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Course Criteria
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6.00 Credits
pending GAPC approval
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3.00 Credits
This course provides students with the knowledge and skills to analyze student and school-based data for the purpose of creating an organizational vision and instructional environment that focuses on teaching and learning. The role data plays in standards-based reform is also discussed along with how data can guide the development of a strategic plan that focuses on higher student achievement. The course covers the school leader's role in data-based decision making as well as the teacher's role and student's role. Data tools for improving teaching and learning are studied as well as techniques and strategies for collecting and assessing data. Multiple measures of data are identified along with the Pennsylvania Department of Education's tools for collecting, analyzing and utilizing data. Using data-based decisions to design instruction and assessments that maximize student achievement results is also covered.
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3.00 Credits
Examination of current curriculum literature and major educational philosophies with implications for curriculum development. Includes the development of curriculum in a simulated setting. Designed for teachers, supervisors and administrators. (old #502)
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3.00 Credits
This course using a sociological lens to explore school policy, students will focus on the impact on classroom practice, and ideological interpretations in cultural and philosophical context. Students will be challenged to think about policy, reform and change in education on a global level. Successful student, community and teacher movements that have led to educational reform and change both in the US and internationally are also addressed
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3.00 Credits
This seminar provides students with introductory knowledge regarding children diagnosed with autism. Topics addressed include characteristics of students with Autism Spectrum Disorders; considerations in school and home programming; family, community and legal issues; and life transitions.
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3.00 Credits
Behavior analysis is a natural science approach to the study of human behavior. Behavior analysis has been phenomenally successful in a wide variety of human endeavors including business and industry, physical therapy, socialization of difficult populations such as adult offenders, those addicted to substances, and children with conduct and oppositional behavior. This class explores how the basic principles of human behavior, such as schedules of reinforcement and response choice, were discovered and current research in the Experimental Analysis of Behavior.
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3.00 Credits
This seminar will provide students with knowledge of current research-based teaching strategies for students in the autism spectrum. Participants will gain experience in assessing and planning meaningful learning goals, developing effective teaching plans and evaluating student outcomes. Topics addressed include teaching complex behaviors, analyzing challenging behaviors and collaborating with families. Prerequisite: ED 661 Applied Behavior Analysis
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3.00 Credits
This seminar will provide students with knowledge of relevant language, social, community and sensory characteristics of students in the autism spectrum. Participants will examine assessment tools and intervention strategies to support students with autism. Other topics covered will include family, sibling and emotional issues in relation to cultural context, as well as transition issues and 'next environment' planning.
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3.00 Credits
In the basic principles course, students learned how the principles of learning were discovered in the lab. In this course, students will focus on the methods of behavior analytic research. The topics to be covered are defining applied behavior analysis, selecting, defining and measuring behavior, constructing graphs to interpret behavior, analyze behavior change, research designs such as alternating treatments design, reversal designs, multiple baseline designs, changing criteria designs, and planning and evaluating behavior analytic research.
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3.00 Credits
Working or consulting in classrooms requires taking the scientific principles of human behavior and applying those principles to the socialization of children at risk for or with delinquency, conduct problems (such as those with serious emotional disturbance and social maladjustment- i.e., conduct disorder, oppositional defiant disorder, and attention deficit disorder), developmental and other disabilities. This course analyzes the basic process of behavior change. Topics to be covered are: basic principles of behavior analysis (reinforcement, schedules of reinforcement, punishment, motivating operations, stimulus control, imitation, shaping, chaining, extinction, differential reinforcement); behavioral assessment including functional analysis and behavior chain analysis; the application of those principles to children's behavior; intervention methodologies such as verbal behavior contingency management; development of behavioral objectives to build self control; programming for generalization; and working with parents and paraprofessionals to implement behaviorally-based treatments. Special attention is paid to comprehensive programming and the use of multiple intervention methods. Upon satisfactory completion of this course, the student will functionally analyze social behavior deficits and excesses of children and youth. In addition, students will design behavioral intervention plans based on functional behavioral assessments. Prerequisites: Satisfactory completion of ABA I and ABA II (B- or better).
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