Barry University Master Adrian Dominican School of Education Syllabus Department of Teaching and Learning
COURSE NUMBER AND NAME: ESE: 428 Instructional Strategies for Students with Emotional Handicaps 3 credit hours
Instructor: Term: Office Location: Class Location: Office Hours: Class Dates: Work Phone: Class Time: Fax: Field Experience: 10 hours E-mail: Website:
COURSE CATALOG DESCRIPTION: This course surveys instructional strategies for teaching students who are identified as having emotional/behavioral handicaps, including instructional techniques, motivational strategies, developmentally appropriate strategies, and implementation and evaluation of individualized education plans. Field Experience Required.
COURSE RATIONALE: This course is designed to provide students with an understanding of the dynamics of the classroom with students with disabilities. Students gain an understanding of the three components needed to promote appropriate classroom management and methods to create a democratic classroom. Students will practice some of the research based strategies that support good classroom management.
COURSE GOALS: 1. Students will understand the components of behavior modification. 2. Students will explore controversial issues in the area of behavior and emotional disorders. 3. Students will be able to identify specific emotional and/or behavior disorders. 4. Students will be able to assess environments for effective instruction. 5. Students will develop strategies for monitoring behavior. 6. Students will explore instructional strategies and best practices to address the needs of students with emotional and behavioral disorders (EBD).
NATIONAL GUIDELINES: CEC Council for Exceptional Children Common Core of Knowledge and Skills for Special Education Teachers. ESL Standards for PreK-12 Students, approved by National TESOL.
GUIDELINES USED IN DEVELOPING COURSE OBJECTIVES: CEC Council for Exceptional Children Common Core of Knowledge and Skills for Special Education Teachers. ESE Florida Competencies for Exceptional Student Education K-12 ESOL Florida Performance Standards for Teachers of ESOL
Master Syllabus 1 ESE: 428 Instructional Strategies for Students with Emotional Handicaps Revised July, 2005 Barry University Master Adrian Dominican School of Education Syllabus Department of Teaching and Learning
COURSE OBJECTIVES: Students will be able to demonstrate the following: 1. Identify and apply methods for selecting and adapting instructional strategies and materials. Identify techniques for actively engaging students in academic instruction. Identify essential elements of effective teaching practices. CEC: 4 ESOL: 5 – 8, 16, 17 ESE: 3 2. Recognize ethnic and cultural differences and their influence on student behavior and performance. Identify a classroom environment that is sensitive to the ethnic and cultural differences among students. CEC: 2 ESOL: 14, 18 ESE: 3, 4, 6 3. Identify teaching and learning strategies that reflect each student’s culture, learning style, socio-economic background, and special needs. CEC: 4 ESOL: 14, 18 ESE: 3, 4, 6 4. Identify and apply activities to ensure skill maintenance and generalization. Recognize strategies to integrate higher order thinking and problem-solving skills into instruction. CEC: 4 ESOL: 16, 17 ESE: 3, 4, 6 5. Knowledge of social and affective curriculum and instruction. Apply interventions that promote appropriate social skills for individuals and/or groups. Identify methods of collecting social/behavior data. CEC: 4, 6 ESOL: 12, 13 ESE: 6 6. Knowledge of approaches to classroom research and use of technology. Evaluate the use of various technologies as instructional tools. ESOL: 15, 17 7. Demonstrate an understanding of formal and informal evaluation methods and their uses. Select appropriate formal and informal academic, intellectual, social/emotional, and adaptive behavior instruments. Analyze student data to identify prerequisite skills, select appropriate specialized techniques, and determine IEP goals and objectives. CEC: 3 ESOL: 21 ESE: 2, 3 8. Recognize the components and integration of language arts, including listening, oral expression, reading, written expression, and spelling. ESOL: 8, 11, 12 ESE: 5 ACCOMPLISHED PRACTICES: Target AP # 4 Critical Thinking Supplemental AP #7 Human Growth and Development Supplemental AP #10 Planning
COURSE TEXT(s): Kauffman, J. (2001). Characteristics of emotional and behavioral disorders of children and youth (7th ed.). Columbus, OH: Prentice Hall
SUPPLEMENTAL MATERIALS: WEBSITES
Master Syllabus 2 ESE: 428 Instructional Strategies for Students with Emotional Handicaps Revised July, 2005 Barry University Master Adrian Dominican School of Education Syllabus Department of Teaching and Learning
NOTE: Websites continually change so the information here may not always be available.
Assessing bilingual students for http://eric-web.tc.columbia.edu/digests/dig65.html placement and instruction. Authentic Assessment http://www.coedu.usf.edu/sacee/goals2k/aaselck.htm Autism www.feat.org Behavioral Assessments www.specialednews.com/ Children and Adults with Attention www.chadd.org Deficit Disorder (CHADD) Council for Exceptional Children www.cec.sped.org Created by teachers www.createdbyteachers.com/ disAbility Resources Inc. www.eskimo.com/~jlubin/disabled/newslett.htm National Attention Deficit Disorder www.ad.org Association (NADDA) www.greatconnect.com/oneaddplace ProEd www.proedinc.com/intro.html
AUDIO/VISUAL/TECHNOLOGY: Overhead Transparencies Pertinent Videos Power Point Presentations
CONTENT OUTLINE: INSTRUCTOR NOTE: The Content Outline must include the following: Indicate the content covered in each session Include mid-semester evaluation to indicate student progress Include Final Exam
The professor reserves the right to make changes in the time frame of topic presentation and assignments to comply with course schedule. DATE: DESCRIPTION: Session Course introduction #1 Definition and classification systems of emotional and behavioral disorders (EBD)
Session Identifying the characteristics of students with EBD #2 Meeting students' needs The teacher's role; the proactive teacher
Master Syllabus 3 ESE: 428 Instructional Strategies for Students with Emotional Handicaps Revised July, 2005 Barry University Master Adrian Dominican School of Education Syllabus Department of Teaching and Learning
Session History/Laws #3 Trends & Issues
Session Nature and role of theory #4 Conceptual Models of Behavior The integrated approach
Session Classification & Co-morbidity #5 Rating Scales/Assessment Instruments Assessment for: Eligibility
Session Intervention (FAB & BIP) #6 IEP Monitoring student performance Session Causes of EBD #7 Conduct Disorders ADHD and Oppositional Defiant Disorders (ODD) Session #8 Curriculum: Basic considerations Multicultural issues Differentiated Learning Considerations
Session Social Skills, Conflict Resolution #9 Problem Solving Social development interventions Social development activities
Master Syllabus 4 ESE: 428 Instructional Strategies for Students with Emotional Handicaps Revised July, 2005 Barry University Master Adrian Dominican School of Education Syllabus Department of Teaching and Learning
Session MIDTERM EXAM #10 Anxiety & Depression Session Schizophrenia & Autism #11 Increasing engaged time
Session Activities that increase meaningful student #12 Engagement
Session Stages of group development #13 Feedback Scheduling Successive approximations
Session Higher level thinking skills #14 Importance of critical thinking Problem-based learning Encouraging higher-level thinking through questioning
Session Instructional Techniques & Strategies(Con’t) #15 Self-Management Aggression Replacement Therapy (ART) Life Space Interview Service Learning Bibliotherapy
Review Concepts/Vocabulary of Behavior Modification Session Token Economy #16 Presentations Cognitive Behavior Management (CBM) Session Theory – ABC #17 Practice & Strategies of CBM Presentations
Session Final Exam #18 Presentations
Master Syllabus 5 ESE: 428 Instructional Strategies for Students with Emotional Handicaps Revised July, 2005 Barry University Master Adrian Dominican School of Education Syllabus Department of Teaching and Learning
COURSE REQUIREMENTS:
INSTRUCTOR NOTE: Course requirements must include the following: The Required Accomplished Practices Assignment designed specifically for this course. This assignment MAY NOT be altered. You may include additional instructional activities and assignments, however, they MUST meet the course goals and objectives and align with one or more of the Accomplished Practices. REMEMBER ALL instructional activities and assignments must address the needs of all learners including learners with diverse linguistic backgrounds; exceptional learners.
REQUIRED ACCOMPLISHED PRACTICE ASSIGNMENT Assignment #1: Learning Center-A (Target AP #4; Supplemental AP # 7) Students must develop a learning center that will provide additional practice and deeper understanding of specific concepts and skills taught in the classroom. Students may develop their learning center based on any topic, content, or area skill.
a. The learning center must provide detailed instructions and all the necessary materials needed for required activities. b. Required activities must give evidence of higher order (critical thinking), creative skills, and build upon students’ (P-12) prior knowledge and experiences. c. Required activities must also give evidence of self-correcting, teacher-made materials. Additionally, activities and tasks must be appropriate to the students’ developmental levels. d. Learning centers will be judged based on its overall visual and motivational appeal, thoroughness of content or skill coverage, and clarity of instructions provided to students. e. Students must present and share their learning centers with their peers in class, and explain how the center activities addressed the (P-12) students’ cultural diversity and individual learning styles/needs.
Learning Center Evaluation – B (Supplemental AP # 10) Develop a lesson plan that relates to one of the activities or tasks described in the learning center. Review the lesson plan with the course instructor and/or directing teacher for feedback and suggestions. Students will also submit a one page description evaluating how the learning center and the lesson plan improved students’ learning and skill development. Students’ self evaluation must include an outline of what steps they might take to improve their lesson development
SUGGESTED ADDITIONAL ASSIGNMENT
Master Syllabus 6 ESE: 428 Instructional Strategies for Students with Emotional Handicaps Revised July, 2005 Barry University Master Adrian Dominican School of Education Syllabus Department of Teaching and Learning
INSTRUCTOR NOTE: You may include additional instructional activities and assignments, however, they MUST meet the course goals and objectives and align with one or more of the Accomplished Practices. REMEMBER ALL instructional activities and assignments must address the needs of all learners including learners with diverse linguistic backgrounds; exceptional learners.
FIELD EXPERIENCE 10 hours required Field experiences are a vital component not only of this course but in understanding teaching, as well as the role of the teacher. Experimental learning (“on the job” preparation) is unmatched. As such, passing this course is based on successful completion of all required field experiences. Successful completion includes (but not necessarily limited to) completion of all paperwork, meeting timelines, and professional responsibilities and dispositions associated with field experiences. Receiving an ‘Incomplete” for not completing field experiences in the timelines provided within this syllabus, is not an option. Acting professionally and responsibly also implies adherence to Barry University policies regarding cheating and falsification of reports or documents. Such actions will result in course failure. Submit a copy of your Field Experience official log of hours indicating the required 10 hours for this course, a copy of the completed Barry Observation form, and a copy of your directing teacher’s evaluation by ______.
MIDTERM EXAMINATION The midterm examination may include multiple choice items, short answer responses and extended response essays emphasizing applications of the principles, concepts and instructional strategies presented in class.
FINAL EXAMINATION The final examination may include multiple choice items, short answer responses and extended response essays emphasizing applications of the principles, concepts and instructional strategies presented in class.
METHODS OF INSTRUCTION Any of the following instructional techniques may be utilized as they fit within the context of the session: class discussions, text-based discussions, lectures, cooperative learning groups, hands- on experiences, student presentations, debates, video tapes, reflections, analysis, journal writing, practical applications, problem solving, and guest speakers. Presentations will address the needs of all learners including: learners with diverse linguistic backgrounds; exceptional learners. Students are expected to participate during each class. All assigned reading must be completed before class.
TYPES OF ASSESSMENT(s):
Master Syllabus 7 ESE: 428 Instructional Strategies for Students with Emotional Handicaps Revised July, 2005 Barry University Master Adrian Dominican School of Education Syllabus Department of Teaching and Learning
Final grade will be based on course requirements, and examinations. The graded activities will reflect both alternative and traditional assessments. Grades activities and their relative weights are as follows:
ASSIGNMENTS Possible Points Required Accomplished Practice Assignment Additional Assignments Midterm Examination Final Examination
GRADING SCALE: The Teaching and Learning Department grading scale will be used. 93-100=A 85-92=B 78-84=C 70-77=D 0-69=F
WRITTEN ASSIGNMENT CRITERIA: Written materials must reflect student’s knowledge of the subject as well as the use of higher thinking skills (analysis, interpretation, synthesis, and evaluation). Assignments must contain correct use of grammar, punctuation, and spelling. All papers must reflect the student’s own thoughts and words unless quotation marks are used. Projects and the final exam are to be completed in a professional manner. All assignments are due on the designated date. Remember: Effort does not necessarily equal achievement!
COURSE POLICIES: 1. Adherence to the Barry University (Dis)honesty Policy as described in the Student Handbook is required. Including policies related to Cheating and Plagiarism and defined as: . Cheating-the attempt, successful or not, to give or obtain aid and/or information by illicit means in meeting any academic requirements, including examinations. Cheating includes falsifying reports and documents. . Plagiarism- the use, without proper acknowledgment, of the ideas, phrases, sentences, or larger units of discourse from another writer or speaker. Plagiarism includes the unauthorized copying of software and the violation of copyrights laws. 2. All assignments, including reading assignments, are due on the designated date. Course work WILL NOT BE ACCEPTED after ______3. Attendance: Attendance is MANDATORY and WILL AFFECT your final grade. Students are expected to attend and to be on time for every class. It is the responsibility of the students to initiate the withdrawal during the designated withdrawal period. Otherwise an F will be issued at the end of the term. 4. Respect for the Learning Environment should include, but not limited to, turning off all cellular telephones and switching your pagers to “vibrate” mode. 5. Requests for incomplete grades must be submitted in writing to the professor prior to completing two-thirds of the course and should clearly document the reason(s) for requesting an incomplete grade. All requests are subject to review and approval by the professor. 6. All course assignments utilizing any resource including on-line resources must be cited.
Master Syllabus 8 ESE: 428 Instructional Strategies for Students with Emotional Handicaps Revised July, 2005 Barry University Master Adrian Dominican School of Education Syllabus Department of Teaching and Learning
DISABILITY STATEMENT: “ It is the policy of Barry University to provide reasonable accommodations for qualified individuals with disabilities. This University adheres to all applicable federal, state and local laws, regulations and guidelines with respect to providing reasonable accommodations to afford equal educational opportunity. It is the student’s responsibility to contact the Disability Services (305-899-3488), located in the R Kirk Landon Student Union. The Office will aid in appropriate accommodations for the student and notify faculty in a timely manner.” This is in accordance with Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990.
BIBLIOGRAPHIC REFERENCES: In addition to the required text, students are encouraged consult professional journals and periodicals. (Classic) Colvin, G., Ainge, D., & Nelson, R. (1997). How to defuse defiance, threats, challenges and confrontations. Teaching Exceptional Children, 29(6), 47-51.
Hammill, D.D., & Bartel, N.R. (1995). Teaching students with learning and behavior problems: Managing mild-to-moderate difficulties in resource and inclusive settings (6thed.). Texas: ProEd.
Gallagher, P. A. (1997). Promoting Dignity: Taking the destructive D’s out of behavioral disorders. Focus on Exceptional Children, 29(9), 1-19
Morgan, D. P., & Jenson, W. R. (1988). Teaching behaviorally disordered students. Upper Saddle River, NJ: Merrill/Prentice Hall.
Platt, J. M., & Olson, J. L. (1997). Teaching adolescents with mild disabilities. Boston: Brooks/Cole Publishing Company.
Walker, H.M. (1995). The acting-out child: Coping with classroom disruption. Longmont, CO: Sopris West.
Watson, G. (1998). Classroom discipline problem solver. New York: The Center for Applied Research in Education.
(Contemporary)
Bauer, A.N., Keefe, C. H., & Shea, T. (2001). Students with learning disabilities or emotional/behavioral disorders. Upper Saddle River, NJ: Merrill/Prentice Hall.
Falk, K. B., & Wehby, J. H. (2001). The effects of peer-assisted learning strategies on the beginning reading skills of young children with emotional or behavioral disorders. Behavior Disorders, 26(4), 344-359.
Master Syllabus 9 ESE: 428 Instructional Strategies for Students with Emotional Handicaps Revised July, 2005 Barry University Master Adrian Dominican School of Education Syllabus Department of Teaching and Learning
Gibb, G. S., & Dyches, T. T. (2000). Guide to writing quality Individualized Education Programs. Needham Heights, MA: Allyn & Bacon.
Publication manual of the American Psychological Association (5th ed.). 2001. Washington, DC: APA.
Williams, P.A., Alley, R.D., & Henson, K.T. (1999). Managing secondary classrooms: Principles and strategies for effective management and instruction. Boston: Allyn and Bacon.
Master Syllabus 10 ESE: 428 Instructional Strategies for Students with Emotional Handicaps Revised July, 2005