Course Prefix/Number: EEX 6691
Course Title: Positive Behavior Support
Course Credit Hours:
3 sh
Instructor Name and Contact Information: Dr. Bob Markowitz, Associate Professor, Division
of Teacher Education, Bldg. 85, Room 119; Phone: (850) 474-2158; Email:
rmarkowitz@uwf.edu
Prerequisites or Co-Requisites: None
Course Description: The purpose of this course is to provide class participants with the
knowledge and skills necessary to develop, implement, and evaluate the impact of positive
behavior support. Emphasis will be placed on understanding the communicative function of
challenging behaviors, the teaching of new skills that make the challenging behavior
unnecessary for the learner, and the prevention of the reoccurrence of challenging behaviors.
The course will include functional behavior assessment and positive behavior support as
foundations of appropriate behavioral intervention in keeping with the 2004 Reauthorization of
the Individuals with Disabilities Education Act. Course skills will be applied in field experience
activities. Field experience placements will be approved by the instructor as being appropriate
for course activities.
Purpose of Course: The “Empowered Person and Professional taking action” (EPP) is the
theme of the Professional Education Unit conceptual framework. This theme focuses learning
experiences on activities that permit the teacher to examine what he/she does and to take an
active role in the instructional process. The subject matter, class activities, and skill development of this course were selected to assist your personal growth in the following Empowered
Person and Professional Taking Action characteristics: a) critical thinker, b) lifelong learner,
c) counselor/mentor, d) decision maker, e) problem solver, and f) ethical/moral professional.
Goals: The State of Florida has responded to national and state initiatives in education reform
and accountability by creating legislative policies relative to the preparation of teachers.
Florida's Accomplished Practices, Sunshine State Standards, and Curriculum Frameworks
outline the knowledge, skills, dispositions, and knowledge-base that teachers and students
require to be successful in Florida's educational system. Special goals for this course are:
- To prepare students to meet the following Accomplished Practices mandated by the
State of Florida: #1, 2, 4, 5, 7, 8, 10, and 11
- To prepare students to use appropriate Sunshine State Standards in teaching
- To prepare students to meet ESOL Competencies as mandated by the State of Florida:
#2, 3, 5, 13, 14, 19
Student Learning Outcomes: Upon completion of this course, students will be able to:
1.
Articulate the tenets of the theories and research that underpin and support the use of
positive behavior support and applied behavior management
2.
Describe ethical and legal principles that guide behavior interventions
3.
Understanding the environmental determinants of problem behaviors
4.
5.
6.
7.
Describe and demonstrate strategies for measuring behavior change, conducting a
functional behavioral assessment, and developing behavior support strategies
Describe and demonstrate strategies for teaching and encouraging the development of
social, communicative, and alternative skills
Collaborate with others, including family members, to implement behavioral interventions
that support students displaying disruptive behaviors in school and community settings.
Describe environmental, instructional, and behavioral management practices that
support the engagement and learning of the student with autism within classrooms.
Topics Covered:
Behavioral theory / applied behavior analysis / social learning theory
History of behavior intervention and positive behavior support
Examining PBS Framework
Evidence-base of Positive Behavior Support
Procedural safe guards mandated by Section 504 and IDEA
Ethical principles to consider when selecting behavioral interventions
Professional ethics involved in behavior management
Autism symptoms and behavior challenges
Four term contingency and challenging behavior
Functional nature of challenging behavior
Strategies for conducting a functional behavioral assessment
Observing behavior (anecdotal, ABC approaches, counting frequency, duration, occurrence,
latency, etc.)
Recording and reporting observations (using technology to graph and display data)
Analyzing observational data
Collecting and analyzing informal and formal social, communication, and academic data to
inform the functional assessment process
Interview strategies
Developing hypotheses for the function of challenging behavior
Development of individualized behavior support plans
Implementation of positive behavioral supports
Instruction of alternative social, communication, and behavior skills for students with autism
Strategies for supporting peer social interaction and the development of pro-social skills
Communicating with parents and professionals about behavior challenges
Collaborative development of behavior support plans
Supporting families in addressing home and community concerns
Environmental classroom supports and visual strategies
Classroom structure including adult roles, physical arrangement, and instructional materials
Classroom management strategies for support of individual and group appropriate behavior
Required Readings:
Bambara, L., & Kern, L. (2005) Individualized supports for students with problem behaviors.
New York, NY: Guilford Publications.
Brown, K. E., & Mirenda, P. (2006). Contingency mapping: Use of a novel visual support
strategy as an adjunct to functional equivalence training. Journal of Positive Behavior
Interventions, 8, 155-164.
Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., et al. (2002).
Positive behavior support: Evolution of an applied science. Journal of Positive Behavior
Interventions, 4, 4-16, 20.
Delano, M. & Snell, M. E. (2006). the effects of social stories on the social engagement of
children with autism. Journal of Positive Behavior Interventions, 8, 29-42.
Dunlap, G., & Fox, L. (1999). A demonstration of behavioral support for young children with
autism. Journal of Positive Behavior Interventions, 1, 77-87.
Durand, V. M. & Merges, E. (2001). Functional communication training: A contemporary
behavior analytic intervention for problem behaviors. Focus on Autism and Other
Developmental Disabilities, 16, 110-119.
Heflin, L. J., & Alberto, P. A. (2001). Establishing a behavioral context for learning for students
with autism. Focus on Autism and Other Developmental Disabilities, 16, 93-101.
Horner, R.H., & Carr, E.G. (1997). Behavioral support for students with severe disabilities:
Functional assessment and comprehensive intervention. Journal of Special Education,
31, 84-104.
Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem behavior
interventions for young children with autism: A research synthesis. Journal of Autism
and Developmental Disorders, 32, 423-446.
Jensen, C. J., McConnachie, G., & Pierson, T. (2001). Long term multi-component intervention
to reduce severe problem behavior: A 63-month evaluation. Journal of Positive
Behavior Interventions, 3, 225-236
Johnston, S. S., & O’Neill, R. E. (2001). Searching for effectiveness and efficiency in
conducting functional assessments: A review and proposed process for teachers and
other practitioners. Focus on Autism and Developmental Disabilities, 16, 205-214.
Moes, D. R., & Frea, W. D. (2000). Using family context to inform treatment planning for the
treatment of a child with autism. Journal of Positive Behavior Interventions, 2, 40-46.
Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer mediation and monitoring
strategies to improve initiations and social skills for students with autism. Journal of
Positive Behavior Interventions, 3, 237-250.
Snell, M. E. (2002). Strengthening the focus on problem contexts. Journal of Positive Behavior
Interventions, 4, 21-24.
Recommended Resources/Supplemental Readings:
Bambara, L. M., & Knoster, T. (1998). Designing Positive Behavior Support Plans. Innovations
# 13. Washington, DC: American Association on Mental Retardation.
Bambara, L., Dunlap, G., & Schwartz, I. (Eds.)(2004). Positive Behavior Support: Critical articles
on improving practice for individuals with severe disabilities. Pro-Ed and TASH.
Demchak, M. & Bossert, K.W. (1996). Assessing problem behaviors. Innovations #4.
Washington, DC: American Association on Mental Retardation
Horner, R.H., Dunlap, G., Koegel, R.L., Carr, E.G., Sailor, W., Anderson, J.A., Albin, R.W., &
O’Neill, R.E. (1990). Toward a technology of nonaversive behavioral support. Journal of
the Association for Persons with Severe Handicaps, 15, 125-132.
Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem behavior
interventions for young children with autism: A research synthesis. Journal of Autism
and Developmental Disorders, 32, 423-446.
Janzen, J. E. (2003). Understanding the nature of autism: A guide to the autism spectrum
disorders. San Antonio, Texas: PyschCorp.
Koegel, L. K., Steibel, D., & Koegel, R. L. (1998). Reducing aggression in children with autism
toward infant or toddler siblings. Journal of the Association for Persons with Severe
Handicaps, 23, 111-118.
National Research Council (2001). Educating children with autism. Committee on Educational
Interventions for Children with Autism. Division of Behavioral and Social Sciences and
Education. Washington, DC: National Academy Press.
Grading / Evaluation:
Application Activity
Synthesis Test
Field Experience Portfolio
50 pts.
50 pts.
100 pts.
[Note to instructor—Each instructor may determine and insert the appropriate
strategies/assignments/experiences to assess student achievement in this course.
However, the field experience assignment(s) must be implemented as written herein
in order to ensure that endorsement requirements are met through this course].
It is important to realize that an on-line course requires the same amount of time as a course
taken on campus. It is typically advised that a course should have 45 hours of work for each
credit hour. This means that this coursework should take 13.5 hours of your time each week. Of
course, the actual amount of time will vary depending on your learning style, previous
knowledge, the complexity of the topic, and the site used for field work.
1.
2.
3.
Each class session will include an application activity that must be completed by the
student and submitted to the instructor for grading. Application activities will constitute
25% of the course grade and are worth 50 points (5 points for each).
A synthesis test of application questions will comprise the final exam and assess the
student’s ability to apply the content of the course to case studies and classroom
scenarios. The test will constitute 25% of the course grade (50 points).
Field Experience Portfolio. Students will complete a field experience portfolio that
documents 15 hours of field practicum experience and the ability to apply the following
professional practices: conduct a functional assessment interview; collect observational
data; develop a behavior hypothesis; design a behavior support plan; and design an
instructional plan for alternative skills. The portfolio must include the following:
a.
b.
c.
d.
e.
Activity log
Focus individual description
A walk in his/her shoes essay
Completed functional assessment interview with caregiver or educator
Observation cards or data collection forms that represent observations on 3 separate
occasions
f. Proposed behavior support plan that includes: behavior hypothesis, antecedent
interventions; alternative skills; and responses to problem behavior
g. Proposed instructional plan for teaching alternative skill(s)
The portfolio will constitute 50% (100 points) of the student’s grade.
Scoring Rubric for Application Activities
1 point
2 points
3 points
4 points
5 points
Answer is
incorrect, but the
student has
responded to the
question. Students
seems to be
drawing upon own
perceptions and
experiences and is
not utilizing
content presented
in course to
respond.
Answer is
ambiguous.
Student has not
used course
content to
completely
address question.
Answer is correct,
however there is
missing
information or the
student has not
addressed the
question
completely.
Answer is correct,
however the
response does not
address the
question succinctly
using content from
course readings
and lecture.
Answer is
complete,
succinct, and
accurate. Answer
shows evidence
that student has
integrated content
from course
readings and
lecture.
Scoring for Portfolio
100 points – All elements present, portfolio well organized, no spelling or grammatical errors,
each element reflects good understanding of the activity and thoughtful responses, student
shows mastery of the concepts in application to the field experience.
Point loss
-10 points for each missing element
-5 points for grammatical or spelling errors
-5 points for disorganization
-2 points for each error (e.g., hypothesis not developed on functional assessment; plan
missing components; instructional plan incomplete)
Grading Scale - Grades will be determined based on the following scale:
A = 90% - 100% (180 – 200 points)
B = 80% - 89% (160 – 179 points)
C = 70% - 79% (140 – 159 points)
D = 65% - 69% (130 – 139 points)
F = below 65% (129 or less points)
No grade below “C” will be accepted toward a graduate degree. This includes Cgrades.
Expectations for Academic Conduct/Plagiarism Policy: As members of the University of
West Florida, we commit ourselves to honesty. As we strive for excellence in performance,
integrity—personal and institutional—is our most precious asset. Honesty in our academic work
is vital, and we will not knowingly act in ways which erode that integrity. Accordingly, we pledge
not to cheat, nor to tolerate cheating, nor to plagiarize the work of others. We pledge to share
community resources in ways that are responsible and that comply with established policies of
fairness. Cooperation and competition are means to high achievement and are encouraged.
Indeed, cooperation is expected unless our directive is to individual performance. We will
compete constructively and professionally for the purpose of stimulating high performance
standards. Finally, we accept adherence to this set of expectations for academic conduct as a
condition of membership in the UWF academic community.
The Student Code of Conduct sets forth the rules, regulations and expected behavior of
students enrolled at the University of West Florida. Violations of any rules, regulations, or
behavioral expectations may result in a charge of violating the Student Code of Conduct. It is
the student’s responsibility to read the Student Code of Conduct and conduct himself/herself
accordingly. You may access the current Student Code of Conduct at
http://www.uwf.edu/judicialaffairs.
Assistance: Students with a documented disability who require specific examination or course
related academic accommodations should contact the Student Disability Resource Center
(SDRC) by email at sdrc@uwf.edu or by phone at 850.474.2387.