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Graduate Course Proposal Form Submission Detail - MHS6067
Tracking Number - 3150

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Current Status: Approved by SCNS - 2013-10-11
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/6/13 - for new Child Bev Health Prog. Approved. Cleared Syst Concurrence 7/31/13. to SCNS 8/5/13. approved eff 9/1/13

Detail Information

  1. Date & Time Submitted: 2013-04-03
  2. Department: Child and Family Studies
  3. College: BC
  4. Budget Account Number: TPA, 583001, 10000, 000000, 0000000
  5. Contact Person: Lise Fox
  6. Phone: 8139746100
  7. Email:
  8. Prefix: MHS
  9. Number: 6067
  10. Full Title: EBP in Beh. Hlth for Children & Adolescents with Dev. Disabil.
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: Y
  15. Are the credit hours variable?: N
  16. Is this course repeatable?: N
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): EBP Child/Adol Beh Hlth: DD
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 100
  21. Grading Option: -
  22. Prerequisites: MHS 6065
  23. Corequisites: NA
  24. Course Description: This course introduces students to a variety of evidence- based behavioral health practices for children and adolescents with developmental disabilities. Lessons address identification and evaluation of evidence-based practices, research, and ethics

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
  26. 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? A specific focus on Child and Adolescent Behavioral Health is in demand as evidenced by surveys with undergraduate and graduate students at USF conducted in Fall of 2012. In addition, a survey of the local community identified a specific need for a concentration that addresses the needs of children and adolescents with developmental disabilities and behavioral health needs. A review of existing courses does not show offerings similar to this course.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) In addition to a doctorate, substantial knowledge of Behavioral Health/Developmental Disabilities.
  29. Objectives: This course will:

    1.Describe the historical issues and current perspectives of evidence-based behavioral health practices for children and adolescents with developmental disabilities.

    2.Identify and evaluate evidence-based behavioral health practices.

    3.Develop an understanding of the applied research underpinning the range of behavioral health practices.

    4.Discuss the integration of the principles of strength-based and family-centered care in behavioral health practices and interventions.

  30. Learning Outcomes: Students will be able to:

    1. Ensure that family perspectives play a pivotal role in research, clinical practice, programs, or policy (e.g., in community needs assessments, processes to establish priorities for new initiatives or research agendas, or the development of program guidelines).

    2. Present evidence and information on evidence-based practices that improve programs and outcomes for individuals with developmental disabilities

    3. Identify and analyze evidence-based programs and practices for individuals with developmental disability who are dually diagnosed and being served by a variety of programs.

    4. Analyze practices to ensure that they meet the guidelines for evidence-based practice in behavioral health for children and adolescents with developmental disabilities

    5. Synthesize research related to evidence-based practices in developmental disabilities to answer a question, formulate conclusions, and create recommendations for future planning and/or research.

    6.Understand the philosophical assumptions and research that support the use of positive behavior support and applied behavior analysis in interventions for children and adolescents with developmental disabilities.

  31. Major Topics: 1. History and Ethical Considerations

    2. Positive Behavior Support

    3. Person-centered planning: person and family centered practices

    4. Applied Behavior Analysis

    5. Cognitive Behavior Therapy

    6. Parent-training interventions

    7. Conduct Disorders

    8. ADHD

    9. PTSD, Anxiety, and Phobia

    10. Depression

    11. Bipolar disorder

    12. Autism Spectrum Disorder

    13. Self-injurious Behaviors

    14. Communication

    15. Eating Disorders

  32. Textbooks: Matson, J. L., Andrasik, F., & Matson, M. L. (Eds.). (2008). Treating childhood psychopathology and developmental disabilities (Vol. 734). Springer.
  33. Course Readings, Online Resources, and Other Purchases: Baker, B. L., Neece, C. L., Fenning, R. M., Crnic, K. A., & Blacher, J. (2010). Mental disorders in five-year-old children with or without developmental delay: Focus on ADHD. Journal of Clinical Child & Adolescent Psychology, 39(4), 492-505.

    Binnendyk, L., & Lucyshyn, J. M. (2009). A Family-Centered Positive Behavior Support Approach to the Amelioration of Food Refusal Behavior An Empirical Case Study. Journal of Positive Behavior Interventions, 11(1), 47-62.

    Brown, R. I., Schalock, R. L., & Brown, I. (2009). Quality of life: Its application to persons with intellectual disabilities and their families°™Introduction and overview. Journal of Policy and Practice in Intellectual Disabilities, 6(1), 2-6.

    Claes, C., Van Hove, G., Vandevelde, S., van Loon, J., & Schalock, R. L. (2010). Person-centered planning: Analysis of research and effectiveness. Intellectual and Developmental Disabilities, 48(6), 432-453.

    Dawson, G., & Burner, K. (2011). Behavioral interventions in children and adolescents with autism spectrum disorder: a review of recent findings. Current Opinion in Pediatrics, 23(6), 616.

    DiGennaro Reed, F. D., Hirst, J. M., & Hyman, S. R. (2012). Assessment and treatment of stereotypic behavior in children with autism and other developmental disabilities: A thirty year review. Research in Autism Spectrum Disorders, 6(1), 422-430.

    Duerden, E. G., Szatmari, P., & Roberts, S. W. (2012). Toward a Better Understanding of Self Injurious Behaviors in Children and Adolescents with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 1-4.

    Dunlap, G., Carr, E. G., Horner, R. H., Koegel, R. L., Sailor, W., Clarke, S., ... & Fox, L. (2010). A descriptive, multiyear examination of positive behavior support. Behavioral Disorders, 35(4), 259.

    Dunlap, G., Sailor, W., Horner, R. H., & Sugai, G. (2009). Overview and history of positive behavior support. Handbook of Positive Behavior Support, 3-16.

    Einfeld, S. L., Ellis, L. A., & Emerson, E. (2011). Comorbidity of intellectual disability and mental disorder in children and adolescents: a systematic review. Journal of Intellectual and Developmental Disability, 36(2), 137-143.

    Gleason, M. M., Egger, H. L., Emslie, G. J., Greenhill, L. L., Kowatch, R. A., Lieberman, A. F., ... & Zeanah, C. (2007). Psychopharmacological treatment for very young children: contexts and guidelines. Journal of the American Academy of Child and Adolescent Psychiatry, 46(12), 1532-1572.

    Grove, N., Bunning, K., Porter, J., & Olsson, C. (2010). See what I mean: Interpreting the meaning of communication by people with severe and profound intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 12(3), 190-203.

    Ho, B. P., Carter, M., & Stephenson, J. (2010). Anger Management Using a Cognitive©\behavioural Approach for Children with Special Education Needs: A literature review and meta©\analysis. International Journal of Disability, Development and Education, 57(3), 245-265.

    Horovitz, M., Matson, J. L., Sipes, M., Shoemaker, M., Belva, B., & Bamburg, J. W. (2011). Incidence and trends in psychopathology symptoms over time in adults with severe to profound intellectual disability. Research in Developmental Disabilities, 32(2), 685-692.

    Howell, P. C., Larson, J., & Coffey, D. B. J. (2011). Treatment of Bipolar Disorder in an Adolescent with Autistic Disorder: A Diagnostic and Treatment Dilemma. Journal of Child and Adolescent Psychopharmacology, 21(3), 283-286.

    Kiddle, H., & Dagnan, D. (2011). Vulnerability to depression in adolescents with intellectual disabilities. Advances in Mental Health and Intellectual Disabilities, 5(1), 3-8.

    Kurtz, P. F., Boelter, E. W., Jarmolowicz, D. P., Chin, M. D., & Hagopian, L. P. (2011). An analysis of functional communication training as an empirically supported treatment for problem behavior displayed by individuals with intellectual disabilities. Research in Developmental Disabilities, 32(6), 2935-2942.

    Lang, R., Regester, A., Lauderdale, S., Ashbaugh, K., & Haring, A. (2010). Treatment of anxiety in autism spectrum disorders using cognitive behaviour therapy: A systematic review. Developmental Neurorehabilitation, 13(1), 53-63.

    Lindsay, W. R., Howells, L., & Pitcaithly, D. (2011). Cognitive therapy for depression with individuals with intellectual disabilities. British Journal of Medical Psychology, 66(2), 135-141.

    MacLean, W. E., Tervo, R. C., Hoch, J., Tervo, M., & Symons, F. J. (2010). Self-injury among a community cohort of young children at risk for intellectual and developmental disabilities. The Journal of Pediatrics, 157(6), 979-983.

    Matson, J. L., & Mahan, S. (2010). Antipsychotic drug side effects for persons with intellectual disability. Research in Developmental Disabilities, 31(6), 1570-1576.

    Matson, J. L., Mahan, S., & LoVullo, S. V. (2009). Parent training: A review of methods for children with developmental disabilities. Research in Developmental Disabilities, 30(5), 961-968.

    Mevissen, L., & De Jongh, A. (2010). PTSD and its treatment in people with intellectual disabilities: A review of the literature. Clinical Psychology Review, 30(3), 308-316.

    Neidert, P. L., Dozier, C. L., Iwata, B. A., & Hafen, M. (2010). Behavior analysis in intellectual and developmental disabilities. Psychological Services, 7(2), 103.

    Phaneuf, L., & McIntyre, L. L. (2011). The application of a three-tier model of intervention to parent training. Journal of Positive Behavior Interventions, 13(4), 198-207.

    Reilly, C., & Holland, N. (2011). Symptoms of attention deficit hyperactivity disorder in children and adults with intellectual disability: a review. Journal of Applied Research in Intellectual Disabilities, 24(4), 291-309.

    Rutter, M. (2011). Research review: Child psychiatric diagnosis and classification: concepts, findings, challenges and potential. Journal of Child Psychology and Psychiatry, 52(6), 647-660.

    Schultz, T. R., Schmidt, C. T., & Stichter, J. P. (2011). A review of parent education programs for parents of children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 26(2), 96-104.

    Sharp, W. G., Jaquess, D. L., Morton, J. F., & Herzinger, C. V. (2010). Pediatric feeding disorders: A quantitative synthesis of treatment outcomes. Clinical Child and Family Psychology Review, 13(4), 348-365.

    Snell, M. E., Brady, N., McLean, L., Ogletree, B. T., Siegel, E., Sylvester, L., ... & Sevcik, R. (2010). Twenty years of communication intervention research with individuals who have severe intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities, 115(5), 364-380.

    Weedon, D., Carbone, P., Bilder, D., O'Brien, S., & Dorius, J. (2012). Building a person-centered medical home: Lessons from a program for people with developmental disabilities. Journal of Health Care for the Poor and Underserved, 23(4), 1600-1608.

    White, S. W., Oswald, D., Ollendick, T., & Scahill, L. (2009). Anxiety in children and adolescents with autism spectrum disorders. Clinical psychology review, 29(3), 216-229.

  34. Student Expectations/Requirements and Grading Policy: Requirements:

    Weekly quiz on readings 10%

    Final 25%

    Research Presentation 20%

    Policy Brief 20%

    Paper 25%

    Grading Policy:

    A 90 and above

    B 80 to less than 90

    C 70 to less than 80

    D 60 to less than 70

    F Below 60

  35. Assignments, Exams and Tests: Exams

    There will be one final, open book, examination for the course comprised of short answer and essay application questions. This examination will assess the student°Įs capacity to apply content learned from the entire semester including guest speaker presentations, readings, and class discussions. The final examination will comprise 25% of the course grade.


    A short weekly quiz on the readings for the week will be administered in class sessions 2-15 (14 quizzes). Weekly quizzes will graded as pass/fail. The percentage of quizzes that are passed will comprise 10% of the course grade.


    1. Research Presentation - Select a research article that relates to a topic to be discussed on week 4 through 15 (two or three students will present on research related to the weekly topic). Submit the research paper title to the instructor for approval by week 3. Present the research study and findings in a brief powerpoint presentation in class (not to exceed 15 minutes). Provide the powerpoint presentation to the instructor for posting on canvas. The research presentation is 20% of the student's grade.

    2. Paper - Select an evidence-based intervention and submit a paper on research related to the intervention. The paper (minimum of 6, double-spaced pages with a minimum of 10 citations) should follow APA guidelines. One draft of the paper can be submitted for feedback, if submitted by week 8. Papers are due in week 11 and are 25% of the student's grade.

    3. Policy Brief - Develop a policy brief related to your paper on an evidence-based intervention. The policy brief should describe the importance of the intervention, problem the intervention addresses, implementation considerations, and policy considerations. Use policy brief guidelines that will be distributed by instructor for appropriate length, format, and writing style. Policy briefs are due in week 14 and are 20% of the student's grade .

  36. Attendance Policy: Students are expected to attend all classes. If students need to miss a class for any reason, they are expected to contact one of the instructors (preferably through e-mail) before the class session (see next section for absences due to the observation of a major religious observance). Students are responsible for material covered in class if they are absent and for turning in assignments. Assignments turned in late as the result of an absence will be eligible for only half of the possible points. If you need to be absent due to medical reasons (yours or your immediate family) on a test day or a day that an assignment is due, please provide a physicianís note and notify the instructors prior to class.

    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: (

    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: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. Itís 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.

  37. Policy on Make-up Work: Assignments that are not turned in will receive a grade of 0. Assignments that are turned in late, i.e., by the date/time specified on the syllabus, will be eligible to receive a maximum of only 50% of the possible points for that assignment.

    Disruption of the academic process and violations of the policies regarding academic integrity will not be tolerated.

    Review USF policies on Academic Integrity of Students at:

  38. Program This Course Supports: Master of Science in Child and Adolescent Behavioral Health
  39. Course Concurrence Information:

- if you have questions about any of these fields, please contact or