SPED 6606 Applied Behavior Analysis for Teachers

This course will prepare future educators with procedures and processes for effectively managing the social and academic behaviors of students with disabilities across a variety of classroom and other educational environments. Emphasis will be placed on the application of the principles of effective instruction, proactive classroom management, effective behavior support, and applied behavior analysis. There will be 15 hours of directed field experiences embedded for this course.

Credits

3

Typically Offered

fall

Student Learning Outcomes

SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

Upon successful completion of this course, the candidate will be able to:

1. Demonstrate knowledge of theoretical foundations, terminology, measurement techniques, and intervention approaches for supporting students with exceptional behavioral and/or academic needs. CCLO 1, 2, 3, 4, 5
2. Demonstrate knowledge of approaches for changing behavior in a variety of settings and the ability to apply those approaches effectively based on the need presented: Teachers must determine effective interventions based on research findings and good reasoning rather than on hit and miss assumptions. CCLO 1, 2, 3, 4, 5, 7, 8
3. Demonstrate an understanding of a functional behavior relationship and a functional behavioral analysis. Teachers must then USE these insights to make effective intervention decisions. CCLO 1, 2, 3, 4, 5, 6, 7, 8, 9
4. Read and interpret research evidence that is relevant to educational decision-making. CCLO 1, 2, 3, 4, 5, 6, 7, 8, 9
5. Identify and apply behavioral interventions to identified behavioral problems, collect and analyze data, determine if a functional relationship exists, and determine if a new intervention should be applied. CCLO 1, 2, 3, 4, 5, 6, 7, 8, 9, 10