IVp013 Behavior Interventions in the Classroom

Pedagogická fakulta
jaro 2020
Rozsah
0/2/0. 6 kr. Ukončení: zk.
Vyučující
Sheri Leigh Kingsdorf, Ph.D. (přednášející)
prof. PhDr. Karel Pančocha, Ph.D., M.Sc. (přednášející)
Mgr. Vendula Sunková (cvičící)
Mgr. Bc. Tullia Sychra Reucci (pomocník)
Garance
prof. PhDr. Karel Pančocha, Ph.D., M.Sc.
Institut výzkumu inkluzivního vzdělávání – Pedagogická fakulta
Kontaktní osoba: PhDr. Lenka Gajzlerová, Ph.D.
Dodavatelské pracoviště: Institut výzkumu inkluzivního vzdělávání – Pedagogická fakulta
Rozvrh seminárních/paralelních skupin
IVp013/01: Čt 10:00–11:50 učebna 60
Předpoklady
Students must be enrolled in a program within the Faculty of Education and have basic English language proficiency. Undergraduate and graduate students are welcome.
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 50 stud.
Momentální stav registrace a zápisu: zapsáno: 0/50, pouze zareg.: 0/50, pouze zareg. s předností (mateřské obory): 0/50
Mateřské obory/plány
Cíle předmětu
Syllabus: 1. The history of behavior analysis. 2. Applied behavior analysis as a tool for meaningful teaching. 3. Using ABA practices within the inclusive classroom appropriately. 4. Data-driven teaching methods for effective behavior change. 5. Individualization of education as determined by the environmental context.
Výstupy z učení
At the end of this course students will be able to: 1. Outline the historical progression of the science of behavior from the laboratory to the applied setting. 2. Define applied behavior analysis (ABA). 3. Identify best practices for the use of ABA within the classroom. 4. Select ABA-based practices that can bridge learning gaps for students in regular and special education. 5. Identify ABA-based practices that can address issues with overclassification and placement in restrictive learning environments. 6. Create applications of ABA that can remediate individual and classwide challenging behavior. 7. Align ABA applications within the classroom with culturally competent practices.
Osnova
  • 1: Basics of the Class (short sessioninfo provided in-person and online)
  • 2: History of Applied Behavior Analysis
  • 3: Basics Concepts of Applied Behavior Analysis
  • 4: Examples of ABA in the Classroom
  • 5: More ABA in the Classroom
  • 6: Basic ABA Practices Targeting Skill Acquisition in the Classroom
  • 7: Expanded ABA Practices Targeting Skill Acquisition in the Classroom
  • 8: ABA and Challenging Behaviors
  • 9: ABA Practices to Remediate Challenging Classroom Behaviors on the Individual Level
  • 10: ABA Practices to Remediate Challenging Behaviors on the Classwide Level
  • 11: ABA and the Relationship toOverclassification and the LRE
  • 12: ABA Application
  • 13: ABA and Culturally Competent Practices
Literatura
    doporučená literatura
  • Scott, T. M., Alter, P. J., & McQuillan, K. (2010). Functional behavior assessment in classroom settings: Scaling down to scale up. Intervention in School and Clinic, 46(2), 87-94.
  • Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14(4), 197-208.
  • Hugh-Pennie, A. K., Park, H. S. L., Luke, N., & Lee, G. T. (2018). Applied behavior analysis as a teaching technology. In Handbook of research on human development in the digital age (pp. 330-362). IGI Global.
  • Hawkins, E., Kingsdorf, S., Charnock, J., Szabo, M., Middleton, E., Phillips, J., & Gautreaux, G. (2011). Using behaviour contracts to decrease antisocial behaviour in four boys with an autistic spectrum disorder at home and at school. British Journal of
  • Winett, R. A., & Winkler, R. C. (1972). Current behavior modification in the classroom: Be still, be quiet, be docile. Journal of Applied Behavior Analysis, 5(4), 499-504.
  • Skinner, B.F. (1968). The technology of teaching. East Norwalk, CT, US: Appleton-Century-Crofts.
  • Foley, E. A., Dozier, C. L., & Lessor, A. L. (2019). Comparison of components of the Good Behavior Game in a preschool classroom. Journal of applied behavior analysis, 52(1), 84-104.
  • Tincani, M., & Twyman, J. S. (2016). Enhancing Engagement through Active Student Response. Center on Innovations in Learning, Temple University.
  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis 1. Journal of applied behavior analysis, 1(1), 91-97
  • Abery, B., Tichá, R. & Kincade, L. (2017). Moving Toward an Inclusive Education System: Lessons from the U.S. and Their Potential Application in the Czech Republic and Other Central and Eastern European Countries [Krokyk inkluzivnímu vzdělávacímu systému
  • Greer, R. D., Keohane, D. D., & Healy, O. (2002). Quality and comprehensive applications of behavior analysis to schooling. The Behavior Analyst Today, 3(2), 120
  • Zlomke, K., & Zlomke, L. (2003). Token economy plus self-monitoring to reduce disruptive classroom behaviors. The Behavior Analyst Today, 4(2), 177
  • Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading research quarterly, 41(1), 93-99.
  • Canvas Getting Started | Canvas LMS Community. (2018). Retrieved September 9, 2019, from Canvaslms.com website: https://community.canvaslms.com/community/answers/guides/canvas-guide/getting-started/pages/student
  • Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. Educational technology research and development, 53(4), 41-55.
  • Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8(1), 80-85.
  • Johnson, K., & Street, E. M. (2012). From the laboratory to the field and back again: Morningside academy's 32 years of improving students' academic performance. The Behavior Analyst Today, 13(1), 20.
  • Layng, Z. R., & Layng, T. V. (2012). Building the case for large scale behavioral education adoptions. The Behavior Analyst Today, 13(1), 41.
  • Hershfeldt, P.A., Sechrest, R., Pell, K.L.,Rosenberg, M.S., Bradshaw, C.P., & Leaf, P.J. (2009). Double-Check: A framework of cultural responsiveness applied to classroom behavior. TEACHING Exceptional Children Plus, 6(2) Article 5. Retrieved [date] from
Výukové metody
Informed consent, In-class participation, Online lecture/video participation, assessment, Pre-test, Discussion, Post-test, Final presentation
Metody hodnocení
Discussion Board Posts: You are expected to complete the discussion board assessment each week (13 in total) in Canvas. You will respond to the question on the discussion board after reviewing the materials in that module (e.g., the readings, videos, lectures, etc..). Please be sure that your response is at least 150 words in length, is proofread carefully, addresses the question clearly, and cites a relevant source (e.g., this week's reading).
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Post-tests: There are 12 post-tests in the course that you will complete in Canvas. You are expected to take each post-test only after reviewing all of the materials/completing all of the activities in that module. Complete the post-test on your own. Please do not use any materials when taking the post-test. You can only take a post-test once. It will have the same questions as the pre-test.
Final Presentation Outline: Prior to completing the final project a draft/outline of the project will be submitted in Canvas for constructive feedback- to help you to prepare your final project/presentation. An example will be provided.
Final Presentation: The final project in the course will involve you creating a PPT/presentation of your plan (and materials) to use a behavior management tool in the classroom with either one student or a whole class. You will create the presentation and materials and present to the class (about a 5 minute presentation). This assignment will be graded using the rubric below.
Vyučovací jazyk
Angličtina
Informace učitele
POLICIES ● Modules close on Sunday at 11:59pm. All activities and assessments must be completed by the close of each module. ● In-class participation activities are due at the end of the class session (handed to me). ● All other activities and assessments (with the exception of the final project/presentation) will be completed in the online system (Canvas). ● Assignments may not be redone for a grade change, but they can be redone and resubmitted for feedback. ● Late activities are not accepted. ● Late assessment assignments are only accepted late with prior approval. ● Current grades can be viewed at any time in the Canvas system. ● If you ever have any questions, please ask/email/visit :)
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Předmět je vyučován každoročně.
Předmět je zařazen také v obdobích podzim 2019, podzim 2020.