SPD 646 Course Outline Mc Dermott PDF

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021318 National University

School of Education Department of Special Education Course Outline SPD 646 Positive Behavior Support, Communication & Social Skills Moderate / Severe Professor: Whitney McDermott, M.A.Ed. Email: [email protected] MISSION OF THE SCHOOL OF EDUCATION The School of Education prepares educators as lifelong learners, reflective practitioners, and ethical professionals. Our mission is accomplished in a learning community through professional preparation programs, partnerships with schools, and educational research. CONCEPTUAL FRAMEWORK The values and beliefs of the National University School of Education are captured in the following brief summary of our conceptual framework. The conceptual framework aligns with course and program learning outcomes. You are developing the qualities described as you completed the assignments and master the learning outcomes.

COURSE TITLE: SPD 646 Positive Behavior Support, Communication & Social Skills Moderate / Severe REQUIRED TEXT(S): For the correct edition of the textbook assigned to a specific class section, go to: http://www.nutextdirect.com

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021318 Snell, M. & Brown, F. (2016) Instruction of Students with Severe Disabilities, 8th ed. Pearson. ISBN-13: 978-0134043388 ISBN-10: 0134043383

Akin-Little, A., Little, S., Bray, M., & Kehle, T. (2009). Behavioral Interventions in Schools: Evidence-based positive strategies APA ISBN- 978-1-4338-0460-1. COURSE PREREQUISITES: • Requisites: HEDX1101X, EDX1201X • Complete SPD Core courses (TED 602, SPD 604, TED 606, SPD 608, SPD 614, SPD 616, TED 621A or TED 623, SPD 621B, SPD 622, SPD 628) • CBEST, CSET, Core Exam, Disposition Checklist and Faculty Advisement COURSE DESCRIPTION: SPD646 Positive Behavior Support, Communication and Social Skills for Students with Moderate / Severe Disabilities prepares candidates to meet the behavior, communication, and social skill needs of students with moderate/severe disabilities. Candidates conduct behavioral assessments and plan positive behavior interventions for the behavioral needs of students. They learn strategies to meet the communicative needs of their students, including using AAC devices. Methods for improving social skills in all settings are presented. Collaboration, assistive technology, and functional communication training are emphasized.

COURSE LEARNING OUTCOMES: Upon the successful completion of this course, candidates will: CLO 1 Integrate and apply the knowledge and skills needed to create safe and healthy learning environments that facilitate the positive behavior, communication and social skills of students with moderate/severe disabilities. CLO 2. Develop the knowledge and skills to assess student behavior, determine the function of problem behavior, provide secondary and tertiary prevention strategies using positive behavior support (PBS), as wedll as develop a functional communication training (FCT) system. CLO 3 Integrate and apply the knowledge and skills to work collaboratively with parents (including those from ELL backgrounds) and other stakeholders to assess the communication needs of their students. CLO 4. Become familiar with the various AAC systems and their use, including PECS. Page 2

021318 CLO 5 Integrate and apply the knowledge and skills to implement various social skill interventions to develop the social skills of their students and facilitate social relationships. CLO 7. Demonstrate knowledge of laws and policies related to specialized health care in educational settings. CLO8. Demonstrate successful consultation / collaboration strategies with staff and parents, to provide the appropriate support across all settings.

COURSE SPECIFIC EXPECTATIONS: In order to pass this course, candidates must successfully complete ALL assignments with a score of 80% or better. The readings, handouts, and assignments will focus on best practices for teaching students with disabilities. Candidates are expected to attend onsite class sessions (onsite and hybrid courses), actively participate, and complete all assignments and activities identified in the course outline. Candidates in online and hybrid courses should login frequently, keep apprised of all announcements, assignments, suggestions, and feedback, as well as participate actively in Threaded Discussions and Collaborate sessions as directed in the course. Grades are based on points accumulated from all assignments, collaborative group activities, class participation, and examinations. Each candidate may accumulate a total of 100 points. For parts of this course you will work with one or more partners in collaboration. This dynamic and interactive course enables the candidate to participate in the following required learning experiences and assignments to develop and extend his/her knowledge of instructing students with disabilities. Candidates are expected to complete the following: REQUIRED READINGS AND RESOURCES Journal Articles, Periodicals, and other Readings Use the links below to locate selected articles on the Web or in the National University Library. WEEK 1

READINGS Read Snell and Brown, Chapter 7 Designing and Implementing Individualized Positive Behavior Support. Read Akin-Little, Little, Bray and Kehle, Chapter 1 Behavioral Consultation (William P. Erchul and Ann C. Schulte). Read Akin-Little, Little, Bray and Kehle, Chapter 8 School-Wide Positive Behavior Support: A Systems Level Application of Behavioral Principles (Brandt Simonsen and George Sugai).

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021318 Read “A Promising Approach for Expanding and Sustaining SchoolWide Positive Behavior Support” (George Sugai) School Psychology Review, 2006, Volume 35, No. 2, pp. 245–259 or at the following link https://www.icareby.org/sites/www.icareby.org/files/spr352sugai.pdf

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Read Snell and Brown, Chapter 2 Fostering Family-Professional Partnerships. Read Akin-Little, Little, Bray and Kehle, Chapter 2 Behavioral Assessment in the Schools (T. Stuart Watson and Tonya Watson).

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Read Snell and Brown, Chapter 11 Supporting Peer Relationships. Read Akin-Little, Little, Bray and Kehle, Chapter 3 Introduction to Functional Behavior Assessment (George H. Noell and Kristin A. Gansle). Read “Teaching Social Skills” (Christine Bremmer and John Smith) at the following link http://www.ncset.org/publications/viewdesc.asp?id=1749 . Read “Transition Planning” (Colorado Department of Education) at the following link http://www.cde.state.co.us/cdesped/tk_tab02_planning .

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Read Snell and Brown, Chapter 12 Teaching Functional Communication.

SPD 646 Positive Behavior Support, Communication & Social Skills Moderate / Severe Detailed Course Assignments and Method of Assessment/Evaluations: In order to pass this course, candidates must successfully complete ALL assignments. The readings, handouts, research articles, and assignments focus on best practices for assessing, teaching, and evaluating student progress. Grades are based upon points accumulated from all assignments, collaborative activities, participation, case studies, exams, and presentations. Each student may accumulate 100 points. Assignments 1. Participation and Course Discussions (17 points)

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021318 Identify the delivery mode in which you are participating and following the directives. Onsite Classes Candidates will complete assigned readings, attend all class sessions, and participate in small and large group activities. Candidates are expected to accept the challenge of learning how to assess, prepare instruction, identify appropriate strategies and supports, teach learners who have moderate to severe disabilities, display a willingness to discuss, read, and write independently and work in small and large groups; value the point of view of others; and display a willingness to express ideas in clear, concise English; practice being a reflective educator Class discussion topics will cover the Threaded Discussion Topics noted under Online Courses, upcoming assignments, and material from Live session lectures in addition to other instructor prepared content. Candidate will attend class each week and cover content from Collaborate sessions Weeks #1, #2, #3, and #4 (8 points total). Instructor will cover content and candidates will share their thoughts in class, from Threaded Discussions for Week #1, #2, #3, in class, (9 points total). Online Courses Candidates will complete assigned readings and participate in small group activities. Candidates are expected to accept the challenge of learning how to assess, prepare instruction, identify appropriate strategies and supports, teach learners who have moderate to severe disabilities, display a willingness to discuss, read, and write independently and work in small and large groups; value the point of view of others; and display a willingness to express ideas in clear, concise English; practice being a reflective educator. Threaded discussions. Candidates will participate in threaded discussions which will focus the discussion on important issues in assessing and providing appropriate interventions, for example, for students with moderate to severe disabilities, in the areas of communication, social skills development and behavior. (9 Points) Candidates will be expected to participate in each discussion with questions, answers, and comments expressing their opinions. The discussion prompts are not intended as essay questions, but rather to foster dialogue and encourage candidates to express their opinions as in a traditional oral group discussion. Candidates are required to post one original entry and at least two

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021318 responses, as directed in the course assignment, to other postings per threaded discussion question. Collaborate. Candidates will participate in Collaborate sessions either (a) synchronously or (b) by viewing the recorded session and completing a written assignment. (8 Points) Candidate will complete requirements for 4 Collaborate Sessions, one each week, 2 points each. Candidate will complete all 5 Threaded Discussion Assignments, four at 2 points each and one at 1 point. Hybrid Courses Candidates will complete assigned readings, attend all class sessions, and participate in small and large group activities. Candidates are expected to accept the challenge of learning how to assess, prepare instruction, identify appropriate strategies and supports, teach learners who have moderate to severe disabilities, display a willingness to discuss, read, and write independently and work in small and large groups; value the point of view of others; and display a willingness to express ideas in clear, concise English; practice being a reflective educator. Candidates taking Hybrid Courses will participate in 5 threaded discussions in the course shell (2 points each x 4 + 1 point x 1 = 9 points) and in 4 onsite discussions (2 points each x 4 sessions = 8 points) based upon directions by the instructor. The participation and discussions are an important component in teaching. Candidates will be expected to participate in each discussion with questions, answers, and comments expressing their opinions. The discussion prompts are not intended as essay questions, but rather to foster dialogue and encourage candidates to express their opinions. (See topics under Online Courses.) Candidate will attend class Week #1 and Week#3 and cover content live from Collaborate Week #1 and Week #3 during class (4 points total). Candidate will complete requirements for Collaborate Sessions for Week #2 and Week #4 (4 points total). Candidate will complete Threaded Discussion Assignments for Week #2 and #4 (4 points). Instructor will cover content and candidates will share their thoughts in class, from Threaded Discussions for Week #1 and #3 in class (5 points total).

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021318 Participation and Discussion Summary Topics (Apply to onsite, online and hybrid delivery modes. See complete information in BlackBoard.) First Day: Class Introductions Week 1: Letter from a Student / Teacher Reply Week 2: School-wide Positive Behavior Support Week 3: Influence of Social Skills on Behavior Week 4: Incorporating AAC and AT 2. Assignments and Required Activities Reading assignments are intended to provide a fundamental knowledge basis for the candidate. It is necessary to actually study the material rather than just read it. To ensure that the reading assignments are studied each will have a “Study of Reading Material” assignment attached. You may choose from options for completing the Study of Reading Material but use the option you choose for all selections; don’t mix. Reading assignments must be completed satisfactorily in order to pass the course, even if they earn no points. Failure to complete them satisfactorily will result in a non-passing grade regardless of points earned. Option 1 is an Outline of the Chapter for each chapter assigned. Option 2 is T-Notes for each Chapter assigned. Option 1 Outline. A key point or a main idea is the most important thesis / theme presented in the chapter. State this in such a way that the reader understands what it means without reading the chapter. Usually they can be identified by a major heading. Sub-Points support the thesis. Sub-subpoints or examples are details to help make explicit the Sub-Points. The outline you prepare should follow a traditional Outline format. Please do not make up your own “outline” format: Chapter __ I.

II.

Key Point / Main Idea A. Sub Point B. Sub Point (add additional sub-points as needed) 1. Sub-sub point, example or detail as needed. Key Point / Main Idea Page 7

021318 A. B.

Sub Point Sub Point (add additional sub-points as needed) 1. Sub-sub point, example or detail as needed. [Continue in this format until Chapter is complete]

Prepare your outlines with a title page. Option 2 T-Notes. T-Notes were explained in an earlier course in your program. T-Notes are created by the Reader. As you read the heading of a new section of the chapter formulate a question about that section. Read, find the answer and write it down along with the page number. Create the T-notes by making a “T” on your paper:

List Questions Here 1. How was the first president of the United States selected?

List Answer Here 1. George Washington, the commander of the Continental Army during the Revolutionary War, was unanimously elected the first president of the United States by all 69 presidential electors who cast their votes. (identify page number)

2. How was the first vice-president of the United States selected?

2. John Adams of Massachusetts, who received 34 votes, was elected vice president.(identify page number)

Continue in this way for the rest of the chapter.

Prepare your T-Notes with a title page. Activity 1.1 - Study of Reading Material (2 Points) Read Snell and Brown, Chapter 7 “Designing and Implementing Individualized Positive Behavior Support”.

Read Akin-Little, Little, Bray and Kehle, Chapter 1 “Behavioral Consultation” (William P. Erchul and Ann C. Schulte).

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Read Akin-Little, Little, Bray and Kehle, Chapter 8 “School-Wide Positive Behavior Support: A Systems Level Application of Behavioral Principles ” (Brandt Simonsen and George Sugai).

Read “A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support” (George Sugai) School Psychology Review, 2006, Volume 35, No. 2, pp. 245–259 or at the following link https://www.icareby.org/sites/www.icareby.org/files/spr352sugai.pdf

Prepare your paper with a title page. A reference list is not necessary as you are outlining chapter(s) in the book that are already identified for you. Submit for credit. Be sure to contact your instructor if you have questions. Activity Requirement 1.2 Brief Annotated Bibliography (6 Points) This assignment is designed to help you become more expert on one of the 3 foci of this course: behavior interventions, communication instruction, and social skills development. To become an expert, you will prepare a literature review. In preparation for the literature review you will first prepare a brief annotated bibliography, Activity Requirement 1.2. “Brief” means you will need a minimum of 5 peer-reviewed articles. 1. Compose a question related to (a) moderate to severe disabilities, and (b) either communication skills, social skills, or behavior interventions. 2. Select 5 or more peer reviewed articles with topics that respond to the question. 3. At least one article addresses issues related to diversity (culture, language, sexual orientation, religion) in addition to the question being investigated. 4. Prepare an Annotated Bibliography. Paper must be written using current (7th Edition) APA style. An annotated bibliography is a bibliography with a few informative paragraphs attached. In the paragraphs you summarize important information about the article. Later you will use this important information in your Literature review. (Please read section 1.02 of the APA manual to learn about literature reviews.) When you read “literature” the word literature is referring to research articles, meta-analyses, theory papers, articles in scholarly periodicals, and so on. It is generally not referring to internet web sites, student term papers, magazine articles, brochures, etc. An additional resource can be found here: Page 9

021318 https://guides.library.cornell.edu/annotatedbibliography Sample A hypothetical question I have is “How can we facilitate social skills acquisition for students who have emotional disorders?” This question (somewhat different from the question you will formulate) will frame my literature review. It mentions 2 things (referred to as variables) that I will investigate in my literature review. The 2 things are (a) social skills acquisition and (b) emotional disorders. Why do I need to write about these 2 variables? Because I want to make sure I know and understand the topic of “social skills” and I want to make sure I know and understand the topic of “emotional disorders”. Next I find articles about these two variables. I look up “cooperative learning” in Wikipedia. I read what it says. I DO NOT use the article in Wikipedia! It is unreliable information. I don’t know who wrote it and I have no idea of the authority or expertise of the person(s) who wrote it. However, the thing I can use from Wikipedia is the “Sources” list. I see an article by Bennett, Rolheiser-Bennett and Stevann. I can look up this article and read it. It might be one I use. I see that cooperative learning teaches social skills. I do a library search by the topic of “cooperative learning” and find some older works by David and Roger Johnson. Since the Johnsons are by far the most outstanding authorities on the theory of cooperative learning I go back and read some of their early work, especially one that outlines what cooperative learning is and why it is effective regarding technical material. Do NOT be fooled into thinking that work that is more than 10 years old is outdated. The basis of most work today was created years ago. Current research expands and extends the original work, but it is best to read the original work to really understand the theory. [NOTE: Avoid the gossip-effect in research. Go to the source. Have you ever played “gossip” where a person (the source) whispers something to the next person and this continues around a circle? And the last person to hear the whisper says it aloud. Then that is compared to what was said by the first person. Almost always what the last person says is different!] I find good articles on cooperative learning and technical material, 2 written in the early 1980’s and 3 written in the last 5 years. I create a bibliography. The bibliographic entry follows APA format and includes the author(s), year of publication, title of article, journal title, volume, and issue.

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021318 I find good articles on social skills instruction, 2 written in the early 1980’s and 3...