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Graduate Course Proposal Form Submission Detail - MHS6608

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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
    2302 2010-03-15
     
    Department College Budget Account Number
    Child and Family Studies BC 583000050
     
    Contact Person Phone Email
    Bobbie J. vaughnf 813 9746104 vaughn@fmhi.usf.edu

  2. Course Information

    Prefix Number Full Title
    MHS 6608 Schoolwide 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 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    SWPBS
     
    Course Online? Percentage Online
    O - Online (100% online) 0

    Prerequisites

    none

    Corequisites

    none

    Course Description

    Provides class participants with the knowledge and skills necessary to develop, implement, and evaluate the systemic impact of positive behavior support on the behavioral needs of all students from Pre-K to 12, including those with disabilities.


  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.

    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

    expertise in consultation


  4. Other Course Information

    A. Objectives

    Upon completion of this course, the student will be able to:

    1. Articulate philosophical perspectives, ethical issues, and current trends of behavioral support.

    2. Demonstrate the knowledge and skills necessary for implementation of a multi-tiered continuum of positive behavior support approaches.

    3. Describe behavior support strategies at all three tiers of behavioral support.

    4. Show fluency in using PBS measurement tools for data-based decision-making.

    5. Explain the impact of various influences (curriculum, instruction, environment, etc.) on the behavior of students.

    6. Describe systemic factors that need to be in place for effective implementation of PBS.

    7. Identify the challenges in implementing PBS and generate possible solutions.

    B. Learning Outcomes

    Upon completion of this course, the student will be able to:

    1. Articulate philosophical perspectives, ethical issues, and current trends of behavioral support.

    2. Demonstrate the knowledge and skills necessary for implementation of a multi-tiered continuum of positive behavior support approaches.

    3. Describe behavior support strategies at all three tiers of behavioral support.

    4. Show fluency in using PBS measurement tools for data-based decision-making.

    5. Explain the impact of various influences (curriculum, instruction, environment, etc.) on the behavior of students.

    6. Describe systemic factors that need to be in place for effective implementation of PBS.

    7. Identify the challenges in implementing PBS and generate possible solutions.

    C. Major Topics

    Topic

    Overview of the Schoolwide movement: Foundations and history

    Tier 1: Description School-Wide PBS

    Tier 1: Supporting Systems Level Change—Implementing SWPBS

    Tier 2 Overview of Strategic Interventions: Group intervention

    Tier 2: Classroom management and organization interventions

    Tier 3 Comprehensive and Intensive Interventions: Function-based individualized supports

    Tier 3: Wraparound approaches

    Problem-solving model and data-based Decision Making

    Special Populations: Urban settings and Juvenile Justice

    Special Populations: Early Intervention, autism

    Increasing Family Participation

    Special Populations: Mental Health and Community Settings

    Special Populations: High School

    Expansion and Sustainability

    Professional Development Issues

    D. Textbooks

    Sailor, W., Dunlap, G., Sugai, G., & Horner, R. (2009). Handbook of positive behavior support. New York: Springer. ISBN 3780387096322

    The most economical sources for purchasing the book are from various websites including Amazon.com: http://www.buy.com/prod/handbook-of-positive-behavior-support/q/loc/106/209701728.html ; or

    Buy.com http://www.buy.com/prod/handbook-of-positive-behavior-support/q/loc/106/209701728.html

    E. Course Readings, Online Resources, and Other Purchases

    Algozzine, B., & Algozzine, K. (2009). Facilitating academic achievement through Bohannon, H. et al. (2006). Schoolwide application of positive behavior support in an urban high school: A case study. Journal of Positive Behavior Interventions, 8(3), 131-145.

    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(1), 4-16, 20.

    Cohen, R., Kincaid, D., Childs, K. E., (2007). Measuring school-wide positive behavior support implementation: Development and validation of the Benchmarks of Quality. Journal of Positive Behavior Interventions, 9(4), 203-213.

    Cook, C. R., Crews, S. D., Wright, D. B., Mayer, G. R., Gale, B., Kraemer, B., & Gresham, F. M. (2007). Establishing and evaluating the substantive adequacy of positive behavior support plans. Journal of Behavioral Education, 16, 191-206.

    Dunlap, G., Iovannone, R., English, C., Kincaid, D., Wilson, K., Christiansen, K., & Strain, P. (in press). Prevent-Teach-Reinforce: A school-based model of positive behavior support. Baltimore: Paul H. Brookes.

    Dunlap, G., Iovannone, R., Wilson, K., Kincaid, D., & Strain, P. (in press). Prevent-Teach-Reinforce: A standardized model of school-based behavioral intervention. Journal of Positive Behavior Interventions

    Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing behavior problems in the elementary school classroom: A practice guide (NCEE #2008-012). Washington, DC: National Center for Educational Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides.

    Hadler, M., Rey, J., Connell, J., Thier, K., Fienberg, A., & Putnam, R. (2007) Practical considerations in creating school-wide positive behavior support in public schools. Psychology in the Schools, 44(1), 29-39

    Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The School-Wide Evaluation Tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3-12.

    Iovannone, R., Greenbaum, P., Wei, W., Kincaid, D., Dunlap, G., & Strain, P. (in press). Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors: Preliminary outcomes. Journal of Emotional and Behavioral Disorders,

    Lehr, C. A., Sinclair, M. F., & Christenson, S. L. (2004). Addressing student engagement and truancy prevention during the elementary years: A replication study of the Check & Connect model. Journal of Education for

    Students Placed At Risk, 9(3), 279–301

    Morrison, J. Q., & Jones, K. M. (2006). The effects of positive peer reporting as a class-wide positive behavior support. Journal of Behavioral Education, 16(2), 111-124.

    Payne, L. D., Scott, T. M., & Conroy, M. (2007). A school-based examination of the efficacy of function-based intervention. Behavioral Disorders, 32(3), 158-174.

    Scott, T. M., & Kamps, D. M. (2007). The future of functional behavioral assessment in school settings. Behavioral Disorders, 32(3), 146-157.

    Scott, T. M., Liaupsin, C., Nelson, C. M., & McIntyre, J. (2005). Team-based functional behavior assessment as a proactive public school process: A descriptive analysis of current barriers. Journal of Behavioral Education, 14(1), 57-71.

    Scott, T. M., & Martinek, G. (2006). Coaching positive behavior support in school settings: Tactics and data-based decision making. Journal of Positive Behavior Interventions, 8(3), 165-173.

    Tingstrom, D., Sterling-Turner, H., & Wilczynski, S. (2006). The good behavior game: 1969-2002. Behavior Modification, 30(2), 225-253.

    F. Student Expectations/Requirements and Grading Policy

    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. Grant proposal (100 pts):

    Students must develop a grant proposal designed to address a major problem affecting the delivery of effective behavior intervention supports to schools and/or families. The purpose of the project is to provide students with a simulated experience in obtaining funding required to develop an innovation and systematically evaluate implementation. The proposal should follow the Institute for Education Sciences (IES) guidelines (application packet can be found on Blackboard or (website). The proposal should include, at a minimum, (a) abstract, (b) rationale; (c) brief literature review; (d) purpose, hypotheses, or research questions proposal intends to address; (e) conceptual underpinnings (i.e., theory of change or logic model), (f) method including setting, participants, procedures, and design; (e) data analysis including specific quantitative or qualitative methods used to answer each purpose, hypothesis, or research question, and (f) measures to be used. Students must adhere to APA writing format. .

    2. Lead Class Discussion (50 pts.)

    Each student will be required to lead a class discussion on a topic relevant to positive behavior support. The readings relevant to the discussion should be provided to the class one week before the student is scheduled to lead the discussion. Discussion questions or comments about the readings should be e-mailed to the lead presenter by the Sunday prior to class. The topic selected for leading the discussion should be different from the paper/presentation topic

    Topics should focus on one of the following:

    • Treatment fidelity (any or all levels)

    • Special populations (e.g., urban, foster-care, juvenile justice, etc.)

    • Role of the school psychologist in PBS implementation

    • Variables critical to success of PBS (any or all levels)

    • Evaluation and sustainability (e.g., what needs to be in place so that data-based decision making actually occurs, how to keep the momentum)

    3. Application Activity (40 points)

    Eight class sessions will include an application activity that must be completed by the student and submitted to the instructor for grading. Applications are worth 40 points (5 points for each).

    4. Credit for Class Participation (10 pts):

    Credit for participation is awarded by the instructor based on a holistic judgment of the following:

    - regular class attendance

    - active and thoughtful contribution to class discussions and activities

    - reading articles as indicated by e-mail submission of at least two discussion questions or comment from a selected reading.

    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.

    No grade below “C” will be accepted toward a graduate degree. This includes C- grades.

    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.

    G. Assignments, Exams and Tests

    Grant proposal

    Lead Class Discussion

    Class partidicaption

    Application Activity

    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

    Due to the distance-learning format of this course, traditional attendance policies will not apply. You may complete the work at your convenience, as long as it is submitted by the required deadline. If you are unable to complete an assignment on time, you should notify the instructors as soon as possible. You must contact the instructor 24 hours before an assignment is due. Depending upon the circumstances, an extension may be granted.

    J. Program This Course Supports

    Positive Behavior Support 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.