DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
SPEC 3020
APPLIED BEHAVIOR ANALYSIS FOR TEACHERS
THREE SEMESTER HOURS

REQUIRED TEXTBOOK(S)

Alberto, P.A., & Troutman, A. C. (1995). Applied behavior analysis for teachers (4^th ed.).

Columbus, OH: Merrill.

COURSE DESCRIPTION

A study of the general principles of applied behavior analysis including the foundations for understanding behavior, increasing appropriate behavior, and managing challenging behaviors across a variety of learning environments with individuals with disabilities.

Prerequiste: SPEC 3010 and admission to Teacher Education.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

Principle 1: The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful
for students.

Principle 2: The teacher understands how children learn and develop, and can
provide learning opportunities that support their intellectual, social and
personal development.

Principle 3: The teacher understands how students differ in their approaches to
learning and creates instructional opportunities that are adapted to diverse
learners.

Principle 5: The teacher uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction, active
engagement and learning, and self motivation.

Principle 7: The teacher plans instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.

Principle 8: The teacher understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social,
and physical development of the learner.

Principle 9: The teacher is a reflective practitioner who continually evaluates the
effects of his/her choices and actions on others (students, parents,
and other professionals in the learning community) and who actively
seeks out opportunities to grow professionally.

EDUCATIONAL OUTCOMES

Outcome 1: An understanding of the central concepts, tools of inquiry, and
structures of the fields of special education and the ability to implement
intervention strategies that make these aspects meaningful for consumers.

Outcome 5 The use of formal and informal assessment strategies to diagnose and
ensure the provision of appropriate services for consumers.

COURSE OBJECTIVES

At the conclusion of this course, students will:

1. demonstrate knowledge of the evolution and major theoretical perspectives from the fields of medicine, psychology, and education on the definitions and etiologies of individuals with disabilities, general principles, and ethical standards of applied behavior analysis (Principle 1, Outcome 1);

2. demonstrate knowledge of formal and informal behavior observation and
assessment (Principle 7; Principle 8, Outcome 5);

3. demonstrate ability to write age appropriate and relevant goals, objectives, and
procedures for facilitating skill acquisition, fluency, maintenance, and generalization
(Principle 2; Principle 7, Outcome 5);

4. develop procedures for modifying the learning environment to manage challenging
behaviors including self-stimulation and self-abusive behaviors
(Principle 3; Principle 5, Outcome 5);

5. demonstrate the ability to select, develop, evaluate, and modify a variety of
behavior management plans addressing individual and group compositions (Principle 3;
Principle 5, Principle 9, Outcome 5).

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

1. Successfully complete 2 exams and a comprehensive final exam (Objectives 1, 2, 5)

2. Demonstrate knowledge of the issues of plagarism (Objective 1)

3. Assess the learning environment of a classroom using a variety of tools such as
portfolio assessments, functional assessments, and future-based assessments in order to make recommendations for modifying the environment to prevent/manage challenging behaviors (Objectives 2 and 4)

4. Complete analyses of a variety of behaviors using multiple direct observational strategies (Objective 2)

5. Identify and write age appropriate and relevant behavioral goals and objectives
(Objective 3)

6. Complete two task analyses for the purpose of teaching a complex academic
skilland a complex functional skill (Objective 3)

7. Design, implement, and evaluate a behavioral acceleration or deceleration strategy
(Objectives 1 and 5)

COURSE EVALUATION

1. Exams (Objective 1)

2. Criteria Protocols (Objectives 2 - 6)

Exam 1: 9/10/98

Exam 2: 10/8/98

Exam 3: 11/17/98

Final Exam: (date and time as scheduled)

Final Grading Scale

90% - 100% A

80% - 89% B

70% - 79% C

60% - 69% D

Below 60% F

ATTENDANCE POLICY

The university attendance policy will be strictly adhered to in this course.

INSTRUCTOR

Martha L. Venn, Ph.D. Room 76

Office Hours: TBA 912-333-5932

email address: mlvenn@valdosta.edu

SPECIAL NEEDS STATEMENT

Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 226-A. The phone number is 245-2498.

DIVERSITY STATEMENT

The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.

DEPARTMENTAL PLAGIARISM POLICY

The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagiarized work and the penalties for such actions. The penalty for plagiarism in undergraduate course work is a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given

for the first offense and a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure will occur for the second offense. The entire Departmental Policy, which includes examples and non-examples of plagiarism, is available on the Departmental Homepage.

APA STYLE

The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures for APA style are found in:

American Psychology Association. (1994). Publication manual of the American Psychological Association (4th ed.). Washing, DC: Author.

TENTATIVE COURSE SCHEDULE

Date: _______________________

Define Plagiarism:

I, ____________________________ have read and understand the University’s policy on

plagiarism provided to me by Dr. Marti Venn or Dr. Philip Gunter. Dr. Venn or Dr. Gunter has

explained the definition of plagiarism and the University’s policy on plagiarism. In addition,

she/he has provided me with examples of plagiarized and non-plagiarized statements.

___________________________

(student’s signature)

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