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DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
SPEC 5100
NONAVERSIVE BEHAVIOR MANAGEMENT
THREE SEMESTER HOURS
REQUIRED TEXT
To be determined.
COURSE DESCRIPTION
Prerequisite: Successful completion of the undergraduate program in special education.
A study of the principles and application of positive behavioral support strategies for managing challenging behaviors of individual with disabilities. This approach focuses on understanding functional assessments, developing and implementing individualized nonaversive behavior support plans.
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES ADDRESSED IN THIS COURSE
Principle 2. Graduates are capable of excellence in their professional practice.
Principle 3. Graduates think systematically about their practice, use research adn technology adn contribute to the knowledge base.
EDUCATIONAL OUTCOMES
Outcome 2. The ability to plan intervention based upon knowledge of empirical research, individual
consumers, and the community.
Outcome 3. Competence in self-evaluation of the effects of his/her choice and actions on others (consumers, family members, and other professionals in the learning community) and a commitment to actively seek out opportunities to grow professionally.
COURSE OBJECTIVES
At the conclusion of this course, students will:
1. understand socially motivated and nonsocially motivated challenging behaviors (Principle 5; Outcome 2);
2. demonstrate knowledge of a variety of medical and biological factors associated with challenging behavior (Principle 2; Outcome 2);
3. implement formal and informal assessment strategies in order to determine the function of challenging behaviors (Principle 3; Outcome 2 & 3);
4. develop and implement positive behavior support plans (Principle 3; Outcome 2); and
5. demonstrate the ability to evaluate and modify behavior support plans (Principle 3; Outcome 3).
COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS:
1. Successfuly complete 2 exams and a comprehensive final exam (Objectives 1 & 2)
2. Complete observations of challenging behaviors (Objective 3)
3. Complete a functional analysis of observations (Objective 3)
4. Develop two positive behavior support plans (Objective 4)
5. Implement two positive behavior support plans (Objective 4)
6. Evaluate the effects of implemented positive behavior support plans (Objective 5)
COURSE EVALUATION
1. Exams (Objective 1)
2. Crieteria Protocols (Objectives 2-6)
Exam 1: (date)
Exam 2: (date)
Final Exam: (date and time scheduled)
Final Grading Scale
90% - 100% A
80% - 89% B
70% - 79% C
60% - 69% D
Below 60% F
ATTENDANCE POLICY
The attendance policy of the university will be strictly adhered to in this course.
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 term. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 1115. 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 of plagiarism in undergraduate course work ins 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 administrative structure will occur for the second offense. The entire Departmental Policy, which include examples and non-examples of plagiarism, is available on the Departmental Home Page.
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.). Washington, DC: Author.
COURSE SCHEDULE
(Optional)
| Submitted by: | Chief Compiler: | Date: |
| Valdosta State University 1500 N. Patterson St. Valdosta, GA 31698-0102 |
Susan R. Worth sworth@valdosta.edu Phone: 912-333-5932 Fax: 912-333-7167 |
February 1, 1999 |
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