Graduate Course Proposal Form Submission Detail - EEX6619
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- Department and Contact Information
Tracking Number Date & Time Submitted 1659 2007-03-28 Department College Budget Account Number Special Education ED 172800 Contact Person Phone Cari Barber 9745783 Barber@tempest.coedu.usf.edu
- Course Information
Prefix Number Full Title EEX 6619 Positive Behavior Support Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 O - Other R - Regular Abbreviated Title (30 characters maximum) Positive Behavior Support Course Online? Percentage Online -
Knowledge and skills to develop,implement,and evaluate the impact of positive behavior support. Understanding the communicative function of challenging behaviors, the teaching of new skills and the prevention of the reoccurrence of challenging behaviors.
A. Please briefly explain why it is necessary and/or desirable to add this course.
It offers USF students access to course content that meets the criteria for endorsements in Autism and severe disabilities in accordance with the requirements of NCLB highly qualified status. The course also contributes to the breadth of teaching and lea
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
The course supports the autism and severe and profound endorsements and also as an electives in the MA program. Future plans to develop Masters in Special education with concentrations in Autism and Low incidence disabilities. Master in Special Education.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
The course will be offered as a selected topic in the Summer 2007, 1 time.
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
PhD in Special Education
Experience with Positive Behavior Support
- Other Course Information
1.1 Behavioral theory / applied behavior analysis / social learning theory
1.2 History of behavior intervention and positive behavior support
1.3 Examining PBS Framework
1.4 Evidence-base of Positive Behavior Support
2.1 Procedural safe guards mandated by Section 504 and IDEA
2.2 Ethical principles to consider when selecting behavioral interventions
2.3 Professional ethics involved in behavior management
3.1 Autism symptoms and behavior challenges
3.2 Four term contingency and challenging behavior
3.3 Functional nature of challenging behavior
4.1 Strategies for conducting a functional behavioral assessment
4.2 Observing behavior (anecdotal, ABC approaches, counting frequency, duration, occurrence, latency, etc.)
4.3 Recording and reporting observations (using technology to graph and display data)
4.4 Analyzing observational data
4.5 Collecting and analyzing informal and formal social, communication, and academic data to inform the functional assessment process
4.6 Interview strategies
4.7 Developing hypotheses for the function of challenging behavior
4.8 Development of individualized behavior support plans
5.1 Implementation of positive behavioral supports
5.2 Instruction of alternative social, communication, and behavior skills for students with autism
5.3 Strategies for supporting peer social interaction and the development of pro-social skills
6.1 Communicating with parents and professionals about behavior challenges
6.2 Collaborative development of behavior support plans
6.3 Supporting families in addressing home and community concerns
7.1 Environmental classroom supports and visual strategies
7.2 Classroom structure including adult roles, physical arrangement, and instructional materials
7.3 Classroom management strategies for support of individual and group appropriate behavior
B. Learning Outcomes
1.0 Articulate the tenets of the theories and research that underpin and support the use of positive behavior support and applied behavior management
2.0 Describe ethical and legal principles that guide behavior interventions
3.0 Understanding the environmental determinants of problem behaviors
4.0 Describe and demonstrate strategies for measuring behavior change, conducting a functional behavioral assessment, and developing behavior support strategies
5.0 Describe and demonstrate strategies for teaching and encouraging the development of social, communicative, and alternative skills
6.0 Collaborate with others, including family members, to implement behavioral interventions that support students displaying disruptive behaviors in school and community settings.
7.0 Describe environmental, instructional, and behavioral management practices that support the engagement and learning of the student with autism within classrooms
C. Major Topics
1. Behavioral Interventions and Positive Behavior Support: History, Science, and Values.
2. Understanding the Problem Behavior of Students with Autism and other significant disabilities.
3. Initiating the Behavior Support Process: Collaborative Teaming and Functional Assessment.
4. Functional Assessment: A portfolio process to generate hypotheses about the purpose of problem behavior.
5. Antecedent Interventions and Responding to Problem Behavior.
6. Instruction of Alternative Skills.
7. Plan, Development, Implementation, and Outcome Measurement.
8. Long Term Supports and the Behavioral Development of Students with Autism and other significant disabilities.
9. Collaboration with Families.
10. Creating a Classroom Environment to Support Appropriate Behavior and Social Development.
Bambara, L., & Kern, L. (2005) Individualized supports for students with problem behaviors. New York, NY: Guilford Publications.
Many Required Journal Reading.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. Attendance Policy
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information