitions, diagnosis, characteristics of students with emotional and behavioral
disabilities:
1.
the impact of having an emotional or behavioral disability on a person’s
life
2.
characteristics of children and youth with emotional and behavioral
disorders:
a.
their physical development
b.
physical ability
c.
health impairments
d.
social characteristics
e.
economic (SES) characteristics
e.
learning characteristics
f.
typical, delayed, and disordered communication patterns
3.
psychiatric and legal definitions of emotional and behavioral disabilities
C.
Incidence and prevalence of emotional and behavioral disabilities
1.
factors that impact such data (the technical issues associated with these
estimates)
2.
current research findings
D.
The prevailing philosophies for educating students with emotional and behavioral
disorders including their approach to assessment, diagnosis, intervention, and
their educational implications:
1.
behavioral
2.
psychoneurological
3.
psychodynamic
4.
developmental
5.
social/cultural
6.
ecological
7.
post-modern
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E.
F.
G.
Theories and research dealing with etiology of these disabilities
1.
physiological, genetic
a.
depression
b.
ADHD
c.
schizophrenia/pervasive developmental disorders
d.
the role that drugs and alcohol have on the developing fetus,
young child, and adolescent
2.
psychological factors
a.
effects of dysfunctional behavior on learning and reversed, the
effects learning difficulties have on behavior
b.
impact of abuse and neglect
3.
social, cultural differences that contribute to the identification and
placement of students with emotional and behavioral disorders
a.
the impact of being different
b.
peer influences (delinquency)
c.
media influences (suicide in relation to public media)
Identification and assessment of emotional and behavioral disabilities including
specialized terminology used in the assessment of students with emotional and
behavior disorders and the ethical issues involved in defining and identifying
students with emotional and behavioral disorders
1.
the educational approach to identification
a.
screening and pre-referral
b.
referral including the necessary consents and persons involved
c.
required assessments
d.
criteria for identification
2.
psychiatric approaches to diagnosis
a.
the psychiatric team: psychiatrist, psychologist, social worker
b.
the process and the classification system (DSM IV)
3.
the approach of juvenile justice
4.
assessment strategies and instruments used by most systems
a.
procedures for assessing both appropriate and inappropriate
social behaviors of student with emotional and behavioral
disabilities
1)
observational systems
2)
behavior rating scales
3)
peer ratings/sociometrics
b.
approaches to understanding conflicts and concerns that children
and youth have:
1)
self-concept measures
2)
other self-report measures such as depression,
hopelessness
3)
projectives
4)
clinical interviews
c.
approaches to gathering developmental histories
d.
relevant psychological and educational assessments and
guidelines regarding unbiased assessment
Interventions/efficacy of these interventions (e.g., the research about the relative
strengths and limitations of each of the models/interventions) and strategies for
helping students and their families access the services
1.
the effects of various medications on the educational, cognitive, physical,
social, and emotional behavior of individuals with exceptionalities
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2.
H.
I.
curricula and specialized materials for students with emotional and
behavioral disabilities
a.
social skills programs
b.
anger management programs
c.
peer mediation
d.
group interventions
3.
mental health interventions and professionals involved
a.
therapy
b.
case management and wrap around services
c.
milieu treatment
d.
therapeutic camping
e.
therapeutic foster care/group homes
4.
Programs within the legal system to assist students with emotional and
behavioral disorders
Families and community systems that support and serve students with emotional
and behavioral problems:
1.
dispelling myths about families of students with emotional and behavioral
disabilities
2.
needs of families of children with emotional and behavioral disabilities
3.
strategies for involving families of children with emotional and behavioral
disabilities
4.
respite programs and parent support, family education programs
Professional and Ethical Issues
1.
Role of the teacher and the therapeutic impact of education
a.
How do teachers show they care?
b.
What constitutes an appropriate caring/helping relationship
between a teacher and student?
c.
What is confidentiality and how is it maintained when collaborating
with other professionals?
d.
To whom is the teacher most responsible when conflicts of
interest arise: the student, the student’s family, the school, and
administration?
2.
Preventing burn-out
a.
What leads to burn out ?
b.
How is it prevented?
3.
Professional organizations, unique services and networks available to
children, youth and their families with emotional and behavioral
disabilities
Week
1
2
3
4
5
6
7
8
9
10
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Topic/Activity
History of field
Definitions/characteristics & incidence/prevalence
Behavioral and psychoneurological theories & implications
Psychodynamic and developmental theories & implications
Ecological/social and post modern theories & implications
Etiology – Biophysical
Etiology – Social, cultural, psychological
Identification and diagnosis procedures: Instruments/strategies
Identification and diagnosis process: Persons involved, legal protections
Mid-term
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11
12
13
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15
Interventions: medicine and education (specialized curricula)
Interventions: mental health and juvenile justice interventions
Family involvement & working with systems of care
Ethics of practice/professionalism & preventing burn out
Final exam
8. Evaluation of Student Outcomes:
[Note to instructor – Each instructor will determine and insert the appropriate
strategies to assess student achievement in this course (e.g., see possible examples
below). No Program Key Assessment for this course.] The following assessment
strategies may be used to evaluate student achievement of course goals and objectives:





Evaluation of written assignments related to course readings and class
discussions
Student product evaluation: Functional Behavior Assessment and Behavior
Intervention Plan
Students will be required to assess a student’s social behavior and social
problem solving skills. Based on the assessment, students develop an
intervention plan.
Assessment of student performance: evaluation of participation in debates,
simulation activities and in class discussion.
Examination over course objectives (midterm and final examination)
9. Grading System:
Grades will be determined based on the following scale:
A = 90% - 100%
B = 80% - 89%
C = 70% - 79%
D = 65% - 69%
F = below 65%
Assignment of plus or minus grades may be implemented per university guidelines.
No grade below “C” will be accepted toward a graduate degree. This includes Cgrades.
Grading Criteria:





Quality of journals
Quality of participation in debates, simulation activities, and class discussion
Successful completion of Functional Behavior Assessment and Behavior
Intervention Plan
Midterm examination
Final examination
10. Recommended Texts and/or Readings:
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Bauer, A., & Shea T. (1999). Learners with emotional and behavioral disorders. Columbus, OH:
Merrill.
Coleman, M. C., & Webber, J. (2002). Emotional and behavioral Disorders: Theory and practice
(4th ed.). Boston: Allyn & Bacon.
Cullinan, D. (2002). Students with emotional and behavior disorders: An introduction for
teachers and other helping professionals. Upper Saddle River, NJ: Prentice Hall.
Erickson, M. T. (1998). Behavior disorders of children and adolescents: Assessment, etiology,
and intervention (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
Kauffman, J. (2005). Cases in emotional and behavioral disorders of children and youth.
Columbus, OH: Merrill.
Kauffman, J. (2005). Characteristics of emotional and behavioral disorders of children and youth
(8th ed.). Columbus, OH: Merrill.
Long, N. J., & Morse, W. C. (1996). Conflict in the classroom: The education of at-risk and
troubled students (5th ed.). Austin, TX: Pro-Ed.
Paul, J. L., & Epanchin, B. C. (1991). Educating emotionally disturbed children and youth:
Theories and practices for teachers (2nd ed.). NY: Macmillan.
Rosenberg, M., Wilson, R., Maheady, L., & Sindelar, P. (1997). Educating students with
behavior disorders (2nd ed.). Boston: Allyn and Bacon.
Wicks-Nelson, R., & Israel, A. C. (2003). Behavior disorders of childhood (5th ed.). Upper Saddle
River, NJ: Prentice Hall.
Additional Selected Readings:
CEC's Mini-Library on Working with Behavioral Disorders: Teaching students with behavioral
disorders: Basic questions and answers; Preparing to integrate students with behavioral
disorders; Social skills for students with autism; Special education in juvenile corrections;
Moving on: Transitions for youth with behavioral disorders.
Bower, E. M. (1982). Defining emotional disturbance: Public policy and research. Psychology in
the Schools, 19, 55-60.
Center, D. B. (1990). Social maladjustment: An interpretation. Behavioral Disorders, 15, 141148.
Cullinan, D, Evans, C., Epstein, M. H., & Ryser, G. (2003). Characteristics of emotional
disturbance of elementary school students. Behavioral Disorders, 28(2), 94-110.
Guetzloe, E. C. (1989). Youth suicide: What the educator should know. Reston, VA: Council for
Exceptional Children.
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Hobbs, N. (1966). Helping the disturbed child: Psychological and ecological strategies.
American Psychologist, 21, 1105-1115.
Johnson, J. H. (1969). Special education and the inner city: A challenge for the future or another
means of cooling the mark out? Journal of Special Education, 3, 241-251.
Kauffman, J.M. (1984). Saving children in the age of big brother: Moral and ethical issues in the
identification of deviance. Behavioral Disorders, 10, 60-70.
Knitzer, J., Steinberg, A., & Fleisch, B. (1990). At the schoolhouse door: An examination of
programs and policies for children with behavioral and emotional problems. NY: Bank
Street, College of Education.
Nieto, S. (1992). Affirming diversity: The sociopolitical contest of multicultural education. New
York: Longman.
Rhodes, W. C. (1992). Navigating the paradigm change. Journal of Emotional and Behavioral
Problems, 1(2), 28-34.
Rhodes, W. C. (1967). The disturbing child: A problem of ecological management. Exceptional
Children, 33, 449-455.
Sugai, G, Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, et al. (2000). Applying
positive behavior support and functional behavioral assessment in schools. Journal of
Positive Behavior Interventions, 2, 131-143.
Wood, M. M. & Long, N. J. (1991). Life space intervention: Talking with children and youth in
crisis. Austin, TX: Pro-Ed.
11. Attendance and Other Class Policies, if applicable:
Students are expected to attend all scheduled classes (no cut policy).
Expectations for Course Participation: Your involvement in the class sessions will add to
your learning and the learning of those around you. Each student is expected to attend class
sessions, complete in-class activities/assignments according to the evaluation criteria, and
participate in class discussions and activities in a professional courteous manner.
12. ADA Statement:
Students with disabilities are responsible for registering with the Office of Student
Disabilities Services in order to receive special accommodations and services. Please notify
the instructor during the first week of classes if a reasonable accommodation for a disability
is needed for this course. A letter from the USF Disability Services Office must accompany
this request.
13. USF Policy on Religious Observances:
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Students who anticipate the necessity of being absent from class due to the observation of a
major religious observance must provide notice of the date(s) to the instructor, in writing, by
the second class meeting.
14. Web Portal Information:
Why are the NetID and USF mail account important to students? Every newly enrolled USF
student receives an official USF e-mail account that ends with “mail.acomp.usf.edu.” Every
official USF correspondence to students will be sent to that account. Students should go to
the Academic Computing website (http://www.acomp.usf.edu) and select the link “Activating
a Student E-mail Account” for detailed information. Information about the USF Web Portal
can be found at: http://www.acomp.usf.edu/portal.html
15. Academic Dishonesty:
Academic dishonesty (i.e., cheating) is defined as any behavior that results in the
misrepresentation of your skills, knowledge, or work as they relate to the course. This
includes using other student's ideas and/or help when completing an individual assignment,
as well as plagiarism.
Plagiarism is defined as “literary theft” and consists of the unattributed quotation of the exact
words of a published text, or the unattributed borrowing of original ideas by paraphrase from
a published text. On written papers for which the student employs information gathered from
books, articles, web sites, or oral sources, each direct quotation, as well as ideas and facts
that are not generally known to the public at large, or the form, structure, or style of a
secondary source must be attributed to its author by means of the appropriate citation
procedure. Only widely known facts and first-hand thoughts and observations original to the
student do not require citations. Citations may be made in footnotes or within the body of the
text. Plagiarism also consists of passing off as one’s own segments or the total of another
person’s work.
Punishments for academic dishonesty will depend on the seriousness of the offense and
may include assignment of an “F” or a numerical value of zero on the subject paper, lab
report, etc., an “F” or an “FF” grade (the latter indicating academic dishonesty) in the course,
suspension, or expulsion from the University. A student who receives an “FF” grade may not
use the university’s Grade Forgiveness Policy if the course is subsequently repeated. An
“FF” grade assigned to indicate academic dishonesty is reflected only on internal records
and prevents the student from repeating the course using the Grade Forgiveness Policy. If a
student who has been accused of academic dishonesty drops the course, the student’s
registration in the course will be reinstated until the issue is resolved. Notice that a student
has been dismissed for reasons of academic dishonesty may be reflected on the student’s
transcript with the formal notation: Dismissed for Academic Dishonesty.
Detection of Plagiarism: The University of South Florida has an account with an
automated plagiarism detection service, which allows instructors to submit student
assignments to be checked for plagiarism. As the instructor of this course, I reserve the right
to (1) request that assignments be submitted to me as electronic files and (2) electronically
submit assignments to SafeAssignment.com, or (3) ask students to submit their
assignments to SafeAssignment.com through myUSF. Assignments are compared
automatically with a database of journal articles, web articles, and previously submitted
papers. Through this service, the instructor receives a report showing exactly how a
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student's paper was plagiarized. For more information about SafeAssignment and
plagiarism, go to http://www.c21te.usf.edu and click on Plagiarism Resources. For
information about plagiarism in the USF undergraduate catalogue, go to:
http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism.
16. Academic Disruption:
Disruption of academic process is defined as the act or words of a student in a classroom or
teaching environment which in the reasonable estimation of a faculty member: (a) directs
attention from the academic matters at hand, such as noisy distractions; persistent,
disrespectful or abusive interruptions of lecture, exam or academic discussions, or (b)
presents a danger to the health, safety or well being of the faculty member or students.
Punishments for disruption of academic process will depend on the seriousness of the
disruption and will range from a private verbal reprimand to dismissal from class with a final
grade of “W,” if the student is passing the course, shown on the student record. If the
student is not passing, a grade of “F” will be shown on the student record. Particularly
serious instances of disruption or the academic process may result in suspension or
permanent expulsion from the University.
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DEPARTMENTAL COURSE SYLLABUS
Attachment I
MATRIX
Course Objectives and Topics
Evidence of
Achievement
1. The history of our society’s approaches to
educating students with emotional and behavioral
disorders
1.1. early psychiatric approaches: Child Guidance
Movement, residential treatment, therapeutic camping
1.2.
Early educational approaches: the 600
schools, programs for immigrant children
1.3.
early juvenile justice approaches
1.4.
Re-ED, Cruickshank, the Engineered
Classroom, Developmental Therapy
1.5.
Child Variance Series
1.6.the impact of P.L. 94-142 on programs and
services (Grosnick)
1.7. Programmatic progression of efforts to achieve
the least restrictive environment (LRE)
2. Definitions, diagnosis, characteristics of students
with emotional and behavioral disabilities/youth
who are deviant:
2.1.The impact of having an emotional or behavioral
disability on a person’s life
2.2.Characteristics of children and youth with
emotional and behavioral disorders:
2.2.1. their physical development
2.2.2. physical ability
2.2.3. health impairments
2.2.4. social characteristics
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





Performance on
mid-term & final
Integration of this
content in
discussions and
papers that deal
with LRE and
provision of
services
Mid-term & final
Analysis of a case
study
Reflections about
class discussions
FBA/BIP
Competencies and Guidelines
National Board of Professional Teaching
Standards – Exceptional Needs [NBPTS] and
USF College of Education Conceptual
Framework [COE]
COE – 2
NBPTS – II
COE – 2, 6
NBPTS – I , IV
2.2.5. cultural and linguistic backgrounds
2.2.6. learning characteristics
2.2.7. typical, delayed, and disordered communication
patterns
2.3.
Psychiatric and legal definitions of emotional
and behavioral disabilities
2.4.
Concepts of deviance
3. Incidence and prevalence of emotional and
behavioral disabilities
3.1.factors that impact such data (the technical issues
associated with these estimates)
3.2.current research findings
4. The prevailing philosophies for educating students
with emotional and behavioral disorders including their
approach to assessment, diagnosis, intervention, and
their educational implications:
4.1.behavioral
4.2.psychoneurological
4.3.psychodynamic
4.4.developmental
4.5.social/cultural
4.6.ecological
4.7.post-modern
5.Theories and research dealing with etiology of these
disabilities and their educational implications:
5.1.physiological, genetic
5.1.1. depression
5.1.2. ADHD
5.1.3. schizophrenia/pervasive developmental
disorders
5.1.4.the role that drugs and alcohol have on the
developing fetus, young child and adolescent
5.2.psychological factors
5.2.1.effects of dysfunctional behavior on learning
5.2.2.impact of abuse and neglect
5.3.social, cultural differences that contribute to the
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
Mid-term
COE – 2, 3
NBPTS - II, V



Mid-term
Research paper
Reflections about
class
Participation in a
class debate
FBA/BIP
COE – 2,6
NBPTS – II, V
Mid-term
Analysis of case
material
Class discussion
FBA/BIP
COE – 1,5,8, 11
NBPTS – II, IV, V, VIII






identification and placement of students with emotional
and behavioral disorders
5.3.1.the impact of being different
5.3.2.peer influences (delinquency)
5.3.3.media influences (suicide in relation to public
media)
6.Identification and assessment of emotional and
behavioral disabilities including specialized terminology
used in the assessment of students with emotional and
behavior disorders and the ethical issues involved in
defining and identifying students with emotional and
behavioral disorders
6.1.The educational approach to identification
6.1.1.screening and pre-referral
6.1.2.referral including the necessary consents and
persons involved
6.1.3.required assessments for identification
6.1.4.identification criteria
6.2.psychiatric approaches to diagnosis
6.2.1.the psychiatric team: psychiatrist, psychologist,
social worker
6.2.2.the process and the classification system (DSM
IV)
6.3.the approach of juvenile justice
6.4.strategies/assessment instruments – their
strengths and weaknesses
6.4.1.procedures for assessing both appropriate and
inappropriate social behaviors of student with
emotional and behavioral disabilities
a. observational systems
b. behavior rating scales
c. peer ratings/sociometrics
6.4.2.approaches to understanding conflicts and
concerns that children and youth have:
a. self-concept measures
b. other self-report measures such as depression,
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



Analysis of case
material
Mid-term
Class project
assessing a
student’s social
problem solving
skills and social
behavior.
FBA/BIP
COE – 2, 6
NBPTS – II, IX
hopelessness
c. projectives
d. clinical interviews
6.4.3.approaches to gathering developmental histories
6.4.4.relevant psychological and educational
assessments and guidelines regarding unbiased
assessment
7.Interventions/efficacy of these interventions (e.g.,
review of research on the relative strengths and
limitations of each of the models/interventions) and
strategies for helping integrate students into services
and assisting families in their efforts to access
services:
7.1.the effects of various medications on educational,
cognitive, physical, social, and emotional behavior
7.2.culturally sensitive curricula and specialized
materials for students with emotional and behavioral
disabilities
7.2.1.social skills programs
7.2.2.anger management programs
7.2.3.peer mediation
7.2.4.group interventions
7.3.mental health interventions and professionals
involved
7.3.1.therapy
7.3.2.case management and wrap around services
7.3.3.milieu treatment
7.3.4.therapeutic camping
7.3.5.therapeutic foster care/group homes
7.4.Programs within the legal system to assist students
with emotional and behavioral disorders
7.5. Assistance from social welfare systems
8.Families and community systems that support and
serve students with emotional and behavioral
problems:
8.1.dispelling myths about families of students with
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







Research paper
Final exam
Reflections about
the readings and
class discussions
Participation in class
discussions and
group activities
FBA/BIP
COE – 2, 5, 6
NBPTS – II, V, VII, X, XI, XII
Final exam
Class discussions
Reflections about
the readings and
COE – 2, 5
NBPTS - XII
emotional and behavioral disabilities
8.2.needs of families of children with emotional and
behavioral disabilities
8.3.strategies for involving families of children with
emotional and behavioral disabilities
8.4. respite programs and parent support, family
education programs
This needs something about cultural/ethnic
diversity of families
8.Families and community systems that support and
serve students with emotional and behavioral
problems:
8.1.dispelling myths about families of students with
emotional and behavioral disabilities
8.2.needs of families of children with emotional and
behavioral disabilities
8.3.strategies for involving families of children with
emotional and behavioral disabilities
8.4. respite programs and parent support, family
education programs
This needs something about cultural/ethnic
diversity of families
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class discussion



Final exam
Class discussions
Reflections about
the readings and
class discussion
COE – 2, 5
NBPTS - XII