Graduate Course Proposal Form Submission Detail - MHS6601
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Denied by SCNS
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 Denied- 2/10/11 - Course already exists at USF
- Department and Contact Information
Tracking Number Date & Time Submitted 2304 2010-03-15 Department College Budget Account Number Child and Family Studies BC 583000050 Contact Person Phone Bobbie J. Vaughn 813 9746104 email@example.com
- Course Information
Prefix Number Full Title MHS 6601 Consultation and Collaborative Systems Change 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 participants with the knowledge and skills necessary to develop, implement, and evaluate the impact of behavior consultation across a variety of settings, such as school districts, schools, and families
A. Please briefly explain why it is necessary and/or desirable to add this course.
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 and consultation
- Other Course Information
1 Behavioral theory / applied behavior analysis / social learning theory
2 History of behavior intervention and positive behavior support
3 Examining PBS Framework
4 Evidence-base of Positive Behavior Support
5 Collaborate with others in forming positive partnerships
6 Roles and responsibilities
7 Consultation Model
8 Conducting consultation meetings
9 Continuum of support across the tiers
10 Guiding questions for facilitators/consultants
11 Response to Intervention framework for behavior
12 Effective facilitation techniques
13 Various relationships
14 Cultural sensitivity
15 Enhancing communication
16 Rapport building
17 Teaming formats
18 Review of research
19 Data-based decision making across individual students, classroom, school, and district
20 Formal evaluation methods across variety of settings
21 Data at school level may affect practice at macro level and vice versa
22 4-step problem-solving process across variety of settings
23 Behavioral consultation/support at the school level
24 Behavioral consultation across a district level
B. Learning Outcomes
1. Articulate the values and tenets of the historical theories and research that underpin and support the use of positive behavior support and applied behavior management
2. Collaborate with others in forming positive partnerships and defining roles and responsibilities for effective behavioral support
3. Understand the procedures within a continuum of support/response to intervention framework
4. Demonstrate the various relationships and rapport building techniques
5. Understand diversity and unique contexts in providing successful behavioral consultation
6. Become fluent in data-based decision-making and in the various levels of evaluation across settings
7. Become proficient in the 4-step problem-solving process
8. Articulate how to provide behavioral consultation/support at the school level
9. Describe how to provide behavioral consultation across a district level
10. Understand how behavioral support at the micro level impacts the macro level and vice versa
11. Describe the various consultation techniques available for behavioral consultation
C. Major Topics
Positive Behavior Support: History, Science, and Values
Partnerships, Roles and Responsibilities
Definitions and Procedures within a Continuum of Support (RtI)
Relationships and Building Rapport
Diversity, Unique Contexts and Research
Evaluation and Data-based Decision Making
4-Step Problem-Solving Process
Support at the School Level
Support at the District Level
Support at the State Level - the Big Picture
•Sheridan, S.M. & Kratochwill, T.R. (2008). Conjoint Behavioral Consultation: Promoting Family-School Connections and Interventions (2nd Edition). Springer.
E. Course Readings, Online Resources, and Other Purchases
•Algozzine, B. & Algozzine, K. (2009). Facilitating academic achievement through schoolwide positive behavior support. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 375-394). Lawrence, KS: Issues in Clinical Child Psychology.
• Brown, F., Michaels, C.A., Oliva, C.M. & Woolf, S.B. (2008). Personal Paradigm Shifts Among ABA and PBS Experts: Comparisons in Treatment Acceptability. Journal of Positive Behavior Interventions, 10: p. 212 - 227.
• Childs, K.E., Kincaid, D.K. & George, H.P. (in press). A Model for Statewide Evaluation of a Universal Positive Behavior Support Initiative. Journal of Positive Behavioral Interventions.
• Dunlap, G., Sailor, W., Horner, R.H., & Sugai, G. (2009). Overview and history of positive behavior support. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 375-394). Lawrence, KS: Issues in Clinical Child Psychology.
•George, H.P. & Kincaid, D. (2008). Building District-wide Capacity for Positive Behavior Support. Journal of Positive Behavioral Interventions, 10(1), 20-32.
•George, H.P. & Martinez, S.A. (2007). How to Get PBS in My School. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (Vol. 4) Web site: http://www.pbis.org/news/New/Newsletters/Newsletter5.aspx
•George, H. P., Harrower, J. K., & Knoster, T. K. (2003). School-wide prevention and early intervention: A process for establishing a system of school-wide behavior support. Preventing School Failure, Summer (4), 170-176.
•Helwisk, G. (2002). Facilitating change to enhance behavioral support for students and in the community. In L. Jackson & M.V. Panyan (Eds.), Positive Behavioral Support in the Classroom: Principles and Practices (pp. 107-127). Baltimore, MD: Paul H. Brookes Publishing Co.
•Knoster, T. & George, H.P. (2002). Realizing durable and systemic behavior change in schools: Guiding questions. Communique Special Edition: Systemic Behavior Change, 30 (6) 34-37.
•Lewis, T.J. (2009). Increasing family participation through schoolwide positive behavior supports. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 375-394). Lawrence, KS: Issues in Clinical Child Psychology.
•McCart, A., Wolf, N., Sweeney, H.M., Markey, U., & Markey, D.J. (2009). Families facing extraordinary challenges in urban communities: Systems-level application of positive behavior support. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 375-394). Lawrence, KS: Issues in Clinical Child Psychology.
•Morin, J.E. (2001). Winning Over the Resistant Teacher. Journal of Positive Behavior Interventions,3: p. 62 - 64.
•Newton, S.J., Horner, R.H., Algozzine, R.F., Todd, A.W., & Algozzine, K.M. (2009). Using a problem-solving model to enhance data-based decision making in schools. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 375-394). Lawrence, KS: Issues in Clinical Child Psychology.
•Rathvon, N. (2003). The intervention assistance approach to solving classroom problems. In N. Rathyon, Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence (pp. 20-59). New York: the Guilford Press.
•Singer, H.S. & Wang, M. (2009) The intellectual roots of positive behavior support and their implications for its development. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 375-394). Lawrence, KS: Issues in Clinical Child Psychology.
•Sugai, G., Horner, R.H., & Gresham, F.M. (2002). Behaviorally effective school environments. In M.R. Shinn, H.M. Walker, & G. Stoner (Eds.), Interventions for Academic and Behavior Problems II: Preventive and remedial Approaches (pp. 315-350). Bethesda, MD: NASP Publications.
•Todd, A.W., Horner, R.H., Sugai, G., & Sprague, J.R. (1999). Effective behavior Support: Strengthening schoolwide Systems through a team-based approach. Effective School Practices, 17 (4), 23-37.
•Todd, A.W., Horner, R.H., Sugai, G., & Colvin, G. (1999). Individualizing school-wide discipline for students with chronic problem behaviors: A team approach. Effective School Practices, 17 (4), 72-82.
•Walker, B., Cheney, D. & Stage, S. (2009). The Validity and Reliability of the Self-Assessment and Program Review: Assessing School Progress in Schoolwide Positive Behavior Support. Journal of Positive Behavior Interventions, 11: p. 94 – 10.
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 9 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. Each class session will include an application activity that must be completed by the student and submitted to the instructor for grading. Ten application activities will are worth 5 points each for a total 50 points.
2. A midterm synthesis test of application questions will comprise the exam and assess the student’s ability to apply the content of the course to case studies and classroom scenarios. The test will constitute 25 points.
3. For the final exam, students will choose one of three consultation case studies. The case studies will include background information on a child, including family history and duration of problem behavior. The case study will also describe two visits to the teacher’s class that did not go well. The students will problem-solve, in their exam, the challenges of the two visits. They will apply consultation strategies learned in class to describe how they would provide consultation in the two visit, then adding in their exam a third visit. The students will use a minimum of 5 references, describing how they would plan the consultation. The exam will comprise 25 points.
9. Grading System:
Grades will be determined based on the following scale:
A = (90-100 points)
B = (80-89 points)
C = (70-79 points)
D = (60-69 points)
F = below 60
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
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
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 instructor(s) as soon as possible. You must contact the instructor(s) 24 hours before an assignment is due. Depending upon the circumstances, an extension may be granted.
J. Program This Course Supports
Positive Behavior Support Graduate 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