SPED 5050: Applied Behavioral Analysis 2: Applications

Specific Courses

CourseDescriptionInstructorSemesterSyllabus
SPED 5050 Applied Behavioral Analysis 2: Applications Robert Morgan
 Spring 2008 Syllabus

Accreditation Standards

GroupStandardDescription
Early Childhood Requirements - Alternative Teacher Preparation` CC1:K2 Laws, policies, and ethical principles regarding behavior management planning and implementation.
Early Childhood Requirements - Alternative Teacher Preparation` CC1:K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.
Early Childhood Requirements - Alternative Teacher Preparation` CC1:K7 Family systems and the role of families in the educational process.
Early Childhood Requirements - Alternative Teacher Preparation` CC2:K3 Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family.
Early Childhood Requirements - Alternative Teacher Preparation` CC2:K4 Family systems and the role of families in supporting development.
Early Childhood Requirements - Alternative Teacher Preparation` CC2:K5 Similarities and differences of individuals with and without exceptional learning needs.
Early Childhood Requirements - Alternative Teacher Preparation` CC3:K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling.
Early Childhood Requirements - Alternative Teacher Preparation` CC3:K4 Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction.
Early Childhood Requirements - On Campus Courses CC4:S4 Use strategies to facilitate maintenance and generalization of skills across learning environments.
Mild/Moderate Requirements - On Campus Courses CC4:S4 Use strategies to facilitate maintenance and generalization of skills across learning environments.
Severe Requirements - On Campus Courses CC4:S4 Use strategies to facilitate maintenance and generalization of skills across learning environments.
Early Childhood Requirements - Alternative Teacher Preparation` CC4:S6 Use strategies that promote successful transitions for individuals with exceptional learning needs.
Early Childhood Requirements - On Campus Courses CC5:K6 Strategies for crisis prevention and intervention.
Mild/Moderate Requirements - On Campus Courses CC5:K6 Strategies for crisis prevention and intervention.
Severe Requirements - On Campus Courses CC5:K6 Strategies for crisis prevention and intervention.
Early Childhood Requirements - On Campus Courses CC5:S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments.
Early Childhood Requirements - Alternative Teacher Preparation` CC5:S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments.
Mild/Moderate Requirements - On Campus Courses CC5:S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments.
Severe Requirements - On Campus Courses CC5:S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments.
Early Childhood Requirements - Alternative Teacher Preparation` CC5:S7 Establish and maintain rapport with individuals with and without exceptional learning needs.
Early Childhood Requirements - On Campus Courses CC5:S10 Use effective and varied behavior management strategies.
Mild/Moderate Requirements - On Campus Courses CC5:S10 Use effective and varied behavior management strategies.
Severe Requirements - On Campus Courses CC5:S10 Use effective and varied behavior management strategies.
Early Childhood Requirements - On Campus Courses CC5:S11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs.
Mild/Moderate Requirements - On Campus Courses CC5:S11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs.
Severe Requirements - On Campus Courses CC5:S11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs.
Early Childhood Requirements - Alternative Teacher Preparation` CC5:S15 Structure, direct, and support the activities of paraeducators, volunteers, and tutors.
Early Childhood Requirements - Alternative Teacher Preparation` CC6:K2 Characteristics of one's own culture and use of language and the ways in which these can differ from other cultures and uses of languages.
Early Childhood Requirements - Alternative Teacher Preparation` CC6:K3 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding.
Early Childhood Requirements - Alternative Teacher Preparation` CC7:K1 Theories and research that form the basis of curriculum development and instructional practice.
Early Childhood Requirements - Alternative Teacher Preparation` CC7:K2 Scope and sequences of general and special curricula.
Early Childhood Requirements - Alternative Teacher Preparation` CC7:K3 National, state or provincial, and local curricula standards.
Early Childhood Requirements - Alternative Teacher Preparation` CC7:K4 Technology for planning and managing the teaching and learning environment.
Early Childhood Requirements - Alternative Teacher Preparation` CC7:K5 Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service.
Early Childhood Requirements - Alternative Teacher Preparation` CC7:S1 Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs.
Early Childhood Requirements - Alternative Teacher Preparation` CC7:S2 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members.
Early Childhood Requirements - Alternative Teacher Preparation` CC7:S3 Involve the individual and family in setting instructional goals and monitoring progress.
Early Childhood Requirements - On Campus Courses CC7:S4 Use functional assessments to develop intervention plans.
Early Childhood Requirements - Alternative Teacher Preparation` CC7:S4 Use functional assessments to develop intervention plans.
Mild/Moderate Requirements - On Campus Courses CC7:S4 Use functional assessments to develop intervention plans.
Severe Requirements - On Campus Courses CC7:S4 Use functional assessments to develop intervention plans.
Early Childhood Requirements - Alternative Teacher Preparation` CC7:S5 Use task analysis.
Early Childhood Requirements - Alternative Teacher Preparation` CC7:S6 Sequence, implement, and evaluate individualized learning objectives.
Early Childhood Requirements - Alternative Teacher Preparation` CC7:S7 Integrate affective, social, and life skills with academic curricula.
Early Childhood Requirements - Alternative Teacher Preparation` CC8:K1 Basic terminology used in assessment.
Early Childhood Requirements - Alternative Teacher Preparation` CC8:K5 National, state or provincial, and local accommodations and modifications.
Early Childhood Requirements - Alternative Teacher Preparation` CC8:S2 Administer nonbiased formal and informal assessments.
Early Childhood Requirements - Alternative Teacher Preparation` CC8:S3 Use technology to conduct assessments.
Early Childhood Requirements - On Campus Courses CC8:S4 Develop or modify individualized assessment strategies.
Mild/Moderate Requirements - On Campus Courses CC8:S4 Develop or modify individualized assessment strategies.
Severe Requirements - On Campus Courses CC8:S4 Develop or modify individualized assessment strategies.
Early Childhood Requirements - Alternative Teacher Preparation` CC8:S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs.
Early Childhood Requirements - Alternative Teacher Preparation` CC9:K1 Personal cultural biases and differences that affect one's teaching.
Early Childhood Requirements - Alternative Teacher Preparation` CC9:K3 Continuum of lifelong professional development.
Early Childhood Requirements - On Campus Courses CC9:K4 Methods to remain current regarding research-validated practice.
Early Childhood Requirements - Alternative Teacher Preparation` CC9:K4 Methods to remain current regarding research-validated practice.
Mild/Moderate Requirements - On Campus Courses CC9:K4 Methods to remain current regarding research-validated practice.
Severe Requirements - On Campus Courses CC9:K4 Methods to remain current regarding research-validated practice.
Early Childhood Requirements - Alternative Teacher Preparation` CC9:S1 Practice within the CEC Code of Ethics and other standards of the profession.
Early Childhood Requirements - Alternative Teacher Preparation` CC9:S2 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession.
Early Childhood Requirements - Alternative Teacher Preparation` CC9:S3 Act ethically in advocating for appropriate services.
Early Childhood Requirements - Alternative Teacher Preparation` CC9:S4 Conduct professional activities in compliance with applicable laws and policies.
Early Childhood Requirements - Alternative Teacher Preparation` CC9:S7 Practice within one's skill limits and obtain assistance as needed.
Early Childhood Requirements - On Campus Courses CC9:S8 Use verbal, nonverbal, and written language effectively.
Mild/Moderate Requirements - On Campus Courses CC9:S8 Use verbal, nonverbal, and written language effectively.
Severe Requirements - On Campus Courses CC9:S8 Use verbal, nonverbal, and written language effectively.
Early Childhood Requirements - Alternative Teacher Preparation` CC9:S9 Conduct self-evaluation of instruction.
Early Childhood Requirements - Alternative Teacher Preparation` CC9:S11 Reflect on one's practice to improve instruction and guide professional growth.
Early Childhood Requirements - Alternative Teacher Preparation` CC9:S12 Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one's colleagues.
Early Childhood Requirements - Alternative Teacher Preparation` CC10:K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program.
Early Childhood Requirements - Alternative Teacher Preparation` CC10:K3 Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns.
Early Childhood Requirements - Alternative Teacher Preparation` CC10:S1 Maintain confidential communication about individuals with exceptional learning needs.
Early Childhood Requirements - Alternative Teacher Preparation` CC10:S2 Collaborate with families and others in assessment of individuals with exceptional learning needs.
Early Childhood Requirements - Alternative Teacher Preparation` CC10:S3 Foster respectful and beneficial relationships between families and professionals.
Early Childhood Requirements - Alternative Teacher Preparation` CC10:S4 Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team.
Early Childhood Requirements - Alternative Teacher Preparation` CC10:S5 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families.
Early Childhood Requirements - Alternative Teacher Preparation` CC10:S6 Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings.
Early Childhood Requirements - Alternative Teacher Preparation` CC10:S7 Use group problem-solving skills to develop, implement, and evaluate collaborative activities.
Early Childhood Requirements - Alternative Teacher Preparation` CC10:S8 Model techniques and coach others in the use of instructional methods and accommodations.
Early Childhood Requirements - Alternative Teacher Preparation` CC10:S9 Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs.
Early Childhood Requirements - Alternative Teacher Preparation` CC10:S10 Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds.
Early Childhood Requirements - Alternative Teacher Preparation` CC10:S11 Observe, evaluate, and provide feedback to paraeducators.
Severe Requirements - On Campus Courses IC1:K7 Theory of reinforcement techniques in serving individuals with disabilities.
Severe Requirements - On Campus Courses IC1:K8 Theories of behavior problems of individuals with disabilities.
Severe Requirements - On Campus Courses IC2:K1 Etiology and diagnosis related to various theoretical approaches.
Severe Requirements - On Campus Courses IC2:K4 Psychological and social-emotional characteristics of individuals with disabilities.
Severe Requirements - On Campus Courses IC3:K3 Impact of multiple disabilities on behavior.
Severe Requirements - On Campus Courses IC3:S1 Relate levels of support to the needs of the individual.
Severe Requirements - On Campus Courses IC4:K2 Prevention and intervention strategies for individuals with disabilities.
Severe Requirements - On Campus Courses IC4:S3 Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with disabilities.
Early Childhood Requirements - Alternative Teacher Preparation` EC10:K1 Dynamics of team-building, problem-solving, and conflict resolution.
Mild/Moderate Requirements - On Campus Courses GC5:S4 Teach individuals with disabilities to give and receive meaningful feedback from peers and adults.
Severe Requirements - On Campus Courses IC7:S1 Plan and implement individualized reinforcement systems and environmental modifications.
Severe Requirements - On Campus Courses IC8:S1 Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with disabilities.