Name



ST. PETERSBURG COLLEGECOLLEGE OF EDUCATION"Preparing students to serve as effective, reflective and caring teachers."COURSE SYLLABUSEEX 4291Effective Learning Environments For Autism Through Design, Assessment, Behavior Management And PBSThis syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.Course Prefix:EEX 4291Section #:5069Credit Hours:Three CreditsCo-requisites:NonePre-requisites:Admission to AUTISM-NODay, Time and Campus:OnlineOnlineOnlineModality:Online - Weekly participation is required for attendance. Participation in this course is defined as posting to the discussion board or submitting an assignment.Professor:Dr. DupouxOffice Hours:As posted Office Location:St. Pete GibbsTE 105BOffice Phone:727 341-4296Email Address:MyCoursesACADEMIC DEPARTMENT: College of EducationDean:Kimberly Hartman, Ph.D.Office Location & Number:Tarpon SpringsBB 101COURSE DESCRIPTIONThis course offers instruction regarding behavior management of and classroom management supports for children with autism. Class members will examine various behavior analysis techniques, positive behavior and classroom supports for children with Autism Spectrum Disorders (ASD). Class members will evaluate behavior assessments and construct instructional planning for children with autism. 47 contact hours.MAJOR LEARNING OUTCOMESThe student will assess behavior of children with autism by:analyzing student behavior by conducting a Functional Behavior Analysis (FBA) on case study of a child with ASD.evaluating a sample Behavior Intervention Plan (BIP) for a case study child with ASD.The student will develop classroom management strategies for children on the autism spectrum by:a.teaching class members a classroom management strategy for children with ASD.b.designing a classroom layout for a classroom of children with ASD.c.constructing a daily schedule for a classroom of children with ASD.The student will analyze formal assessments and intervention models for children on the autism spectrum by:a.surveying assessments used to analyze autistic behaviors.b.constructing a comprehensive intervention plan based on assessment data for a child with ASD.c.integrating an assessment within a lesson specific to children with classic autism.The student will design effective classroom instruction for children with disorders on the autism spectrum by:a.adapting a general education lesson plan for a child with Asperger Syndrome in a general education classroom.b.constructing a lesson plan for a self-contained classroom of children with classic autism.REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALSRequired Textbooks Textbook(s)Required: Glasberg, B.A. (2006). Functional behavioral assessment for people with autism.ISBN: 9781890627584Perner, D .& Delano, M. (2013). A guide to teaching students with autism spectrum disorder: ISBN: 9780865864726Recommended:NoneStudents using eBooks must have access to the eBooks during class sessions.Supplemental MaterialResources:Materials:Library: Technology is an essential tool for receiving and developing instruction. Students are expected to reference ANGEL continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)Supplies >COURSE REQUIREMENTS & EXPECTATIONSSchool Based Hours Course RequirementsThis course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.>ALL Course AssignmentsModule One: Meet the Class Activity10 pointsModule One Lesson Plans: Part A-Adapt & Modify Asperger Lesson Plan 20 ptsModule One Lesson Plans: Part B-Develop ASD Lesson Plan With Assessment40 ptsModule Two: Discussion Forum of Video Tutorial40 ptsModule Two: Naturalistic Observation Activity20 ptsModule Three: FBA using FACTS Tool40 ptsModule Four: BIP with PBS based on FACTS data60 ptsTotal Points230 ptsUCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.??FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in order to successfully pass the course.??If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C.? In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table below.* Assignments labeled with an (*) denote required assignments that must be passed at 75%.For courses with lesson planning:Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.”? It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment.? Anything adapted or used verbatim must be cited with credit given to the author(s).? This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work.? This applies to all COE lesson plans unless the instructor directly specifies otherwise.SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABICOE SYLLABUS STATEMENTS Syllabus Statements student must read all topics within this syllabus and the content of the links.? If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.CALENDAR AND TOPICAL OUTLINETimeReadingsAssignments: Due at 11PM on due dateModule 12/08Module 1 Meet the Class Activity—Due 2/10Module 12/15Read:?Chapters 4 in?A Guide to Teaching Students with Autism Spectrum DisorderModule 12/22Module 1 Part A:?Adapt and?Modify?Asperger?Lesson Plan---Due 2/24Module 12/29Read:?Chapters 10 in?A Guide to Teaching Students with Autism Spectrum DisorderModule 13/14Module 1Part B: Develop ASD Lesson Plan with Assessment---Due 3/16Module 23/21Read:?Chapters 1 & 6 in?A Guide to Teaching Students with Autism Spectrum DisorderModule 23/28Read:?Chapters 1 & 2 in?GlasbergModule 2?Discussion Forum of Video Tutorial--Due 3/30Module 24/04Module 2 Naturalistic?Observation---Due 4/06Module 34/11Read Chapters 6 through 11?in?GlasbergModule 44/18Read chapters 2 & 3 in?A Guide to Teaching Students with Autism Spectrum?Disorder and Read?Chapters 3-5?GlasbergModule 3 FBA using FACTS tool (Plan at least four weeks ahead)---Due 4/20Module 44/25Module 4 BIP with PBS based on?FACTS?data (Plan at least four weeks ahead)---Due?4/27Module5/02Official Grade PostedUNIFORM CORE CURRICULUM ASSIGNMENTSPoints Assignments70Meet the Class Activity (Intro to class)?Lesson PlansPart A:?Adapt and?Modify?Asperger?Lesson Plan?Adapt and modify (as needed) a general education lesson plan for a child with Asperger Syndrome (inclusive setting).?This can be a lesson plan you already have written for your class. If needed you can use the?Lesson Plan Asperger Student?below (for those not currently teaching). Develop the appropriate adaptations and modifications with justification. Include adaptations and modifications as an appendix to the lesson plan.Part B: Develop ASD Lesson Plan with AssessmentThis lesson plan is for a classroom of students with ASD in a self-contained program. You will construct a lesson plan (from scratch), including a formal assessment, for a self-contained classroom, with at least three children on the autism spectrum. For the lesson plan, you can use your district's lesson plan format or use the provided Danielson Lesson Plan Template or the Marzano Lesson Plan Template Blank . Submit the lesson plan with the assessment including any worksheets or materials (pictures, etc.) that you will be using.60Discussion Forum of Video TutorialCreate an embedded video tutorial (i.e., YouTube or any other Web-based source) to deliver instruction on research based classroom management strategies for children with ASD.?Submit the link or URL (i, e., http://) to the dropbox---it would be preferable to submit only 1 URL for all three items below, if possible. Then, reply thoughtfully to three students' posts.Discrete Trial Teaching?????????????????Create an embedded video tutorial (i.e., YouTube) to deliver instruction on discrete trial teaching for children with ASD. There is no need to include children/minors in the demonstration of the strategy. You can simply record yourself explaining the evidence based strategy (reference to the textbook) with a description of the type of need the student may have to justify the selection of the strategy. The video should be 2 to 5 minutes in length so just a basic overview of the technique.Environmental impactsCreate an embedded video tutorial (i.e., YouTube) to deliver instruction on environmental impacts for children with ASD. Design a classroom layout for a classroom of children with ASD. You can videotape your own classroom or a classroom meeting environmental impacts for children with ASD. As you are taping the classroom, justify the selection as it relates to environmental conditions, social interactions, and academic productivity for children with ASD. The video should be 2 to 5 minutes in length so just a basic overview of the technique.Routine impactsCreate an embedded video tutorial (i.e., YouTube) to deliver instruction on routine impacts for children with ASD. Create a daily schedule for a classroom of children with ASD. Then you can simply record yourself explaining transitions, providing justifications for the sequence and strategies, as well as the expected adjustments/flexibility throughout an instructional day. The video should be 2 to 5 minutes in length so just a basic overview of the technique.Naturalistic?Observation ActivityChoose?a student in your classroom and complete the Naturalistic Procedure Form. Naturalistic intervention is a collection of practices including environmental arrangement, interaction techniques, and strategies based on applied behavior analysis principles.40FBA using FACTS tool1. Pick a ASD student with a behavior issue that you are not currently addressing. In other words, if you already have a behavior intervention in place for a student, don't use that student. You want to choose a student because you want to determine the function of a behavior that he/she is exhibiting.2. Decide who you are going to interview about the student's behavior (examples: instructional aide in your classroom, another teacher, behavior specialist, etc.).5. Complete all parts of the FACTS form and post to the dropbox. Be sure to provide a complete summary in the section 11 boxes of the form. In the next module, the data on the FACTS form will guide the development of a behavior plan outline (BIP).60BIP with PBS based on FACTS dataConstruct a comprehensive intervention plan for a child with ASD based on the FACTS data submitted in Module 3. Submit a graph depicting the data gathered with the FACTS form. Your report must follow this format:1. The graph should be the first item on your report.2. Overview of the case3. Functions of the behavior exhibited by ASD student4. Recommendations (Use the list below as needed. See Ethan Behavior Plan which will help greatly in developing your BIP with PBS using FACTS data.)PreventionReward PlanRed Flag Behavior IndicatorsIncrease Cooperation with DemandsSteps for Verbal Aggression Steps for Physical AggressionSteps for Self-injurySteps for Oppositional DefianceSteps for Running from a Caregiver230 points There are no UCC assessment points/assignments in this course. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download