EDUC 527 BEHAVIOR MANAGEMENT AND SOCIAL SKILLS INSTRUCTION
This course provides candidates with strategies based on behavior analysis and other psycho-educational learning theories/ models and as they relate to managing measurably effective classrooms. Emphasis is on the elements of effective instructional planning (i.e., antecedents and consequences of student behavior) that prevent management problems, condition intrinsic motivation to learn, and foster social competence of all students in the inclusive classroom. The foundational knowledge base of the definition, concepts, and principles of ABA for improving students’ academic, emotional, behavioral, and social skills will be addressed. In addition, coverage will include the philosophical assumptions and dimensions of research-based models. Candidates will learn how to differentiate evidence-based from non-evidence-based behavior management practices. (3 credits)
EDUC 570 SPECIAL TOPICS IN EDUCATION: ETHICS AND PROFESSIONALISM IN ABA
This course prepares candidates for the ethical and professional practice of applied behavior analysis by analyzing all ten sections of the Professional and Ethical Compliance Code of Behavior Analysts listed below (updated July 6, 2017). Topics will address professional representation of oneself and the profession of ABA, dissemination of measurably effective and replicated research findings based on peer reviewed publications, evaluation of the efficacy of behavior change procedures, and the ethical and legal considerations regarding collaborations and interactions with other school professionals, children and adolescents, family members and colleagues.
The privacy rights of clients and related laws applicable to the proper maintenance and interpretation of client records will also be addressed.
EDUC 570 SPECIAL TOPICS IN EDUCATION RESEARCH IN SPECIAL EDUCATION: SINGLE CASE DESIGN
This course introduces strategies for designing and conducting single-subject research in special education. Competencies include coverage of independent and dependent variables for research, measurement tactics, experimental design (including data analysis), graphical presentation and evaluation of results, ethical care pertaining to human subjects, establishing generality of results, and ensuring the integrity of research procedures. The methods discussed are not specific to any disability or age level; rather, they are a general set of methods for conducting and interpreting single-subject research.
This course has two basic goals: To expose students to the principles of basic behavior analytic research methodology and to have students plan and design a research proposal. Emphasis is placed on the role of research for the teacher of students with developmental disabilities. It is expected that candidates striving to be professionals in the special education field will acquire the knowledge and skills necessary to distinguish between legitimate claims of intervention efficacy and to draw conclusions of research findings in accordance with the Professional and Ethical Compliance Code for Behavior Analysts. (3 credits)
EDUC 712 STRATEGIES FOR INCLUSION OF SPECIAL LEARNERS
This course is designed to help candidates instruct students with learning and behavior problems (including autism spectrum disorders, speech and language impairments, learning disabilities, intellectual disabilities, emotional disturbance/ behavioral disorders, and ADHD) using research- or evidenced-based practices to address both curricular/ instructional and social behavioral challenges in the least restrictive environment. Applied behavior analytic tactics, techniques, methods, and procedures covered in this course are derived from the concepts and principles of behavior taught in EDUC 527. Candidates will learn how to individualize and accurately implement fundamental elements of behavior change and specific behavior change procedures in order to facilitate students’ access to the general education curriculum. (3 credits)
EDUC 714 PRACTICUM IN ASSESSMENT AND INSTRUCTION OF SPECIAL LEARNERS
This course is designed to provide candidates with information on standardized and informal assessment procedures and materials and on research-based effective strategies for teaching students with mild to moderate learning and behavior problems. Emphasis is on assessment in literacy and mathematics and appropriate use of instructional technologies including assistive technology. Focus will also be on those strategies of differentiated instruction that can be effectively implemented or modified within the general education program. Candidates will learn a variety of methods for the identification and assessment of academic and social-behavioral problems; behavioral assessment; analysis of the outcomes of instruction/interventions; descriptive, preference and skill assessments; including the use of practical behaviorally-based assessment tools such as checklists, rating scales, structured observation tools, and curricular behavioral assessments (e.g., criterion-referenced assessment). (3 credits)
EDUC 716 LIFE SPAN SPECIAL EDUCATION: TRANSITION FROM BIRTH TO ADULTHOOD
This course prepares teacher candidates to select behavior analytic intervention strategies and plan for their possible unwanted behavior change effects in order to help maximize human development from birth to adulthood. Candidates will learn how to select and implement individualized behavioral and curricular intervention strategies and behavior-change systems in order to teach, maintain, and generalize skills across home, school, and community settings via organizational behavior management (OBM). Emphasis will be placed on how students develop and learn by examining the process of physical, cognitive, social, emotional, language, and career development among students who vary by gender, race and ethnicity, socioeconomic level, English proficiency, and diverse levels of ability. Issues covered include the educator’s role on how to develop curriculum as well as support and maintain group change that is developmentally appropriate and culturally meaningful to facilitate successful transition from pre-school to post-school activities; including postsecondary education, vocational education, integrated employment (including supported employment), independent living, and/or community participation (as described by the U.S. Department of Education’s Office of Special Education and Rehabilitative Services May 2017 document entitled “A Transition Guide To Postsecondary Education and Employment for Students and Youth with Disabilities).” (3 credits)