SPED 725 Introduction to the Psychology and Education of Children and Youth with Disabilities(3).SPED 743 Methods: Functional Behavior Assessment, Positive Behavior Support, and Classroom Management (3).SPED 761 Foundations of Positive Behavioral Support (1).SPED 762 Functional Assessment Methods for Positive Behavioral Support (1).SPED 763 Development and Implementation of Positive Behavioral Support Plans (1).SPED 764 Intervention Strategies for Positive Behavioral Support: Part I (1).SPED 765 Intervention Strategies for Positive Behavioral Support: Part II (1).SPED 766 Redesigning Environmental Systems (1).SPED 767 Creating Positive Lifestyles through Positive Behavioral Support (1).SPED 798 Family Involvement & Student Involvement in Transition (1), January 12–February 8, 2009SPED 798 Preparing Students for Employment and Postsecondary Education (1), February 16–SPED 798 Interagency Collaboration during Transition Planning (1), April 6–May 3, 2009
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Online course. This course provides an overview of current practices in the identification, placement, and education of students with disabilities. This course emphasizes patterns of social, cognitive, language, and physical development. Social, political, and economic advocacy issues are also addressed. Prerequisite: One course in child development. Six written assignments; midcourse and final examinations. View the SPED 725 course preview. Instructor: Sally Roberts.
Materials (included in Tuition and Fees):
Textbooks (separate purchase):
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This course provides a problem-solving approach and the framework for teaching and assessment strategies to develop prosocial behavior in students with disabilities and their typical peers in classroom and whole school contexts. Students assess problem behavior, discover the functions of problem behavior, and learn prosocial alternatives in home, school, and community settings. Prerequisite: SPED 631 or SPED 731, and SPED 632 or SPED 732. Requires a behavior analysis project that involves observation in a school or institution. Optional e-mail assignment submission. Four activity options; midcourse and final examinations. View the SPED 743 course preview. Instructor: Sally Roberts.
Textbooks (separate purchase):
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Online course. Provides an introduction to positive behavioral support (PBS). The lessons include an overview of positive behavioral support, the basics of behavior, an introduction to specific positive behavioral support strategies, and information on preventing problem behavior. One essay assignment. No final examination. No textbook required. Offered on a satisfactory/unsatisfactory basis (for a grade of S or U). View the SPED 761 course preview. Instructor: Amy McCart.
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Online course. Introduces current functional assessment methods that are used to build effective behavioral support plans. Provides guidance in implementing functional assessment methods in your classroom. One essay assignment. No final examination. No textbook required. Offered on a satisfactory/unsatisfactory basis (for a grade of S or U). View the SPED 762 course preview. Instructor: Amy McCart.
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Online course. Describes how to modify features of the environment associated with problem behavior, what and how skills and strategies will be taught, and how to respond to both positive and problematic behavior. Lessons on designing, implementing, modifying, and assessing PBS plans. One essay assignment. No final examination. No textbook required. Offered on a satisfactory/unsatisfactory basis (for a grade of S or U). View the SPED 763 course preview. Instructor: Amy McCart.
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Online course. Introduces interventions that can be used as part of a comprehensive positive behavioral support plan. Lessons address setting events, antecedent interventions, replacing problem behavior, and consequence interventions. One essay assignment. No final examination. No textbook required. Offered on a satisfactory/unsatisfactory basis (for a grade of S or U). View the SPED 764 course preview. Instructor: Amy McCart.
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Online course. Introduces three types of interventions to use in positive behavioral support. Also addressed are social skills education, crisis prevention, and interventions addressing physiological factors that influence a student's problem behavior. One essay assignment. No final examination. No textbook required. Offered on a satisfactory/unsatisfactory basis (for a grade of S or U). View the SPED 765 course preview. Instructor: Amy McCart.
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Online course. Describes how positive behavioral support can be used to redesign the environment at a systems level. Considers the larger issues within a system including the broader environment, the values and beliefs held by staff, policies and procedures that promote ongoing learning, and collaborative problem-solving processes within a school. Also addresses classroom management, staff development, and school-wide discipline issues. One essay assignment. No final examination. No textbook required. Offered on a satisfactory/unsatisfactory basis (for a grade of S or U). View the SPED 766 course preview. Instructor: Amy McCart.
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Online course. Introduces topics related to creating positive lifestyles, including person-centered planning, self-determination, and quality of life. One essay assignment. No final examination. No textbook required. Offered on a satisfactory/unsatisfactory basis (for a grade of S or U). View the SPED 767 course preview. Instructor: Amy McCart.
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Online course. This course focuses on improving the collaborative relationship between schools and families of students with disabilities. Through online modules, videos, articles, and asynchronous discussions, students will apply family systems models to transition planning. They will also discuss techniques for facilitating student involvement, including self-directed IEP appropaches. Topics covered: (1) Family & student perspectives & challenges in transition planning; (2) Family systems & their impact on transition planning; (3) Cultural reciprocity & impact of cultural on transition; and (4) Self-Directed IEPs & other techniques for facilitating student involvement. Instructor: Amy Gaumer Erickson.
Enroll by January 12, 2009.
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Online course. This course focuses on postsecondary goals in the areas of education/traning and employment. Students will identify critical elements of transition planning with regard to postsecondary education and employment through online modules, videos and short readings. Topics covered: (1) Competitive job placement and support; (2) Eligibility versus Entitlement; (3) Community-based transition services & supports; and (4) Documentation including Summary of Performance. Instructor: Amy Gaumer Erickson.
Enroll by February 16, 2009.
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Online course. Through this course, students will research community agencies that are often involved in transition planning, and they will apply methods to improve collaboration between school and adult agency personnel. High interactivity, assignments and the online Discussion Board allow students to gain a shared understanding of interagency collaboration. Topics covered: (1) Barriers & strategies to interagency collaboration during transition; (2) Strategies for collaboration within the local school and community context; (3) The range of services and supports available to students and adults with disabilities within the local community, including Social Security, Medicaid, Mental Health, Juvenile Justice, MR/DD organizations, and Centers for Independent Living; and (4) Role of community transition councils. Instructor: Amy Gaumer Erickson.
Enroll by April 6, 2009.
SPED 725 Introduction to the Psychology and Education of
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SPED 743 Methods: Functional Behavior Assessment, Positive