Graduate Studies Reports Access

Graduate Course Proposal Form Submission Detail - MHS6607
Tracking Number - 4745

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Current Status: Approved by SCNS - 2014-04-30
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: required for Positive Beh Suppor Certificate. To GC. Apprd 12/10/13; To USF Sys 2/4/14, to SCNS 2/12/14. Approved effective 4/1/14

Detail Information

  1. Date & Time Submitted: 2013-04-30
  2. Department: Child and Family Studies
  3. College: BC
  4. Budget Account Number: TPA,583001,10000,000000,0000000
  5. Contact Person: Heather George
  6. Phone: 8139746115
  7. Email:
  8. Prefix: MHS
  9. Number: 6607
  10. Full Title: Behavior Consultation and Collaborative Systems Change
  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): Behav Consult & Collaboration
  19. Course Online?: O - Online (100% online)
  20. Percentage Online: 0
  21. Grading Option: -
  22. Prerequisites: MHS 6608 OR MHS 6605 OR MHS 6410
  23. Corequisites:
  24. Course Description: This course provides participants with the knowledge and skills necessary to develop, implement, and evaluate the impact of behavior consultation across a multi-tiered system of support.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for program/concentration/certificate change
  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? The course has been offered as MHS 6900 for two semesters, Fall 2011 and Fall 2012. Enrollment averaged 12 persons. In addition to its need within the PBS Graduate Certificate program, students from other departments and programs use this course as an elective.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 2 times
  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 Developmental Disabilities and Positive Behavior Support.
  29. Objectives: This course will:

    1. Describe the problem solving process and provide examples at the school, classroom, and system level.

    2. Provide examples of Positive Behavior Support (PBS) along a continuum of interventions.

    3. Develop an understanding of the basic concepts in behavior consultation and building rapport.

    4. Apply the concepts of behavior consultation within PBS

    5. Examine evaluation and data based decision making as part of the consultation process.

  30. Learning Outcomes: At the end of this course, students will be able to:

    1. Articulate the values and tenets of the historical theories and research that underpin and support the use of PBS and applied behavior analysis.

    2. Collaborate with others in forming positive partnerships and defining roles and responsibilities for effective behavioral support.

    3. Demonstrate various relationship and rapport building techniques.

    4. Demonstrate fluency in data based decision-making and in various levels of evaluation across settings.

    5. Understand key concepts and issues of providing behavioral support across district, school, individual, and system levels.

    6. Apply the 4-step problem-solving process to one problem within PBS Tiers 1-3 and evaluate the effectiveness of the intervention.

  31. Major Topics: PBS: 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

    Problem-solving process

    Support at the school level

    Support at the classroom level

    Support at the system level - the BIG picture

  32. Textbooks: Sheridan, S.M. & Kratochwill, T.R. (2010). Conjoint behavioral consultation: Promoting family-school connections and interventions (2nd Ed). New York, NY: Springer Science & Business Media, LLC.
  33. Course Readings, Online Resources, and Other Purchases: Algozzine, B., Horner, R. H., Sugai, G., Barrett, S., Dickey, S. R., Eber, L., Kincaid, D., et al. (2010). Evaluation blueprint for school-wide positive behavior support. Eugene, OR: National Technical Assistance Center on Positive Behavior Interventions and Support. Retrieved from

    Algozzine, B. & Algozzine, K. (2009). Facilitating academic achievement through school-wide 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.

    Barnett, D., Hawkins, R., & Lentz, F.E. (2011). Intervention adherence for research and practice: Necessity or triage outcome? Journal of Educational and Psychological Consultation, 21 (3), 175-190. 

    Bradshaw, C.P., Pas, E.T., Goldwebers, A., Rosenberg, M.S., & Leaf, P.J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotions, 5(3), 177-193.

    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. (2010). A Model for Statewide Evaluation of a Universal Positive Behavior Support Initiative. Journal of Positive Behavioral Interventions 12(4), 198-210.

    Curtis, M.J, Castillo, J.M., & Cohen, R.M. (2008). Best practices in systems level change. In A. Thomas & J. Grimes (Eds.). Best Practices in School Psychology V (pp. 887-901). Bethesda, MD: National.

    Daly, E.J., Witt, J.C., & Martens, B.K. (1997). A model for conducting a functional analysis of academic performance problems. School Psychology Review, 26(4), 554-574.

    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.

    Dunlap, G., Carr, E.G., Horner, R.H., Zarcone, J.R. & Schwartz, I. (2008). Positive Behavior Support and Applied Behavior Analysis: A Familial Alliance. Behavior Modification, 32: p. 682 - 698.

    Durand, V.M. & Hieneman, M. (2008). Helping Parents with Challenging Children: Positive Family Intervention Facilitator Guide (Programs That Work). Oxford University Press, Inc.

    Erchul, W.P. (2011). School Consultation and Response to Intervention: A Tale of Two Literatures, Journal of Educational and Psychological Consultation, 21:3, 191-208

    George, H.P. & Childs, K.E. (2012). Evaluating implementation of school-wide behavior support: Are we doing it well? Preventing School Failure, 56(4), 197–206.

    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 Your School. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (Vol. 4) Web site:

    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.

    Gutkin, T.B., & Curtis, M.J. (2008). School-based consultation: The science and practice of indirect service delivery. In C.R. Reynolds & T.B. Gutkin (Eds.), The handbook of school psychology (4th ed., pp. 591-635). New York: John Wiley.

    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 school-wide 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.

    McIntosh, K., Mercer, S.H., Hume, A.E., Frank, J.L., Turri, M.G., & Mathews, S. (2013). Factors related to sustained implementation of school-wide positive behavior support. Exceptional Children, 79(3), 293-311.

    McIntosh, K., Filter, K. J., Bennett, J. L., Ryan, C. and Sugai, G. (2010). Principles of sustainable prevention: Designing scale-up of School-wide Positive Behavior Support to promote durable systems. Psychology in the Schools, 47, 5–21.

    Morin, J.E. (2001). Winning Over the Resistant Teacher. Journal of Positive Behavior Interventions,3: p. 62 - 64.

    Nellis, L.M. (2012). Maximizing the effectiveness of building teams in response to intervention implementation. Psychology in the Schools. 49(3), 245-256.

    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.

    O’Connor, E.P. & Freeman, E.W. (2012). District-level considerations in supporting and sustaining RtI implementation. Psychology in the Schools, 49(3), 297-310.

    Rathyon, 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.

    Sanetti, L.M.H., Kratochwill, T.R., & Long, A.C.J. (2013). Applying adult behavior change theory to support mediator-based intervention implementation. School Psychology Quarterly, 28(1), 47-62.

    Scott, T. M., Alter, P.J., Rosenberg, M., & Borgmeier, C. (2010). Decision-making in secondary and tertiary interventions of school-wide systems of positive behavior support. Education and Treatment of Children, 33 (4), 513-535.

    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.

    Simonsen, B., Myers, D., Everett, S., Sugai, G., Spencer, R., & LaBreck, C. (2012). Explicitly teaching social skills schoolwide: Using a matrix to guide instruction. Intervention in school and clinic, 47(5), 259-266.

    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.

    Stormont, M. & Reinke, W. R. (2012). Using coaching to support classroom-level adoption and use of interventions within school-wide positive behavioral interventions and support systems. Beyond Behavior, Winter, 11-19.

    Sugai, G. & Simonsen, B. (2012). Positive Behavioral Intervetnions and Supports: History, defining features, and misconceptions. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports web site:

    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 school-wide 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. 
Optional Resources:

    Walker, B., Cheney, D. & Stage, S. (2009). The Validity and Reliability of the Self- Assessment and Program Review: Assessing School Progress in School-wide Positive Behavior Support. Journal of Positive Behavior Interventions, 11: p. 94 – 109.

    Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership. 70(1), 10-16.

    Optional Resources:

    Sailor, W., Dunlap, G., Sugai, G., & Horner, R.H. (2009). Handbook of Positive Behavior Support. Issues in Clinical Child Psychology, Kansas City, KS: Springer.


    OSEP Positive Behavioral Interventions and Supports:

    Florida Positive Behavior Support: Response to Intervention for Behavior:

    Association for Positive Behavior Support:

  34. Student Expectations/Requirements and Grading Policy: Class Discussion and participation, each worth 35%

    Application Proposal - 30%

    Grading Scale: The following is the grading scale to be used:

    Grade Points

    A 180 and above

    B 160 up to 180

    C 140 up to 160

    D 130 up to 140

    F < 130

    Incomplete Grade Policy: For specific information, see the USF Graduate Catalog, 2011-2013, available online at

  35. Assignments, Exams and Tests: There are no Exams or Quizzes.


    1. Class Discussion Questions (70 points, 5 points x 14 weeks) 35%

    Students must respond to 3-5 discussion items and/or application activities each week pertaining to the content in the module. Each question requires a paragraph of response. Each set of questions must be completed by 11:59 pm on the Saturday of the week that the module is scheduled for completion. As the course is asynchronous, students may work ahead, complete the questions, and submit them before the due date.

    2. Class Participation (70 points) 35%

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

    • Remains up-to-date with required weekly activities;

    • Submits at least one discussion question via the Discussion Board related to the material (PowerPoint, readings, etc.) each week, and

    • Responds to discussion threads on the Discussion Board that have been begun by the student or another student each week

    3. Application Proposal (60 points) 30%

    Students must identify one problem related to Tiers 1-3 in school settings and engage in the 4-step problem-solving process (week 9-14) to: (1) identify the problem, (2) analyze the problem, (3) develop hypotheses and interventions to address the problem, and (4) evaluate the effectiveness of the intervention and discuss how the intervention may be improved.

    Students must select a real situation from their school/field experience or address one of the issues presented within the course. Students should describe the process as if they are working with a team to engage in problem-solving. The Application Proposal should address all steps in the problem-solving process and must be between 3-5 single spaced pages in length. This assignment is due Wednesday of the last week of class in December at 12 a.m.

  36. Attendance Policy: Due to the distance learning format of this course, traditional daily attendance policies do not apply. You may complete the work at your convenience, as long as it is submitted by the required deadline. However, students are expected to contact the instructor within the first week of classes in order to establish their enrollment.

    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: (

    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. It’s the responsibility of the student to monitor Canvas 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: If you are unable to complete an assignment on time, notify the instructor as soon as possible. You must contact the instructor 24 hours before an assignment is due. Depending upon the circumstances, an extension may be grant.

    Assignments that are not turned in will receive a grade of 0. Discussion assignments that are turned in late and have not been granted an extension, i.e., by the date/time specified on the syllabus, will have 1 point deducted per day they are late. Late submission of the Application Proposal will receive a maximum of only 50% of the possible points.

    There is no extra credit for this course.

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

    Review USF policies on Academic Integrity of Students at:

  38. Program This Course Supports: Positive Behavior Support Graduate Certificte
  39. Course Concurrence Information: None

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