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Viewing: ECI 573 : Applied Behavior Analysis & Positive Behavior Intervention and Support in Schools

Last approved: Sat, 27 Aug 2016 08:01:36 GMT

Last edit: Thu, 11 Aug 2016 15:38:33 GMT

Change Type
Major
ECI (Curriculum and Instruction)
573
006674
Dual-Level Course
No
Cross-listed Course
No
Applied Behavior Analysis & Positive Behavior Intervention and Support in Schools
ABA and PBIS in Schools
College of Education
Curriculum, Instruction & Counselor (13ECI)
Term Offering
Fall Only
Offered Every Year
Fall 2016
Previously taught as Special Topics?
No
 
Course Delivery
Distance Education (DELTA)
Online (Internet)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Edward J. Sabornie, Ph.D.
Professor
Full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC2020NoIn the fall 2015 semester there were 17 students in the course.
none
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
13ECIGraduate Program in Special Education, M.Ed., MAT, and Graduate Certificate in Special Education programsRequired
Concepts and procedures involved in design and implementation of techniques for managing the behavior of students in classroom setting. Focus on methods for defining, measuring, increasing, decreasing, maintaining, and generalizing classroom behaviors in all learners. An exploration of Multi-Tiered Systems of Support, and Positive Behavior Intervention and Support in school settings.

Classroom and behavioral management in schools continues to be challenge for many classroom teachers. Applied behavior analysis (ABA) has been a staple of successful classroom and behavioral managers in the classroom, and especially for skilled teachers of students with disabilities. That is, and has been, the main focus of this course for several years. With the widespread acceptance of the successful, evidence-based Multi-Tiered Systems of Support (MTSS) in public schools, and especially a major component of MTSS, Positive Behavior Intervention and Support (PBIS), there is a need for teachers to incorporate ABA and PBIS not only for effective classroom and behavioral management, but in prevention of unwanted, inappropriate behavior in classrooms and schools. Hence the need for the update of ECI 573 to include foci on MTSS and PBIS in teacher preparation in the Graduate Program in Special Education at NC State. 


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

The existing NC State online instruction infrastructure (e.g., My Mediasite, Moodle, etc.) is all that is necessary for this course delivery.

The intent of this course is to teach the enrolled students (i.e., MAT, M.Ed., & Graduate Certificate levels) the following:




 


1. The major components of Applied Behavior Analysis (ABA), Multi-Tiered Systems of Support (MTSS), and Positive Behavior Intervention and Support (PBIS).




 


2. How to observe, define, and measure non-academic as well as academic behavior in classrooms and schools.




 


3. How to model appropriate behavior so that students understand and repeat it in classrooms and schools.




 


4. How to design and conduct an ABA classroom experiment to change the behavior of a student in a positive direction.




 


5. Ways in which to discuss and present the use of ABA in schools and in the classroom.




 


6. Ways in which to prevent the occurrence of inappropriate behavior in school and classrooms.




 


7. The various components of MTSS and PBIS interventions in schools and classrooms.




 


8. The nuances of positive and negative reinforcement, punishment, generalization and maintenance of behavior, and self-management of behavior.




 


9. The notion of social validity of ABA behavior change methods and outcomes.




 


10. The need to be aware of the ethics involved in the application of ABA methods in schools and classrooms.


Student Learning Outcomes

At the completion of this course the students enrolled in this course should be able to:


1. Articulate and demonstrate on tests and other written assignments the key components involved in ABA and PBIS.


2. Demonstrate on course tests, online discussions, and in the ABA classroom project paper the definitions and applications of numerous ABA and PBIS methods learned in exposure to course content.


3. Identify and describe the ways in which ABA and PBIS techniques are used to teach new behavior, prevent inappropriate behavior, and to enhance the generalization and maintenance of newly learned behavior.


4. Discuss and demonstrate the use of the many types of reinforcement available to teachers in the classroom.


5. Discuss and demonstrate ethical ways in which to increase and decrease behavior in schools and classrooms.


6. Operationally define target behaviors in the process of changing them in a positive direction. 


7. Discuss and apply the correct methodology of defining and measuring overt behavior of any kind.


8. Demonstrate how functional behavioral assessment is used with students in classrooms.


9. Define and describe behavioral change procedures appropriate for use with students who have learning and behavior problems. 


10. Describe and contrast the interventions that can be used to change behavior with a single student and with an entire classroom of students.


Evaluation MethodWeighting/Points for EachDetails
Multiple exams50 points2 tests worth 25 points each
Forum_post30 points3 topical discussion assignments worth 10 points each
Written Assignment101 written, behavior change proposal (plan) describing the specifics of the final, behavior change project
Major Paper501 research paper that describes the behavior change project conducted in its entirety
TopicTime Devoted to Each TopicActivity
Introduction to ECI 573 week 1Required reading: Alberto, P.A., & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.). Boston: Pearson.

Chapter 1
ABA & PBIS: An introductionweek 2additional readings to be determined
Defining & Measuring Behavior: Post online discussion week 3Required reading: Alberto, P.A., & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.). Boston: Pearson.
Chapters 3, 4
ABA Experimental Designs I week 4Required reading: Alberto, P.A., & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.). Boston: Pearson.
Chapter 6
ABA Experimental Designs II week 5additional readings to be determined
Graphing, & Reliability of Measurement: Post online discussionweek 6Required reading: Alberto, P.A., & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.). Boston: Pearson.
Chapter 5
Midterm Examweek 7exam
Generalization, Maintenance, Stimulus Control, & Shaping of Behavior week 8Required reading: Alberto, P.A., & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.). Boston: Pearson.
Chapters 10 & 11
Increasing & Decreasing Behaviors week 9Required reading: Alberto, P.A., & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.). Boston: Pearson.
Chapter 8 & 9
MTSS: Behaviorweek 10additional readings to be determined
Functional Behavioral assessment : Post online discussion week 11Required reading: Alberto, P.A., & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.). Boston: Pearson.
Chapter 9
plus additional readings to be determined
Functional Behavioral Assessment week 12Required reading: Alberto, P.A., & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.). Boston: Pearson.
Chapter 7
plus additional readings to be determined
PBIS, Ethics, & Social Validityweek 13Required reading: Alberto, P.A., & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.). Boston: Pearson.
Chapters 12 & 2
ABA Project Paper due week 14paper
Review & discussionweek 15review
Final Examweek 16exam
mlnosbis 8/2/2016: No overlapping courses. No consultation required.

ghodge 8/2/2016 Made correction to points listed above. Ready for ABGS reviewers, but add generic statements #13 and #14 from the syllabus checklist to the end of the syllabus. Syllabus has been updated.

ABGS Reviewer Comments:
-None
mmmartin (Tue, 15 Mar 2016 18:26:53 GMT): Rollback to Ed Sabornie to load revised syllabus
mmmartin (Tue, 15 Mar 2016 18:27:38 GMT): Rollback: To load revised syllabus - notes from Susan Osborne.
mlnosbis (Tue, 29 Mar 2016 13:26:11 GMT): This is not a minor action. Please include all required information.
Key: 1965