EDSE 4750 - Applied Behavior Analysis in Classroom

3 unit(s)

Course provides students with an opportunity to examine the causes of behavior in the home, school, and community settings. Explore the relationship between behavior and environment antecedents and consequences, and examine how environmental variables may be manipulated in order to increase appropriate behavior and decrease inappropriate behavior. Models of behavior change for students; identification and assessment of problem behavior; strategies for managing disruptive behavior; application of applied behavior analysis to changing behavior; legal and ethical issues in behavior change.

Course Learning Outcomes List
Students will be able to:

Demonstrate knowledge and skills related to using and communicating the results of a variety of individualized assessment and evaluation approaches appropriate for students with mild/moderate disabilities;
Make appropriate educational decisions based on a variety of non-standardized behavioral techniques, instruments and processes that are appropriate to the diverse needs of individual students;
Use evidence-based instructional strategies that meet the diverse learning characteristics of students with mild/moderate disabilities across an array of environments and activities;
Utilize standards-based assessment data to collaboratively develop IEP goals, adaptations and instructional plans that are responsive to the unique needs of the student and the requirements of the core curriculum, and are implemented and adjusted systematically to promote maximum learning and academic achievement;
Learn how to create strategies and interventions for students who are not responding to the current instructional environment;
Demonstrate competence in establishing and maintaining an educational environment that is free from coercion and punishment and where interventions are positive, proactive, and respectful of students;
Design and implement positive behavioral support plans and interventions based on functional behavior assessments and participate in manifestation determination hearings;
Participate effectively in school wide behavior support processes;
Understand case management practices and strategies for students with mild/moderate disabilities and for those referred for special education services;
Know the philosophy, history and legal requirements, and ethical practices of special education. This curriculum includes state and federal mandates, legal requirements for assessment, Individualized Family Service Program (IFSP), Individualized Education Program (IEP) development and monitoring, services, and instruction of students with disabilities;
Understand and accept differences in culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals served;
Communicate, collaborate and consult effectively with (1) individuals with disabilities and their parents, and primary caregivers, (2) general/special education teachers, and co-teachers, related service personnel, and administrators, (3) trans-disciplinary teams including but not limited to multi-tiered intervention strategies, Section 504, IEP/IFSP/ITP;
Establish and work in partnerships to design, implement, and evaluate appropriate, integrated services based on individual student needs;
Understand and use multiple sources of information in order to participate in progress monitoring and in decision making regarding eligibility and services;
Demonstrate knowledge of assistive technology including low and high equipment and materials to facilitate communication, curriculum access, and skill development of students with disabilities;
Demonstrate the knowledge and ability to teach students appropriate self-determination and expression skills;
Collaborate with specialists and paraprofessionals;
Implement systems that assess, plan, and provide academic and social skill instruction to support positive behavior in all students, including students who present complex social communication, behavioral and emotional needs;
Understand laws and regulations as they pertain to promoting behavior that is positive and self-regulatory as well as promoting safe schools;
Understand the effects of family involvement on teaching, learning, and academic achievement, including an understanding of cultural differences in home-school relationships;
Describe how decisions and common behaviors of children and adolescents can enhance or compromise their health and safety; and,
Determine, align, and implement instructional strategies and interventions appropriate to the unique needs of students with ASD.

Schedule of Classes | University Bookstore