BEHAVIORAL EDUCATION EDF 6938 FALL 2001 MONDAY 500

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Behavioral Education

Behavioral Education

EDF 6938 Fall 2001

Monday 5:00 – 8:00, Pizzo 204


Professor: Jennifer L. Austin, Ph.D.

Office location: EDU 380C

Office phone: 974-6496

Home phone: 655-3697 (no calls after 10:00pm, please)

E-mail: [email protected]

Office hours: by appointment


Required Materials:


Course objective:

This course is designed to help students understand some current problems facing educational systems, to elucidate the circumstances that have generated those problems, and to prepare students to solve those problems with behavior analytic approaches to intervention.


Prerequisite:

This is an advanced course in behavioral education. Therefore, it is expected that all students possess a basic working knowledge of learning and behavior analytic principles acquired through completion of undergraduate or graduate courses in learning and/or behavior analysis.


Assignments:

Weekly quizzes: At the beginning of each class session, a quiz will be given to assess basic understanding of the assigned readings. Quizzes will be short answer format and will consist of 3-5 questions, which will be taken directly from the reading objectives. Of the 12 quizzes, 2 scores may be dropped. Quizzes account for 50% of your grade.

Group Project: Students will work in groups of 2-3 to design the “ultimate” behavioral school. Designs should include consideration of administration, staff, and student issues, as well as issues of curriculum, instruction, and behavior management. Each group will produce both a summary paper of their design and a presentation for the class. Specific details for this assignment will be given in a separate handout. The group project accounts for 25% of your grade.


Participation:

Class participation will constitute 25% of your grade. I expect that every student will actively participate in every class. I also expect that each student will have completed all of the readings assigned for class meetings prior to coming to class. I will provide reading objectives to help guide your reading and assist you in identifying the most important concepts. These reading objectives will guide our class discussions. Answers to reading objectives will never be collected. You are free to work together to discuss the readings, but my expectation is that every student will personally read every assigned reading.


Grade Calculation:

Quizzes (10)……….……………….. 50%

Group Project ………………………25%

Participation….………...……………25%


Grade Scale:

93-100 = A 87-89 = B+ 77-79 = C+ 67-69 = D+ below 60 = F

90-92 = A- 83-86 = B 73-76 = C 63-66 = D

80-82 = B- 70-72 = C- 60-62 = D-

Disabled Student Policies

The Americans with Disabilities Act (ADA) requires that all qualified persons have equal opportunity and access to education regardless of any disabling condition. Please notify the Instructor within the first week of class if a reasonable accommodation for a disability is needed for this course. A letter from the Student Disability Services Office must accompany the request.



Schedule of Topics*


Date Topic Reading Assignment

8-27 Introduction


9-3 Labor Day


9-10 Basic Principals of Learning and Teaching Reading Set 1


9-17 Programmed Instruction & PSI Reading Set 2

Guest Speaker: Dr. Darrel Bostow


9-24 Direct Instruction Reading Set 3

Guest Speaker: TBA


    1. Precision Teaching Reading Set 4

Guest Speaker: Dr. Patrick McGreevy

    1. Curriculum Based Measurement Reading Set 5

Guest Speaker: Dr. Kelly Powell-Smith


10-15 Active Student Responding Reading Set 6


10-22 Thinking, Creativity, & Constructivism Reading Set 7


10-29 Classroom Management Reading Set 8


11-5 Motivation, Intrinsic & Extrinsic Motivation Reading Set 9


    1. Veteran’s Day

11-19 School Reform Reading Set 10


11-26 School Reform Reading Set 11

Projects presented

12-3 Behavioral Consultation Reading Set 12

Guest Speaker: Dr. Maxin Reiss



* I reserve the right to change this schedule; however, I will always give advance notice if changes are made.





Reading list:

1. Basic Principles of Learning and Teaching

Skinner, B. F. (1968). The technology of teaching. Englewood Cliffs, NJ: Prentice Hall (Chapters 1, 4, 2, & 5)

Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective schooling. Reno, NV: Context Press. (Chapter 2, pp. 23-56)


2. Programmed Instruction and PSI

Skinner, B. F. (1968). The technology of teaching. Englewood Cliffs, NJ: Prentice Hall (Chapters 1, 4, 2, & 5)

Vargas, E. A., & Vargas, J. S. (1991). Programmed instruction: What it is and how to do it. Journal of Behavioral Education, 1, 235-251.

Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective schooling. Reno, NV: Context Press. (Chapter 4, pp. 100-104)

Keller, F. S. (1968). Good-bye, teacher.... Journal of Applied Behavior Analysis, 1, 79-89.

Buskist, W., Cush, D., & DeGrandpre, R. J. (1991). The life and times of PSI. Journal of Behavioral Education, 1, 215-234.

Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective schooling. Reno, NV: Context Press. (Chapter 4, pp. 86-92)


3. Direct Instruction

Engelman, S. & Carnine, D. (1982). Theory of instruction: Principles and applications. New York: Irvington (Chapters 1-3, pp. 1-33)

Kinder, D., & Carnine, D. (1991). Direct Instruction: What it is and what it is becoming. Journal of Behavioral Education, 1, 193-213.

Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective schooling. Reno, NV: Context Press. (Chapter 4, pp. 92-100)


4. Precision Teaching

Lindsley, O. R. (1991). Precision teaching’s unique legacy from B. F. Skinner. Journal of Behavioral Education, 1, 253-266.

Lindsley, O. R. (1992). Precision teaching: Discoveries and effects. Journal of Applied Behavior Analysis, 25, 51-57.

Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective schooling. Reno, NV: Context Press. (Chapter 4, pp. 79-85)

Skinner, B. F. (1977). Why I am not a cognitive psychologist. Behaviorism, 5(2), 1-10.


5. Curriculum-Based Measurement

Shinn, M. R. (1995). Best practices in curriculum-based measurement and its use in a problem-solving model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-III (pp. 547-567). Washington, DC: National Association of School Psychologists.

Shinn, M. R., Powell-Smith, K. A., & Good, R. H. III (1996). Evaluating the effects of responsible reintegration into general education for students with mild disabilities on a case-by-case basis. School Psychology Review, 25(4), 519-539.

Stoner, G., Carey, S. P., Ikeda, M. J., & Shinn, M. R. (1994). The utility of curriculum-based measurement for evaluating the effects of methylphenidate on academic performance. Journal of Applied Behavior Analysis, 27, 101-113.


6. Active Student Responding

Greenwood, C. R., Hart, B., Walker, D., & Risley, T (1994). The opportunity to respond revisited and academic performance revisite: A behavioral theory of developmental retardation and its prevention. In Gardner, R., Sainato, D. M., Cooper, J. O., Heron, T. E., Heward, W. L., Eshleman, J., & Grossi, T. Behavior analysis in education: Focus on measurably superior instruction (pp. 213-223). Belmont, CA: Brooks/Cole.

Heward, W. L. (1994). Three “low-tech” strategies for increasing the frequency of active student response during group instruction . In Gardner, R., Sainato, D. M., Cooper, J. O., Heron, T. E., Heward, W. L., Eshleman, J., & Grossi, T. Behavior analysis in education: Focus on measurably superior instruction (pp. 283-320). Belmont, CA: Brooks/Cole.



7. Thinking, Creativity, & Constructivism

Skinner, B. F. (1968). The technology of teaching. Englewood Cliffs, NJ: Prentice Hall (Chapters 6 & 8)

Brooks, J. G., & Brooks, M. G. (1999). The case for constructivist classrooms. New Jersey: Merrill. (Chapters 1-3, pp. 3-31; Chapter 10, pp. 101-118)

8. Intrinsic and Extrinsic Motivation

Skinner, B. F. (1968). The technology of teaching. Englewood Cliffs, NJ: Prentice Hall (Chapter 7)

Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51(11), 1153-1166.

Cameron, J., Banko, K. M., & Pierce, W. D. (2001). Pervasive negative effects of rewards on intrinsic motivation: The myth continues. The Behavior Analyst, 24, 1-27.


9. Classroom Management

Paine, S. C. (1983). Structuring your classroom for academic success. Champaign: Research Press.

Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective schooling. Reno, NV: Context Press. (Chapter 5, pp. 115-143)

10. School Reform (a)

Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective schooling. Reno, NV: Context Press. (Chapter 1, pp. 7-22; Chapter 3, pp. 57-77)

Skinner, B. F. (1984). The shame of American education. The American Psychologist, 39(9), 947-954.

Lindsley, O. R. (1992). Why aren't effective teaching tools widely adopted? Journal of Applied Behavior Analysis, 25, 21-26.


11. School Reform (b)

Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective schooling. Reno, NV: Context Press. (Chapter 8, pp. 193-207)

Engelmann, S. (1991). Change schools through revolution, not evolution. Journal of Behavior Education, 1, 295-304.

Carnine, D. (1992). Expanding the notion of teacher’s rights. Journal of Applied Behavior Analysis, 25. 13-19.


12. Behavioral Consultation

Witt, J. C. (1986). Teacher’s resistance to the use of school-based interventions. Journal of School Psychology, 24, 37-44.

Fantuzzio, J. & Atkins, M. (1992). Applied behavior analysis for educators: Teacher centered and classroom based. Journal of Applied Behavior Analysis, 25, 37-42.






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