Fall 2012 Proactive Approaches to Behavior Management in Special Education SPED 521 – 01 Tuesdays 4:25-7:00 pm Course Instructor: Candace Mulcahy, Ph.D. Office: AB-235 Phone: (607) 777-4169 Email: cmulcahy@binghamton.edu Office Hours: 1:30-3:30 pm Tuesdays and by appt Course Overview: This course provides students with examples of how behavior is managed in classrooms. Emphasized in the main portion of the course are the principles that underlie learned behavior and how they are applied in various settings to modify or change behavior. Required Texts/Materials 1) Maag, J.W. (2004). Behavior management: From theoretical implications to practical applications. (2nd ed.) Belmont, CA: Wadsworth Cengage Learning. 2) Office of Vocation and Educational Services for Individual with Disabilities. (2008). Quality indicator review and resource guides for behavior supports and interventions. Albany, NY: Author. Available in pdf format on Blackboard. 3) Office of Vocation and Educational Services for Individual with Disabilities. (2010). Individualized Education Programs: Developing high quality plans for students in New York State. Albany, NY: Author. Available in pdf format on Blackboard. 4) Additional readings will be available on Blackboard. 5) (Recommended) American Psychological Association (6th ed). (2010). Publication manual of the American Psychological Association. Washington, DC: Author. Course Objectives Upon completion of readings, assignments, and study related to the course topics, the student will: I. Behavioral Model 1. Compare and contrast the assessment and intervention techniques used under the behavioral and other models. 2. Identify the four types of stimulus events that effect development and how they influence behavior. II. Behavioral Assessment 1. Write behavioral objectives which identify: the learner, the target behavior, conditions under which the behavior is to be displayed, and the criteria for acceptable performance. 2. Analyze a sequence of behaviors and identify antecedents and consequences of behaviors. 3. Describe and use time delay and task analytic assessments. III. Collecting and Graphing Data 1. Define, identify and provide an example of each of the following observational methods: (a) permanent product, (b) frequency, (c) rate, (d) duration, (e) latency, and (f) interval. 2. Select an appropriate data collection system given an example of instruction. 3. Identify and describe the following graphing formats: (a) line, (b) cumulative, (c) ratio, (d) bar. 4. Plot a given set of data and label all parts of the graph 5. Identify the trend of a given set of data and state whether an intervention was necessary/ effective. IV. Increasing Behavior 1. Define reinforcer and reinforcement. 2. Define reinforcer assessment and describe implementation. 3. Given a specific behavior, establish an appropriate reinforcement procedure, taking into account all of the following parameters: 1. reinforcement schedule, 2. novelty, 3. immediacy of delivery, 4. amount, 5. type of reinforcer, and 6. pairing reinforcers. 4. Define negative reinforcement and describe how it affects behavior. 5. Distinguish negative reinforcement from punishment. 6. Explain the purpose of three types of contingency packages (i.e., group contingencies, 7. contingency contracting, and token economies), describing the advantages and disadvantages of each. V. Decreasing Behavior ( Extinction, DRL, DRO, DRI/DRA, Response Cost, Time-Out ) 1. Define punishment. 2. Discuss ethical issues in the use of punishment. 3. Define and apply extinction, DRL, DRO, DRI/DRA, response cost, and time out when given a written description of challenging behavior(s) 4. Define "functional assessment" and "functional analysis" 5. Develop a functional assessment based on examples of students with challenging behaviors 6. Develop a positive behavioral support plan VI. Stimulus Control 1. Describe, using a specific example, how to establish an environmental event or stimulus as a discriminative stimulus (SD). 2. Define, identity and/or implement different types of prompting systems 3. Implement a time delay strategy 2 © 2012 Candace Mulcahy All Rights Reserved. 4. Identify and define different types of stimulus/response prompts 5. Describe strategies of shaping and chaining using simulated situations. VII. Generalization and Maintenance. 1. Define and describe implementation of instructional techniques that facilitate generalization and maintenance. VIII. Self-Control 1. Describe the use of self-monitoring, imagery, and verbal self-guidance given a specific situation 2. Describe and give examples of the use of self recording using event recording, time sampling, and permanent product recording. IX. Learning Environments 1. Describe relationship between physical arrangements, structures, rules, and behavior 2. Compare and contrast the differences between structured and unstructured learning environments 3. Discuss the use of psychotropic medications to manage student behavior 4. Describe the relationship between school policy and practice and the occurrence of school violence Course Expectations: ** PLEASE NOTE: All assignments MUST be written according to APA style, as appropriate. 1) Resume & Assignment List All students will develop a professional resume, highlighting experience with children in educational and non-educational settings. The resume should include: name, address, phone number, email address; current education courses with brief description; previous school placements, including type of school, setting, level, dates; volunteer work with children; work experience with children; special skills, talents you bring to the experience; minimum of two (2) goals for the experience. In addition, students will develop a list (with short descriptions) of ALL assignments (i.e., from every class) that require fieldwork hours. Due dates must accompany each assignment on the list. Students will give the resume and assignment list to their cooperating teacher or administrator at your first meeting. At the meeting, make sure to review the assignments and due dates. 2) Homework/Pop Quizzes You will have weekly readings with a set of guiding questions, which may or may not be used as the basis for a pop quiz. At times, the homework may require accessing materials from your school. Plan accordingly. 3 © 2012 Candace Mulcahy All Rights Reserved. 3) Observations Students will conduct a series of observations to practice and refine observation skills. Details on expectations for each observation will be shared in class. Observations will be turned in for a grade on 10/16/12. ** Please note: these observations are meant to prepare you to conduct observations for your FBA/BIP, and are NOT the same observations you will turn in with your Final Project. ** 4) Make and Take During Classes 9, 10, and 11, small groups will present one behavioral intervention strategy for a make-and-take session.. Prior to your presentation date, your assigned group will explore a research-based strategy using your text, current research, and the Behavior QI. During class, you will have 30 minutes to demonstrate your strategy to your classmates. Then you will provide the materials and instructions to your classmates on creating their own. The handout should contain relevant instructions for the strategy, as well as an annotated summary of one current intervention research study that used the strategy. You should bring enough material/handouts for your classmates. 5) Behavior QI Evaluation Using the Behavior QI, you will evaluate the school you are working in. You will choose ONE component of one QI indicator (i.e., schoolwide, classroom, small group, individual) and conduct a critical evaluation of that component, with documentation of the current practice and identified areas of need, evidence-based examples of existing promising practices (with a complete description), and recommendations for improvement (with a complete description and proper APA citation). The QI Evaluation is due on 11/20/12. 6) Final Project The final project is made of five major components and related subcomponents: 1) 2) 3) 4) Philosophy of Behavior Relevant Background Information Operational Definition of Target Behavior Functional Behavioral Assessment (FBA) a) Observations (8-10) b) ABCs of Behavior (5) c) Functions of Behavior d) Contextual variables e) Data Collection Tool(s) f) Graph 5) Behavior Intervention Plan (BIP) a) Behavioral Objective b) Description of Plan (What is your intervention? What procedures will you follow for teaching the replacement behavior and documenting behavior change? Who will be involved?) c) Research Basis for Plan d) Data Collection Tool(s) e) Related intervention materials (e.g., contract, point sheet, self-monitoring checklist, etc.) The final project is due on 12/11/12. 4 © 2012 Candace Mulcahy All Rights Reserved. Grading Scale: 100 points total Resume/Assignment List A AB+ B BC+ C CF 0 Homework/Pop Quiz 20 Observations 10 Make and Take 20 Behavior QI Evaluation 20 Final Project 30 = = = = = = = = = 96% to 100 90% to 95% 88 - 89% 84 - 87% 80 - 83% 78 - 79% 74 - 77% 70 - 73% 0 - 69% Additional Requirements: 1. Successful performance in this course will be dependent on regular class attendance and keeping up with all related reading assignments. Participation in class is essential as the course involves group activities, lectures, video and/or guest lecture presentations, and case studies. 2. Unexcused absence on assessment date(s) will result in a failing grade (F). 3. Assignments must be handed in on due dates (i.e., assignments will not be accepted after due dates). 4. Poor writing and lack of APA use will result in grade penalties. * Note: Grades are based on performance, not effort. Everyone puts forth a great deal of effort during class experiences. Those who do not put forth a great deal of effort typically do not manage to complete the experience. Despite the great efforts that are put forth by all, not all performances are equal. Some students are exceptional in their performance while others are satisfactory. Your grade will be based on your performance, i.e., your performance in the classroom, your performance on written assignments, and your ability to display appropriate professional attributes. 5 © 2012 Candace Mulcahy All Rights Reserved. STUDENTS WITH DISABILITIES Students who have a documented disability and wish to discuss academic accommodations should contact Dr. Mulcahy as soon as possible to explore alternative arrangements in completing assignments or taking exams for this class. Additional assistance also is available through the Office of Services for Students with Disabilities (SSD) at 777-2686. Their office is at UU-119. The SSD office makes formal recommendations regarding necessary and appropriate accommodations based on your specific diagnosed disability. Information about your disability will be treated in a confidential manner. ACADEMIC HONESTY Binghamton University enforces a Code of Academic Honesty. All members of the University community have the responsibility to maintain and foster a condition and an atmosphere of academic integrity. Specifically, this requires that all classroom, laboratory, and written work for which a person claims credit, is in fact that person’s own work. The University Student Handbook publication has detailed information on academic integrity. Students assume responsibility for the content and integrity of the academic work they submit. Students are in violation of academic honesty if they incorporate into their written or oral reports any unacknowledged published or unpublished or oral material from the work of another (plagiarism); or if they use, request, or give unauthorized assistance in any academic work (cheating). (GSE Academic Honesty Policies) Plagiarism and cheating will not be tolerated in this class. Incidents of either will result in a failing grade for the assignment in question. Please see me if you have questions concerning what constitutes cheating or plagiarism. CLASSROOM ENVIRONMENT The faculty and staff in the Graduate School of Education are committed to serving all enrolled students. The intention is to create an intellectually stimulating, safe, respectful and enjoyable class atmosphere. In return, I expect that each of you will honor and respect the opinions and feelings of your fellow students. 6 © 2012 Candace Mulcahy All Rights Reserved. Course Schedule Note: This is a proposed schedule, which is subject to change as some lectures/activities may require more or less class time. Additional course readings may be provided in class or on Bb. Date Topic Homework 1 9/4/12 - Philosophy of children Maag: Chapters 1, 2, 3 - Syllabus Sutherland, et al, 2008 Landrum, et al, 2011 - Observation 1 - What is behavior? - Reflections of ourselves 2 9/11/12 - Observation 2 - Behavior in context - Historical and cultural perspectives of behavior Maag: Chapter 5 NYS IEP Guide - BRING TO CLASS! Merrell & Walker, 2004 ** Bring a watch or timer to the next class 9/18/12 No Class – Rosh Hashanah IRIS ACTIVITIES (Behavior and Classroom Management): MOVIES: Behavior: Duration and Latency Recording; Frequency and Interval Recording; Conduct an ABC Analysis - Observation 3 – duration or latency 9/25/12 No Class – Yom Kippur IRIS MODULE: Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle - Observation 4 – frequency or interval 3 10/2/12 - Behavior and data - Operational definitions - Behavioral Objectives - Observation and Interpretation - Observation 5 Maag: Chapters 4, 9 Partin, et al, 2010 IRIS MODULE: Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions ** Bring a watch or timer to the next class 4 10/9/12 - Increasing behavior - Observation 6 Maag: Chapter 4,10 ** Bring a watch or timer to the next class - Observation 7 7 © 2012 Candace Mulcahy All Rights Reserved. Date 5 10/16/12 Topic - Decreasing behavior - Observation 8 Homework Maag: Chapters 7, 8 NYS IEP Guide Moreno & Bullock, 2011 Bohanon, et al, 2009 IRIS Information Brief: Behavior and Classroom Management: Efficient Functional Behavior Assessment: The Functional Assessment Checklist for Teachers and Staff ** Turn in Observations next class Behavior QI Maag: Chapter 12 Eber, et al, 2002 Horner, et al, 2010 Behavior QI; Maag: Chapter 13 Morrissey, et al, 2010 OBSERVATIONS DUE 6 10/23/12 - Functional Behavioral Assessment - Behavioral Intervention Plan 7 10/30/12 - Positive Behavioral Supports (PBS): System-wide supports - Positive Behavioral Supports (PBS): Classroom Environment 8 11/6/12 - Positive Behavioral Supports (PBS): Small Group and Individual Strategies Maag: Chapter 6, 14 Make and Take next class! 9 11/13/12 - Graphing Data - Generalization - Make and Take Group 1 Maag: Chapter 11 Make and Take next class! QI due next class! 11/20/12 - Behavioral Objectives - Punishment - Make and Take Group 2 NYS IEP Guide Make and Take next class! 10 BEHAVIOR QI DUE 11 11/27/12 - Final Project Peer Review - Make and Take Group 3 IEP Guide Additional readings TBA 12 12/4/12 - CSE Meeting 13 12/11/12 Final project due next class! Oliver & Reschly, 2010 Losen, 2011 Enjoy your break! - Legal and Ethical Considerations FINAL - Final Thoughts PROJECT DUE - SOOT 8 © 2012 Candace Mulcahy All Rights Reserved. Web Resources: Colorado Blueprints for Violence Prevention http://www.colorado.edu/cspv/blueprints/index.html Intervention Central http://www.interventioncentral.org/ IRIS Center http://iris.peabody.vanderbilt.edu/resources.html New York State PBIS Technical Assistance Center http://nyspbis.org/ OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports PBIS.org Scholastic Classroom Setup Tool http://teacher.scholastic.com/tools/class_setup/ 9 © 2012 Candace Mulcahy All Rights Reserved.