Graduate Course Proposal Form Submission Detail - MHS6410
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Approved, Permanent Archive
Submission Type: New
Course Change Information (for course changes only):
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
- Department and Contact Information
Tracking Number Date & Time Submitted 2303 2010-03-15 Department College Budget Account Number Child and Family Studies BC 583000050 Contact Person Phone Bobbie J. Vaughn 813 9746104 firstname.lastname@example.org
- Course Information
Prefix Number Full Title MHS 6410 Intensive Individualize 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) Course Online? Percentage Online O - Online (100% online) 0
Provides class participants with knowledge and skills necessary to develop, implement, and evaluate the impact of positive behavior support at an individual level including functional behavior assessment and behavior support in various settings.
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?
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
- Other Course Information
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 in the form of a plan that supports 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.
B. Learning Outcomes
1.1 Understanding behavioral theory / applied behavior analysis / social learning theory
1.2 Examining the history of behavior intervention and positive behavior support
1.3 Examining PBS Framework
1.4 Evidence-base of Positive Behavior Support
2.1 Understanding the procedural safe guards mandated by Section 504 and IDEA
2.2 Understanding the professional ethics involved in behavior support
2.3 Applying Ethical principles to consider when selecting behavioral interventions
2.3 Understanding the professional ethics involved in behavior support
3.1 Recognizing the impact on disability and behavior challenges
3.2 Understanding through a case study the four term contingency and challenging behavior
3.3 Understanding the functional nature of challenging behavior
4.1 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 Interviewing strategies
4.7 Developing hypotheses for the function of challenging behavior
4.8 Developing of individualized behavior support plans
5.1 Implementing positive behavioral supports
5.2 Instructing of alternative social, communication, and behavior skills for students with autism
5.3 Supporting peer social interaction and the development of pro-social skills
6.1 Communicating with parents and professionals about behavior challenges
6.2 Collaborating development of behavior support plans
6.3 Supporting families in addressing home and community concerns
7.1 Developing classroom supports and visual strategies
7.2 Structuring adult roles, physical arrangement, and instructional materials
7.3 Supporting individual and group appropriate behavior
C. Major Topics
Behavioral Interventions and Positive Behavior Support: An Individualized Perspective of the Science and Values, Understanding the Problem Behavior of Students with Disabilities, Initiating the Behavior Support Process: Collaborative Teaming, Understanding Functional Assessment, Measuring Behavior, Conducting Functional Assessment, Collaborating with Families, Developing Hypotheses a road map to support plans, Creating a Classroom Environment to Support Appropriate Behavior and Social Development, Intervening and Teaching Alternative Skills, Responding to problem behavior and Long Term Supports, Ethics and Acceptability
Bambara, L., & Kern, L. (2005) Individualized supports for students with problem behaviors. New York, NY: Guilford Publications.
E. Course Readings, Online Resources, and Other Purchases
Brown, K. E., & Mirenda, P. (2006). Contingency mapping: Use of a novel visual support strategy as an adjunct to functional equivalence training. Journal of Positive Behavior Interventions, 8, 155-164.
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, 4-16, 20.
Carr, E.G. (2008).The expanding vision of positive behavior support: Research perspectives on happiness, helpfulness, hopefulness. Journal of Positive Behavior Interventions and Supports,9, 3-14.
Cichak, M, Alberto, P. A., & Frederik, L.D. (2007). Use of brief functional analysis and intervention evaluation in public settings. Journal of Positive Behavior Interventions and Supports,9, 80-93.
Heflin, L. J., & Alberto, P. A. (2001). Establishing a behavioral context for learning for students with autism. Focus on Autism and Other Developmental Disabilities, 16, 93-101.
Horner, R.H., & Carr, E.G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. Journal of Special Education, 31, 84-104.
Jensen, C. J., McConnachie, G., & Pierson, T. (2001). Long term multi-component intervention to reduce severe problem behavior: A 63-month evaluation. Journal of Positive Behavior Interventions, 3, 225-236
Johnston, S. S., & O’Neill, R. E. (2001). Searching for effectiveness and efficiency in conducting functional assessments: A review and proposed process for teachers and other practitioners. Focus on Autism and Developmental Disabilities, 16, 205-214.
Kern, L. and Starosta, K. M., Cook, C. R., Bambara, L. M., Gresham, F. R. (2007). Functional assessment-based intervention for selective mutism. Behavioral Disorders, 32, 94-108.
Michaels, C. A., Brown, F., Mirabella, N. (2005). Personal paradigm shifts in PBS experts: Perceptions of treatment acceptability of decelerative consequence-based behavioral procedures. Journal of Positive Behavior Interventions, 7, 93-108.
Moes, D. R., & Frea, W. D. (2000). Using family context to inform treatment planning for the treatment of a child with autism. Journal of Positive Behavior Interventions, 2, 40-46.
Snell, M. E., Voorhees, M. D., Chen, L.(2005). Team Involvement in Assessment-Based Interventions With Problem Behavior:1997–2002,7,140-152.
Sansosti, F. J. & Powell-Smith, K. A.(2006). Using social stories to improve the Social behavior of children with asperger syndrome. Journal of Positive Behavior Interventions and Supports, 8, 43-57.
Snell, M. E. (2002). Strengthening the focus on problem contexts. Journal of Positive Behavior Interventions, 4, 21-24.
Turnbull, A. P. (2005). Linking positive behavior support to family quality-of-life outcomes. Journal of Positive Behavior Interventions and Supports, 7, 174-180.
Weiss, N. R. & Knoster, T. (2008). It may be nonaversive, but is it positive? Journal of Positive Behavior Interventions and Supports, 10, 72-78.
F. Student Expectations/Requirements and Grading Policy
1. Discussion Board Postings: Discussion board postings will be evaluated on a continuum according to the rubric below. The grades for these postings will account for 25% of the overall grade. Each night the student will be expected to respond to one of the posted questions and to respond to one of your classmates’ offerings. Your response to a classmate must address a different question than the student’s post. Students are reminded that plagiarism applies to your fellow students’ work. It is fine to agree with another student’s post but your main posting must be supported with reasons and references.
Rubric for Postings
5 Points 10 Points 15 Points 20 Points 25 Points
Content Posting reflects shallow or lacking in integration of material. May contain erroneous information. References absent or unclear. Length to short to support argument. No or very little application to children with ASD and their families. Posting supported by at least one reference from readings and lecture. Length does not support integrated thought. May contain numerous errors in writing convention. Comments shared of questionable validity. Application to support of children with ASD and their families minimal. Posting supported by at least two references from readings and lecture. Length may not support integrated thought. May contain more than 3 errors in writing conventions. Posting shares valid concepts. Application to support of children with ASD and their families is not supported or is unclear. Posting supported by three references from reading and three paragraphs in length. May have 2-3 errors in writing conventions. Posting shares valid ideas but lacks true integration of information. Application to supporting children with ASD and their families is present and clear but not supported by example or references. Well integrated posting supported with three references from readings and lecture. Three paragraphs in length using appropriate writing conventions. Solid evidence of real-life application and generalization to the support of children with ASD and their families.
Responses No responses or shallow responses to fellow students. Only one response to post which reflects understanding of points made by the author. Posts may support, refute, or add to the original post. Response supported by literature and example. Two responses which support or refute the original post but do not provide any new information in the process. Responses are not adequately supported by literature or example. Two or more responses which reflect understanding of points made by author and either support, refute. Information is added to original post. Responses minimally supported by literature and example. Two or more responses which reflect understanding of points made by the author and either support, refute. Information is added to the original post. Responses well supported by literature and example.
2. Completion of one Self-Checks for Learning well integrated into each week’s lesson and will account for 20 points. Students must achieve a score of on the self-check to get credit for completion. Students may retake the self checks if is not achieved.
3. Completion of in-class assignments- A total of 11 in-class applied assignments will be given throughout the course. These assignments are worth 20 points.
4. A portfolio which shows evidence of at least 15 hours of field practicum experience (required for a certificate) including documentation of a functional assessment, data collection prior to and during intervention, hypotheses about the relationship of the behavior to the environment and function, and evidence based strategies will account for 35 points. The instructions and forms necessary for this project are located under assignments in Blackboard and will be open from the first day of class.
10. Final grades will follow this scale:
G. Assignments, Exams and Tests
Discussion Board Postings
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,
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 Support Certificate Program
- Course Concurrence Information
grad certificate in Children's Mental Health
grad cert in Behavioral Health
Master's in Sp. Ed, socal Work,nursing