Course: Education of Students with Social and Emotional Disturbances
INDIANA UNIVERSITY NORTHWEST - School of Education
K543 Education of Students with Social and Emotional Disturbances I
Instructor: Herbert Goetze
I. COURSE DESCRIPTION
Prerequisite: K505. A basic survey of the field of emotional disturbance and social maladjustment. Definitions, classifications, and characteristics: Diagnostic and treatment procedures from a psychoeducational point of view.
Expanded Description:
The primary objective of this course is to introduce students to a variety of educational treatment options for students with emotional and behavioral disorders. Students will explore treatments and evaluate them for efficacy and ethics.
Students in this course will develop their skill in:
Understanding theoretical perspectives of emotional and behavioral disorders
Accommodating and advocating for the needs of students with emotional and behavioral disorders
Utilizing technology as a special education resource
Course Objectives/Competencies
In class, students in K543 will:
1. Demonstrate methods of emotional and behavioral change
2. Demonstrate strategies for crisis prevention and intervention.
3. Demonstrate skills in problem solving and conflict resolution.
4. Design positive behavior intervention plans
5. Explain how various medications, therapies, and other interventions may affect the learner’s performance.
6. Collaborate with colleagues in planning and instruction
7. Demonstrate leadership in class activities and instruction
8. Verbalize a philosophy of teaching students with emotional disabilities
Initial Program Dispositions
The SOE is committed to the values of academic integrity in teacher preparation. You are expected to consign yourself to each of the following dispositions throughout this semester in your IUN classroom participation and in your school-based field activities:
1. Attendance, punctuality & professionalism (i.e., actions, appearance)
2. Connect subject to students1 world
3. Align teaching with state & professional standards
4. Prepare and promote active learning
5. Communicate ideas clearly in speech and writing
6. Use of multiple approaches & technology to teach
7. Student-centered management of class time & student behavior
8. Respects students from diverse backgrounds
9. Promote cooperation in class, school, and community
10. Track student progress & adjust teaching to meet needs
11. Willing to receive constructive criticism & suggestions
12. Committed to becoming an effective teacher
III. MATERIALS: Required Text:
Newcomer, Phyllis L. (2003). Understanding and Teaching Disturbed Children and Adolescents. Austin: pro-ed (3rd ed.).
ASSIGNMENTS AND COURSE ACTIVITIES
Two Quizzes
Philosophy statement
Class Presentation
FBA and Behavior Intervention Plan
Final Exam
Attendance
GRADING AND EVALUATION
94 -100% - A 90-93% - A- 83 - 89% - B 80-82% - B-
73-79% - C 70-72% - C- 63-69% - D 60-62% - D-
below 60% - F
BIBLIOGRAPHY
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Bauer, A. M., & Shea, T. M. (1988). Structuring classrooms through level systems. Focus on Exceptional Children, 21, 1-12.
Brown, J. C. (1990). Loss and grief: An overview and guided imagery intervention model. Journal of Mental Health Counseling, 12, 434-445.
Carr, S. C., & Punzo, R. P. (1993). The effects of self-monitoring of academic accuracy and productivity on the performance of students with behavioral disorders. Behavioral Disorders, 18, 241-250.
Cartledge, G. & Milburg, J.F. (1994). Teaching Social Skills to Children and Youth: Innovative Approaches. New York: Allyn & Bacon (3rd ed.).
Charmichael, K. (1991). Play therapy: Role in reading improvement. Reading Improvement, 28(4), 273-276.
Cluett, S. E., Forness, S. R., Ramey, S. L., Ramey, C. T., Hsu, Ch., Kavale, K. A. & Gresham, F. M. (1998). Consequences of Differential Diagnostic Criteria on Identification Rates of Children with Emotional or Behavioral Disorders. Journal of Emotional and Behavioral Disorders, 6, 130 - 140.
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Drewes, A.A.; Carey, L.J., & Schaefer, Ch. (Eds.)(2001). School-Based Play Therapy. New York: Wiley.
Ellis, A. (2004). Rational Emotive Behavior Therapy: A Therapist’s Guide. Atascadero (CA): Impact Publishers.
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Glasser, W. (1986). Control theory in the classroom. New York: Harper & Row. Ch. 3 & 4 p.23-43.
Goetze, H. (2001). Grundriß der Verhaltensgestörtenpädagogik Berlin: Spiess.
Goetze, H. (2002). Handbuch der personenzentrierten Spieltherapie . Goettingen: Hogrefe.
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Instructions for presenters
This is to be your presentation project. You will prepare and present by yourself to receive max. 150 points. Your points will be determined partially by your classmates, and partially by your instructor. Select an intervention topic from the syllabus list or from the class text that interests all members of your group. Add at least 5 content/discussion questions to your paper (may be included into the quiz). Select a day for presenting and get it on the instructor’s schedule. Ask the instructor if you have any question about procedures.
Grading Criteria
1. Handout a 1-page outline of your presentation.
2. Handout a 1-page reference list of resources related to your topic.
3. Introduce your topic - what is it and when should one use it?
4. Explain the history and development of the intervention.
5. Explain/teach the intervention- tell us everything we need to know about it in order to use it.
6. Demonstrate the intervention – if possible include a video.
7. Look also for two (2 !)) research articles that evaluated the effectiveness of the intervention you have chosen (or components of the intervention).
8. Lead the class through activities that will help them to become fluent with using the intervention. (This means you lead the whole class in participation and practice activities).
The bottom line: Will class members be able to use this intervention as a result of your instruction? Will class members be able to locate additional information on the topic, if interested?
Article Summaries
These do need to be written for turning in and also will be presented orally.
1. Select research articles that evaluate your intervention or components of your intervention.
2. Provide the citation for the article. Use current APA format. Example:
Grskovic, J. A. & Belfiore, P. J. (1996). Improving the spelling of students with disabilities. The Journal of Behavioral Education, 6, 343-353.
3. Purpose: give an overview of what the study was about, the purpose, the focus. Example: The purpose of this study was to compare two strategies for teaching spelling using a single subject, alternating treatments design.
4. Participants: How many and what types of students participated in the study? Gender, age, grade, race/ethnicity, SES, disability status, etc. Use person first terminology
5. Independent Variable: What was the intervention or component that they assessed? Give a detailed explanation of their method.
1. Dependent Variable(s): What did they measure to evaluate the effectiveness of the strategy?
2. Results: What did they find? Report the results for each of the dependent variables. Please try to display the data for the class as you talk about this part.
8. Reaction/Evaluation: What did you think of the article? Did it convince you? Under what conditions or with what students was the strategy effective?
Peer Feedback Form
Print and bring one of these forms for each class presentation
Topic:
Did the presenters give you a 1-page outline? Yes No If yes, quality?
Did the presenters give you a 1-page reference list? Yes No If yes, quality?
Give a detailed feedback on these aspects:
Overview/Introduction
History and Development of the Intervention
Instruction of the intervention?
Demonstration
Application
How well did the presenters lead you in practice activities?
Effectiveness Data
Two research articles on the effectiveness of the intervention
Participants of the study?
Independent and dependent variables?
Results?
How well did the presenters explain the data?
How effective is this intervention?
Will you be able to use this intervention as a result of this instruction? ‘Yes’ ‘No’