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Graduate Course Proposal Form Submission Detail - MHS6605

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Current Status: Approved, Permanent Archive - 2011-02-15
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only): N/A
Comments: College approval noted 3/15/10; to GC for review 6/1/10. GC approved 8/18/10. pending course description correction. Corrected. To SCNS 9/8/10. SCNS approved. Effective 10/1/10.


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2298 2010-03-10
     
    Department College Budget Account Number
    Child and Family Studies BC 583000050
     
    Contact Person Phone Email
    Bobbie J. vaughn 813 9746104 vaughn@fmhi.usf.edu

  2. Course Information

    Prefix Number Full Title
    MHS 6605 Addressing Behavior Challenges in Young Children

    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 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
     
    Course Online? Percentage Online
    O - Online (100% online) 0

    Prerequisites

    none

    Corequisites

    none

    Course Description

    Focuses on the application of promotion, prevention, and intervention framework to promote the social development of young children and address behavioral issues through the Pyramid Model within early childhood and intervention programs/systems.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for new program/concentration/certificate

    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?

    Advantages for USF in the development of this Certificate include: (1) there are only a few certificate courses in the United States that focus on PBS; (2) professionals that will acquire competencies and skills based upon an evidence and assessment-based behavior support process across disabilities and lifespan; (3) the distance education certificate will be available to a broader and diverse student body than if offered through traditional in-class delivery; and (4) the program will promote the interdisciplinary training of a variety of professionals with an interest in the application of this approach. The accessibility of the program through a distance education format will be particularly useful to professionals in rural areas who are unable to access a university program. In the state of Florida there are approximately 4,000 schools. Out of the 4000 schools in Florida, only 500 actively implement school wide positive behavior support. Much of the PBS training for those schools came from the state wide Positive Behavior Support Project. One of the courses offered will include Schoolwide PBS. Moreover, we expect the Certificate in PBS to be in high demand due to the requirement by the Individuals with Disabilities Education Act for school personnel to use PBS when addressing the challenging behavior of students with disabilities. Finally, the PBS Certificate addresses the gap between current education/professional development efforts and practice realities for children with challenging behavior and their families and individuals with developmental disabilities.

    grad certificate in Children's Mental Health

    grad cert in Behavioral Health

    Master's in Sp. Ed, socal Work,nursing

    psychiatry

    pediatrics

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    expertise in positive behavior support and consultation


  4. Other Course Information

    A. Objectives

    1. Describe the prevalence and developmental trajectory for young children who have challenging behavior.

    2. Describe the theoretical framework of a tiered promotion, prevention, intervention model and identify the classroom practices associated with the Pyramid Model.

    3. Identify the benefits of developing partnership with families and describe the strategies that can be used to partner with families at each of the levels of the Pyramid Model.

    4. Describe the importance of social-emotional screening and assessment; identify appropriate social emotional screening tools, and the steps necessary to provide effective support to children who have social-emotional delays

    5. Observe a young child with challenging behavior and identify the ecological, classroom, interactional, and environmental factors that are related to the child’s display of behavior problems

    6. Identify the range of strategies and curricula that might be used to promote social competence and identify the instructional practices to be used to promote the acquisition of targeted social emotional skills

    7. Describe the components of program-wide adoption of the Pyramid Model

    8. Use the Teaching Pyramid Observation Tool to assess teacher implementation fidelity of the Pyramid Model

    9. Describe a data-based coaching model that can be used to support teacher implementation of the Pyramid Model practices

    10. Describe a model for data-based decision making that is related to Pyramid Model implementation, the data collection strategies, and the process of data analysis and problem solving.

    11. Identify the elements related to implementation fidelity and sustainability for program-wide Pyramid Model adoption

    B. Learning Outcomes

    . Describe the prevalence and developmental trajectory for young children who have challenging behavior.

    2. Describe the theoretical framework of a tiered promotion, prevention, intervention model and identify the classroom practices associated with the Pyramid Model.

    3. Identify the benefits of developing partnership with families and describe the strategies that can be used to partner with families at each of the levels of the Pyramid Model.

    4. Describe the importance of social-emotional screening and assessment; identify appropriate social emotional screening tools, and the steps necessary to provide effective support to children who have social-emotional delays

    5. Observe a young child with challenging behavior and identify the ecological, classroom, interactional, and environmental factors that are related to the child’s display of behavior problems

    6. Identify the range of strategies and curricula that might be used to promote social competence and identify the instructional practices to be used to promote the acquisition of targeted social emotional skills

    7. Describe the components of program-wide adoption of the Pyramid Model

    8. Use the Teaching Pyramid Observation Tool to assess teacher implementation fidelity of the Pyramid Model

    9. Describe a data-based coaching model that can be used to support teacher implementation of the Pyramid Model practices

    10. Describe a model for data-based decision making that is related to Pyramid Model implementation, the data collection strategies, and the process of data analysis and problem solving.

    11. Identify the elements related to implementation fidelity and sustainability for program-wide Pyramid Model adoption

    C. Major Topics

    Topic

    Development of social competence and the prevalence of behavior problems

    Introduction to pyramid model framework; Young children with challenging behavior & early childhood systems of care

    Teaching practices and the Pyramid model: The Teaching Pyramid Observation Tool

    Social emotional screening and assessment of young children

    D. Textbooks

    Horn, E., & Jones, H. (2006). Young exceptional children monograph series no. 8: Social emotional development. Missoula, Montana: Division for Early Childhood of the Council for Exceptional Children.

    E. Course Readings, Online Resources, and Other Purchases

    Assigned Readings on Blackboard:

    Benedict, E. A., Horner, R. H., Squires, J. (2007). Assessment and implementation of positive behavior support in preschools. Topics in Early Childhood Special Education, 27, 174-192.

    Campbell, S. B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry, 36(1), 113-149

    Dunlap, G., & Fox, L. (2009). Positive Behavior Support and Early Intervention. In W. Sailor, G. Dunlap, G. Sugai, and R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 49-72). New York: Springer

    Dunlap, G., Strain, P. S., Fox, L., Carta, J., Conroy, M., Smith, B., et al. (2006). Prevention and intervention with young children’s challenging behavior: A Summary of current knowledge. Behavioral Disorders, 32, 29-45.

    Feil, E. G., Walker, H., Severson, H., Golly, A., Seeley, J. R., & Small, J. W. (2009). Using positive behavior support procedures in head start classrooms to improve school readiness: A group training and behavioral coaching model. NHSA Dialog, 12, 88-103.

    Fox, L., & Clarke, S. (2006). Aggression? Using positive behavior support to address challenging behavior. Young Exceptional Children Monograph Series, 8, 42-56.

    Fox, L., Dunlap, G., Hemmeter, M.L., Joseph, G.E., & Strain, P.S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58, 48-52.

    Fox, L., & Hemmeter, M. L. (2009). A Program-Wide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings. In W. Sailor, G. Dunlap, G. Sugai, and R. Horner (Eds.), Handbook of Positive Behavior Support (pp.177-202). New York: Springer.

    Fox, L., & Lentini, R. H. (2006). You got it!: Teaching social and emotional skills. Young Children, 61(6), 36-42.

    Fox, L. & Little, N. (2001). Starting early: School-wide behavior support in a community preschool. Journal of Positive Behavior Interventions, 3, 251-254.

    Hemmeter, M. L., & Fox, L. (2009). The Teaching Pyramid: A Model for the Implementation of Classroom Practices within a Program-Wide Approach. NHSA Dialog, 12, 133-147.

    Hemmeter, M. L., Fox, L., & Doubet, S. (2006). Together we can: An early childhood center’s program wide approach to addressing challenging behavior. Young Exceptional Children Monograph Series, 8, 1-14.

    Hemmeter, M.L., Fox, L., Jack, S., Broyles, L., & Doubet, S. (2007). A program-wide model of positive behavior support in early childhood settings. Journal of Early Intervention, 29, 337-355.

    Hemmeter, M. L., Ostrosky, M. M., Artman, K. M., & Kinder, K. A. (2008). Moving right along….planning transitions to prevent challenging behavior. Young Children, 63(3), 18-22, 24-5

    Hemmeter, M. L., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early learning: A conceptual model for intervention. School Psychology Review, 35(4), 583-601.

    Henderson, J., & Strain, P.S. (2009). Screening for delays and problem behavior (Roadmap to Effective Intervention Practices). Tampa, Florida: University of South Florida.

    Hunter, A., & Hemmeter, M.L. (2009) Addressing challenging behavior in Infants and Toddlers. Zero to Three, 29(3), 5-12.

    Joseph, G. E., & Strain, P. S. (2003). Comprehensive evidence-based social emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23(2), 65-76.

    Muscott, H. S., Pomerlau, T., & Szczesiul, S. (2009). Large-scale implementation of program-wide positive behavioral interventions and supports in early childhood education programs in New Hampshire. NHSA Dialog, 12, 148-169.

    Powell, D., & Dunlap, G. (2009). Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families (Roadmap to Effective Intervention Practices). Tampa, Florida: University of South Florida.

    Qi, C. H., & Kaiser, A. P. (2003). Behavior problems of preschool children from low-income families: Review of the literature. Topics in Early Childhood Special Education, 23, 188-216.

    Ringwalt, S. (2008). Developmental screening and assessment instruments with an emphasis on social and emotional development for young children ages birth through five. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center.

    Stormont, M., Lewis, T.J., & Beckner, R. (2005). Positive behavior support systems: Applying key features in preschool settings. Teaching Exceptional Children, 37 (July/August), 42-49

    Strain, P. S., & Joseph, G. E. (2006). You got to have friends: Promoting friendships for preschool children. Young Exceptional Children Monograph Series, 8, 57-66.

    Tyrell, A. L., Freeman, R., & Chambers, C. R. (2006). Family perceptions of challenging behavior: Strategies for providing effective supports. Young Exceptional Children Monograph Series, 8, 29-41.

    Vaughn, S. Kim, A., Sloan, C., Tejero, M., Elbaum, H. & Sridhar, D. (2003). Social skills interventions for young children with disabilities: A synthesis of group design studies. Remedial and Special Education, 24, 2-15

    Webster-Stratton, C. & Taylor, T. (2001). Nipping Early Risk Factors in the Bud: Preventing Substance Abuse, Delinquency, and Violence in Adolescence Through Interventions Targeted at Young Children (0–8 Years). Prevention Science, 2, 165 – 192.

    F. Student Expectations/Requirements and Grading Policy

    Grading System:

    Grades will be determined based on the following scale:

    A = (180 – 200 points)

    B = (160 – 179 points)

    C = (140 – 159 points)

    D = (130 – 139 points)

    F = (129 or less points)

    Assignment of plus or minus grades may be implemented per university guidelines.

    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 Observation, Classroom Report, and Paper

    100 points – All elements present, paper is 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 assignment.

    Point loss

    -10 points for each missing element

    -5 points for grammatical or spelling errors

    -5 points for disorganization

    -2 points for each error

    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 11 hours of your time each week. Of course, the actual amount of time will vary depending on your learning style, previous knowledge, and the complexity of the topic. Class sessions will be delivered online and will include presentations and video. Students are expected to read all required readings BEFORE the class session.

    a. Sessions 2-11 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).

    b. Students will conduct an observation of a child reported to have behavior problems within the early childhood classroom. The observation should occur on a minimum of 2 separate occasions and include 5 hours of observation. The student will provide a report of the observation including the following elements:

    • Description of the classroom setting and quality

    • Description of the child’s problem behaviors

    • ABC record of child behavior within 3 routines

    • Hypotheses about the function of child behavior

    • Critique of the supports provided to prevent and address child behavior challenges

    • Recommendations for teaching and environmental arrangements

    • Recommendations for developing a support plan

    c. The child observation report will be due by session 8 and comprise 25% of the student’s grade (50 points).

    d. Each student will complete a classroom analysis project. The analysis project will be due week 11 and consist of 25% of the student’s grade (50 points). This includes the following:

    • An observation of an early educator (of preschoolers aged 3-5) using the Teaching Pyramid Observation Tool

    • Scoring the TPOT and identifying teacher strengths and need areas

    • Summary of observation and impressions

    • Recommendations for an action plan to achieve implementation fidelity

    e. Students will complete a policy or research paper (minimum of 8 pages with a minimum of 10 citations) on related to promoting young children’s social emotional development, implementing effective interventions, or issues/topics related to the adoption of PBS within early childhood programs. The paper topic will be established by week 3 and approved by the instructor by week 4. Papers should follow APA guidelines. One draft of the paper can be submitted for feedback, if submitted by DATE Papers will be due week 12 and are 25% of the students grade (50 points).

    G. Assignments, Exams and Tests

    Topic

    Development of social competence and the prevalence of behavior problems

    Introduction to pyramid model framework; Young children with challenging behavior & early childhood systems of care

    Teaching practices and the Pyramid model: The Teaching Pyramid Observation Tool

    Social emotional screening and assessment of young children

    *Paper topic approval deadline

    Developing partnerships with families

    Universal interventions for young children to promote social development

    Teaching Social Skills

    Targeted interventions for preventing the development of challenging behavior

    *Child Observation Report Due

    Implementing tertiary interventions with young children

    Program-wide adoption

    Data-based professional development and coaching

    *Classroom Analysis Project Due

    Using a data based decision making model in early childhood programs

    *Paper Due

    Scaling up and supporting implementation

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Missing work requires an excuse of illness or a extenuating circumstances. In this event the student must work with the instructor to arrange within an agreed upon time frame, a time to complete the assignment. For unexcused missing assignments the student will lose 10 pts each week. No grade below “C” will be accepted toward a graduate degree or endorsement, including a C-.

    J. Program This Course Supports

    Positive Behavior Certificate Program


  5. Course Concurrence Information

    grad certificate in Children's Mental Health

    grad cert in Behavioral Health

    Master's in Sp. Ed, socal Work,nursing

    psychiatry

    pediatrics



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.