Syllabus: K344 1

INDIANA UNI ERSITY NORTHWEST School o Education

K344 Education of Students with Social and Emotional Disturbances I

Time: Thursday 4:00 - 6:45 PM Place: RH 105 (Raintree Hall) Instructor : Jasmine Begeske O ice: Hawthorn Hall E-mail: jajgrsk @iun.edu

I. COURSE DESCRIPTION

Prerequisite: K205. A survey o educational curricula, procedures, and materials or children who are socially and emotionally disturbed. Development o teaching skills is emphasized.

Expanded Description: The primary objective o this course is to introduce students to a variety o educational treatment options or students with emotional and behavioral disorders. Students will explore treatments and evaluate them or e icacy and ethics. Students in this course will develop their skill in: Understanding theoretical perspectives o emotional and behavioral disorders Accommodating and advocating or the needs o students with emotional and behavioral disorders Utilizing technology as a special education resource

II. SCHOOL MODELS This course is part o the IUN School o Education's Teacher Education Program. This

program is based upon a research-based conceptual ramework that incorporates nine themes, all o which are designed to prepare a "Re lective Pro essional."

Reflective Professional (Initial)

Conceptual Framework Outcomes Course Objectives

1. Communication Skills 9, 12, 19 2. Higher Order Thinking Skills 3, 9, 16 3. Instructional Media and Technology 4. Learning and Development 5 5. School Culture and Diversity 12 6. Instructional Design and Delivery 4, 6, 10, 13 7. Classroom Management* 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15,

16, 17, 18, 19 8. Assessment and Evaluation 4 9. Pro essional Development 7, 8, 20

Syllabus: K344 2

*This course provides an opportunity for students to create artifacts addressing the Special Education Classroom Management rubric. This rubric is linked to CEC and Indiana DPS Standard 5 and is attached to this syllabus. The content and developmental standards are available on the web at http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStanda rds/ and http://www.doe.state.in.us/dps/standards/teacherindex.html

This course also re lects the principles o the Interstate New Teacher Assessment and Support Consortium (INTASC) and the Developmental Standards o the Indiana Pro essional Standards Board (IPSB). See Sections VII and VIII.

Course Objectives/Competencies

In class, students in K344 will:

1. Demonstrate evidence-based methods o emotional and behavioral change

2. Demonstrate strategies or crisis prevention and intervention.

3. Demonstrate skills in problem solving and con lict resolution.

4. Utilize unctional behavioral assessment to design positive behavior interventions and support.

5. Explain how various medications, therapies, and other interventions may a ect the learner's

per ormance.

6. Integrate social skills into the curriculum by utilizing e ective teaching strategies.

7. Collaborate with colleagues in planning and instruction

8. Demonstrate leadership in class activities and instruction

9. Verbalize a philosophy o teaching students with emotional disabilities that re lects advocacy

and sel -re lection.

In the field, student in K344 will:

10. Create a sa e, equitable, positive, and supportive learning environment in which diversities are

valued.

11. Modi y the learning environment to manage behaviors.

12. Establish and maintain rapport with individuals with and without exceptional learning needs.

13. Use active learning activities

14. Use e ective and varied behavior management strategies

15. Use praise and rein orcement

16. Demonstrate skill in problem solving and con lict resolution.

17. Establish a consistent classroom routine or individuals with disabilities.

Syllabus: K344 3

18. Implement the least intrusive intervention consistent with the needs o the learner.

19. Demonstrate enthusiasm or teaching students with disabilities and appreciate their

uniqueness, talents, and gi ts.

20. Demonstrate initial program dispositions.

Initial Program Dispositions

The SOE is committed to the values o academic integrity in teacher preparation. You are expected to consign yoursel to each o the ollowing dispositions throughout this semester in your IUN classroom participation and in your school-based ield activities:

1. Attendance, punctuality & pro essionalism (i.e., actions, appearance) 2. Connect subject to students1 world 3. Align teaching with state & pro essional standards 4. Prepare and promote active learning 5. Communicate ideas clearly in speech and writing 6. Use o multiple approaches & technology to teach 7. Student-centered management o class time & student behavior 8. Respects students rom diverse backgrounds 9. Promote cooperation in class, school, and community 10. Track student progress & adjust teaching to meet needs 11. Willing to receive constructive criticism & suggestions 12. Committed to becoming an e ective teacher

III. MATERIALS

Required Text: Newcomer, P. (2003). Unders anding and eaching emo ionally dis urbed

children and adolescen s. TX: Pro-Ed.

I . ASSIGNMENTS AND COURSE ACTI ITIES

1. 2 Quizzes 100 points each 200 points 2. Philosophy statement* 100 points 3. Social Skills Lesson Plan 75 points

One with Re lection and examples o student work*

4. Supervising Teacher 100 points Lesson Feedback o Lesson One *

5. Social Skills Lesson Plan 75 points Two*

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6. Class Presentation* 100 points 7. FBA and Behavior 200 points

Intervention Plan* 8. Final Field Evaluation* 50 points 9. Final Exam 100 points 10. Advising Receipt required

Total: 1000 points

*Potential Port olio Arti acts Field Work: Students are expected to implement strategies taught in the course with students in the ield. You will need to have an evaluation done in the ield o your behavior management skills. Assignments to be Conducted in the Field: Behavioral assessment and teaching o one social or a ective skill lesson plan.

Students are required to show a current Advising Receipt demonstrating that they have met with their faculty advisor this semester to receive a grade for this class. Receipts will be available starting around October.

Standard English, appropriate technology, and higher order thinking is expected in all products and per ormances in this course. I you are a student with a veri ied disability, a Disability Services Coordinator at IU Northwest can help arrange accommodations or you. Students who have a disability, or think they have a disability (e.g., psychiatric, attention, learning, vision, hearing, physical, or systemic), are invited to contact a Disability Services Coordinator or a con idential discussion. Undergraduates call 219-980-6943. Graduates call 219-980-6943.

. GRADING / E ALUATION SYSTEM 94 -100% - A 90 - 93% - A- 83 - 89% - B 80 - 82% - B-73 - 79% - C 70 - 72% - C- 63 - 69% - D 60 - 62% - D-below 60% - F

I. BIBLIOGRAPHY

Angus, S. F. (1989). Three approaches to stress management for children. Elementary School Guidance & Counseling, 23, 228-233.

Arnold., L. E. (1995). Some nontraditional (unconventional and/or innovative) psychosocial treatments for children and adolescents: Critique and proposed screening principles. Journal of Abnormal Child Psychology, 23, 125-140.

Bauer, A. M., & Shea, T. M. (1988). Structuring classrooms through level systems. Focus on Exceptional Children, 21, 1-12.

Brown, J. C. (1990). Loss and grief: An overview and guided imagery intervention model. Journal of Mental Health Counseling, 12, 434-445.

Carr, S. C., & Punzo, R. P. (1993). The effects of self-monitoring of academic accuracy and productivity on the performance of students with behavioral disorders. Behavioral Disorders, 18, 241-250.

Syllabus: K344 5

Charmichael, K. (1991). Play therapy: Role in reading improvement. Reading Improvement, 28(4), 273-276.

Cole, C. L., & Bambara, L.M. (1992). Issues surrounding the use of self-management interventions in the schools. School Psychology Review, 21, 193-201.

DiGangi, S. A., Maag, J. W., & Rutherford, R. B. (1991). Self-graphing of on-task behavior: Enhancing the reactive effects of self-monitoring on on-task behavior and academic performance. Learning Disabilities Quarterly, 14, 221-230.

Fiore, T. A., Becker, E. A., & Nero, R C. (1993). Educational interventions for students with attention deficit disorder. Exceptional Children, 60, 163-173.

Glasser, W. (1986). Control theory in the classroom. New York: Harper & Row. Ch. 3 & 4 p.23-43.

Gordon, T. (1989). Discipline that works: Promoting self-discipline in children. New York: Penguine Books. Ch. 6 p.101-136.

Gresham, F. (1982). Misguided mainstreaming: The case for social skills training with handicapped children. Exceptional Children, 48, 422-433.

Hewett, F. M. (1967). Educational engineering with emotionally disturbed children. Exceptional Children, 33, 459-467.

Hill, L. (1992). Fairy tales: Visions for problem resolution in eating disorders. Journal of Counseling & Development, 70, 584-587.

Hinshaw, S. P., Hender, B., & Whalen, C. K. (1984). Self-control in hyperactive boys in anger-inducing situations: Effects of cognitive-behavioral training and methylphenidate. Journal of Abnormal Child Psychology, 12, 55-77.

Isaacs, S., & Ritchey, W. (1989). I think I can, I know I can!. New York: St. Martin's Press. Ch. 3 p.38-55.

Lenkowski, B. E.,& Lenkowski, R. S.(1978). Bibliotherapy for the L.D. adolescent. Academic Therapy, 12, 179-185.

Mathews, D. B., & Quinn, J. L. Relaxation training: A humanistic technique to increase achievement, Journal of Humanistic Education and Development, 25, 113-121.

Maurer, R. E. (1988). Conflict resolution skills. Special educator's discipline handbook. West Nyack, New York: The Center for Applied Research in Education.

McMahon, L. (1992). The handbook of play therapy. New York: Tavistock/Routledge. (Ch. 2 Approaches to therapeutic play, 27-53)

Michelson, L., & Wood, R. (1980). A group assertive training program for elementary schoolchildren. Child Behavior Therapy, 2, 1-9.

O'Leary, K.D., & Drabman, R. (1971). Token reinforcement programs in the classroom: A review. Psychological Bulletin, 75, 379-398.

Professional standards and code of ethics of the Council for Exceptional Children, Reston, VA: Author.

Rowland, G., Schaffner, T., Kuster, T., & Kupfersmid, J. (1988). Responding to physical assaultiveness of emotionally disturbed youths. Child and Youth Services, 10, 101-151.

Smith, S. W., & Farrell, D. T. (1993). Level system use in special education: Classroom intervention with prima facie appeal. Behavioral Disorders, 18, 251-264.

Webber, J., & Coleman, M. (1988). Using rational emotive therapy to prevent classroom problems. Teaching Exceptional Children, 21, 32-35.

Wood, M. M., & Long, N. J. (1991). Life space intervention: Talking with children and youth in crisis. Austin, TX: PRO-ED, Inc.

Syllabus: K344 6

Zentall, S. S. (1989). Self-control training with hyperactive and impulsive children. In J.N. Hughes, & R. J. Hall (Ed.). Handbook of cognitive behavioral approaches in educational settings (pp. 305-346). New York: Guilford.

Zentall, S. S. (1993). Research on the educational implications of attention deficit hyperactivity disorder. Exceptional Children, 60, 143-153.

II. INTASC PRINIPLES

Principles of the Interstate New Teacher Assessment and Support Consortium (INTASC PRINCIPLES)

Principle Course Objectives 1. Knowledge o Subject Matter 1, 2, 3, 4, 5 2. Knowledge o Human Development and Learning 3. Adapting Instruction or Individual Needs 8, 4, 6 4. Multiple Instructional Strategies 6, 10 5. Classroom Motivation and Management Skills 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15,

16, 17, 18 , 19 6. Communication Skills 9, 12 7. Instructional Planning Skills 4, 6, 7 8. Assessment o Student Learning 4, 10, 11 9. Pro essional Commitment and Responsibility 10. School and Community Partnerships

III. IPSB DE ELOPMENTAL STANDARDS

Early Childhood (EC) Course Ob. Middle Childhood (MC) Course Ob.

1. Core Knowledge 1, 2, 3, 4, 5 1. Development 2. Child Growth & Dev. 2. Curriculum 6, 10 3. Found o Educ. & Learn 3. Instruction 6, 10 4. Curr. & Inst. 6, 10 4. Assessment 4, 10, 11 5. Fam. Culture & Comm 7, 12 5. Pro . Role 6. Observation & Assess 4, 10, 11 6. Student Learning 5 7. Pro essionalism 7, 8, 20 7. Fam/Comm. 8. Learn Environ 7, 8, 14 8. Pro . Dev 7, 8, 20

Syllabus: K344 7

IX. SCHEDULE

Sept. 2 Introductions and Overview

Sept. 9 Theoretical perspectives – Review Start Philosophy Statements

Chapters 1 & 2

A ective and Emotional Methods Sept. 16 Sel -instruction, Sel -talk, Games

Assign Presentations & Journal Search Humanistic Methods

Sept. 23 Bio eedback, Guided Imagery Due: Philosophy Statement Cognitive Techniques

Sept. 30 Assertiveness Training, ARBs

Quiz 1 Oct. 14 Classroom Behavior Management

Behavior Modi ication Functional Behavioral Assessment and Behavioral

Oct. 21 Planning Assign FBA & BIP Quiz 2 Presentation 1: Bibliotherapy Oct. 28

Nov. 11 Presentation 4: Teacher E ectiveness Training

(FIELD) Presentation 5: Reality Therapy/Control

Theory Nov. 18 (FIELD) Due: Social Skills Lesson Plan One with

Reflection, Student Work, and Feedback

Nov. 25 NO CLASS (THANKSGIVING)

Presentation 6: Li e Space Crisis Intervention Dec. 2 (FIELD) Due: FBA and Behavior Intervention Plan

Presentations 7: Rational Emotive Therapy

Dec. 9 Due: Final Field Evaluations Due Due: Social Skills Lesson Plan Two

Chapter 6

Chapter 3

Chapter 4

Nov. 4 Presentation 2: Art Therapy or Drama Therapy

Presentation 3: Music Therapy Chapter 10

Oct. 7 Social Skills Training Assign Social Skills Lesson plans

Chapter 5

Chapter 7

Chapter 8

Chapter 9

Chapter 11

Chapter 12

Chapters 13 &14

Chapter 15

Dec. 16 Final EXAM

Syllabus: K344 8

Social Skills Lesson Plan Format 1. Grade level, subject, and types o students this lesson is planned or.

2. IEP goal or state standard addressed.

3. Materials needed to teach this lesson

4. Objectives (S a e wha s uden s will be able o do as a resul of his ins ruc ion)

Example: Students will role play responses to aggression and verbally list the steps to problem solving.

4. Readiness/ Anticipatory Set (Tell what to do to get students ready or learning, interested in the topic, and activate their prior knowledge o the topic.)

Example: Ask: "Have you ever had an experience when someone was mean to you?" "What might be one way a person acts aggressively toward others?'"

5. Objective/Purpose (Tell the students what they will accomplish and why it’s important)

Example: “At the end o this lesson you should be able to list the steps o problem solving and show me that you know how to respond to aggression.”

6. Instruction (methods, strategies, step by step procedures)

List your procedures step by step. These should include the seven steps of social skills

instruction.

1. Lecture, demonstration - attach your lecture notes or list steps in the plan. Your task

analysis should be apparent.

2. Rationale you will give:

3. Modeling – Describe how you will model the skill.

4. Role Play – Describe the procedures and include the situations

5. Practice activities – Tell how you will structure activities or practice, how to group

the students, how you will give eedback, etc

6. Generalization activities

7. Closure - How will you bring the lesson to a close? What will you say?

8. Independent Practice - What assignment will you make or students to complete without

your help? (Homework, seatwork, practice activities)

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9. Attach materials to use, re lection orm, supervisor’s eedback, and samples o student

work

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Lesson Reflection Form

Name:

Subject/Content/Grade:

Lesson Date:

Complete and Attach to your Lesson Plan

School:

Time:

1. As I re lect on the lesson, to what extent were students productively engaged?

2. Did the students learn what I intended? Were my instructional goals met? How do I know?

3. Did I alter my goals, objectives, or instructional plan as I taught the lesson? I so, why?

4. I I had the opportunity to teach this lesson again to this same group o students, what would I do di erently? Why?

5. Provide several samples o student work on this assignment. These samples should re lect the ull range o student ability in your class and include eedback you provided to students on their papers.

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Instructions for Presentation

I you are allowed to present with a partner, each person will receive a grade (100 points). Your grade will be determined partially by your classmates and partially by your instructor. There is no written paper or this assignment.

Select an intervention topic rom the syllabus list or rom the class text that interests all members o the class. Select a day or presenting and get it on the instructor's schedule.

Grading Criteria 1. Handout a 1-page outline o your presentation.

2. Handout or e-mail to the class a 1-page re erence list o resources related to your topic.

3. Introduce your topic - what is it and when should one use it?

4. Explain the history and development o the intervention.

5. Explain/teach the intervention- tell us everything we need to know about it in order to use it.

6. Demonstrate the intervention

7. Summarize two (2) research articles that evaluated the e ectiveness o the intervention (or

components o the intervention). Use research summary guidelines.

8. Lead the class through activities that will help them to become luent with using the

intervention. (This means you lead the whole class in participation and practice activities).

The bottom line: Will class members be able to use this intervention as a result o your instruction? Will class members be able to locate additional in ormation on the topic, i interested?

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Article Summaries

These do no need o be wri en for urning in. They will be presen ed orally.

1. Select research articles that evaluate your intervention or components o your intervention.

2. Provide the citation or the article. Use current APA ormat. Example:

Grskovic, J. A. & Bel iore, P. J. (1996). Improving the spelling o students with

disabilities. The Journal of Behavioral Educa ion, 6, 343-353.

3. Purpose: give an overview o what the study was about, the purpose, the ocus. Example:

The purpose o this study was to compare two strategies or teaching spelling using a single

subject, alternating treatments design.

4. Participants: How many and what types o students participated in the study? Gender, age,

grade, race/ethnicity, SES, disability status, etc. Use person irst terminology

5. Independent ariable: What was the intervention or component that they assessed? Give a

detailed explanation o their method.

7. Dependent ariable(s): What did they measure to evaluate the e ectiveness o the

strategy?

8. Results: What did they ind? Report the results or each o the dependent variables. Please

try to display the data or the class as you talk about this part.

8. Reaction/Evaluation: What did you think o the article? Did it convince you? Under what

conditions or with what students was the strategy e ective?

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Group Work Evaluation I you are presenting with a partner, each partner should print this orm and complete. Give it to

the instructor just prior to your presentation.

List each member o your group below. Think about the amount o work that went into your preparation and presentation. Divide the total o 100% according to the contribution o each o your group members (including yoursel ).

Your Name _________________________________Percent of work you did________%

What strengths did you bring to the presentation?

What was your greatest contribution to the presentation?

Your Partner _________________________ Percent of work your partner did________%

Name

What strengths did your partner bring to the presentation?

What was this members’ greatest contribution to the presentation?

Syllabus: K344 14

Peer Feedback Form Print and bring one o these orms or each class presentation

Topic: ______________________________________________________________

This is an anonymous evaluation. Please be honest.

Outline (5)

Re erence list (5) Are he references professional sources?

Overview/Introduction (10 points) Did he presen er in roduce he opic in a way ha go you in eres ed and involved?

History and Development o the Intervention (5 points)

Demonstration and Instruction o the intervention- (25 points) Did he presen er each you how o do i ?

Application (Class Involvement) (25 points) How well did he presen er lead you in using he in erven ion?

E ectiveness Data (25 points) Two research articles on the e ectiveness o the intervention Participants o the study? Independent and dependent variables? Results? How well did the presenters explain the data? How e ective is this intervention?

Will you be able to use this intervention as a result o this instruction? Yes No

Based on the criteria above, how many points (out o 100) would you give each presenter in this group? (Please be honest and ethical)

Name: __________ out o 100 points each

Name: __________ out o 100 points each

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Name ____________________________________

Brie Functional Assessment ACTION TRIGGERS PAYOFFS/Functions

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Behavior Intervention Plan for: ____________________________ Date:_________

Behavior(s): Hypothesized unction:

Replacement behavior (more appropriate way to achieve the same payo ):

Student’s present level o per ormance o replacement behavior:

Instruction of replacement behavior Reinforcement of replacement behavior

Modifications you will implement to allow payoffs to occur naturally Environmental modi ications:

Curricular modi ications:

Instructional modi ications:

Generalization plan Across settings:

Across instructors:

Across materials:

Syllabus: K344 17

Forms for your supervising teacher in the field.

Syllabus: K344 18

K344 Supervising Teacher Lesson Feedback Form

To be completed by supervising teacher during observation of your teaching

Candidate: School:

Subject/Content/Grade:

Please give eedback on what the candidate did well and what could be improved.

1. Anticipatory Set/ Introduction o the Lesson.

2. Planning, Methods, Strategies (clarity, models/examples, accuracy, language, variety, interest, sequence).

3. To what extent were students actively and productively engaged?

4. Were the instructional goals clear? Met?

5. Behavior/Classroom Management, Time Usage, Transitions.

6. Enthusiasm and Pro essionalism

Date: Supervisor: _________________________________ Signature

Syllabus: K344 19

INDIANA UNI ERSITY NORTHWEST

K344 Final Field Evaluation To be completed by supervising teacher in the field at the end of the placement.

Classroom Management Student: ___________________________________________________ Date: ____________ Setting: __________________________ Rater: ____________________________________

Please rate the teaching candidate on the ollowing criteria by circling the appropriate number:

5 = Excellent 4 = Good 3 = Average 2 = Fair 1 = Poor Comments 1. Maintains a sa e, equitable, positive, and supportive 5 4 3 2 1

learning environment. 2. Values diversities 5 4 3 2 1 3. Establishes rapport with individuals with and without 5 4 3 2 1

exceptional learning needs. 4. Demonstrates enthusiasm about teaching 5 4 3 2 1 5. Integrates social skills into the curriculum 5 4 3 2 1 6. Uses active learning activities 5 4 3 2 1 7. Establishes a consistent classroom routine or individuals 5 4 3 2 1

with disabilities. 8. Modi ies the learning environment to manage behaviors 5 4 3 2 1 9. Uses e ective and varied behavior management strategies 5 4 3 2 1 10. Uses praise and rein orcement 5 4 3 2 1 11. Implements the least intrusive intervention consistent with 5 4 3 2 1

the needs o the learner. 12. Mediates controversial intercultural issues among 5 4 3 2 1

students in ways that enhance any culture, group, or

person. 13. Manages smooth transitions. 5 4 3 2 1 14. Demonstrates strategies or crisis prevention and 5 4 3 2 1

intervention

Give to student or Mail to: Dr. Janice Grskovic, IUN, School o Education, 3400 Broadway, Gary, IN, 46408

Artifa t S ore Sheet - Class: K543 Student: _________________ -- Initial Program

CLASSROOM MANAGEMENT CLASSROOM MANAGEMENT IN SPECIAL EDUCATION

G

________________________________

Syllabus: K344 20

4 = Excellent (clear, c nvincing, and c nsistent evidence) 3 = Quite Satisfact ry (clear and c nvincing evidence) 2 = Needs Revisi n (limited evidence) 1 = Unacceptable (little r n evidence)

Sc re Positive Relationships:

a) Creates and maintains a safe, equitable, p sitive, and supp rtive learning envir nment

b) Values diversities

c) Establishes rapp rt with students

d) Dem nstrates enthusiasm ab ut c ntent and learning

Relevant and Meaningful Curri ula:

a) Designs p sitive behavi r interventi n plans

b) Integrates s cial skills int the curriculum

c) Uses active learning activities

Appropriate Tea her Behaviors:

a) Establishes a c nsistent classr m r utine

b) M difies the learning envir nment t manage behavi rs

c) Uses effective and varied behavi r management strategies

d) Uses praise and reinf rcement

Response to Disruptions and Student Behaviors:

a) Selects the least intrusive interventi n c nsistent with learner’s needs.

b) Dem nstrates strategies f r crisis preventi n and interventi n

Artifacts must als pass IU Nor hwes Wri ing Compe ency standards. See Web: http://www iun edu/~writenw/competencies shtml

ARTIFACT: _____________________________________ SCORE: ______

Reviewer's Signature: DATE: _______