Course Number and Title:
SPE 331 Applied Behavior Analysis
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
EDC 300 or concurrent
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
The course focuses on the basic principles of Applied Behavior Analysis (ABA) including principles and processes. Teacher candidates learn ABA strategies which empower them in managing classroom behaviors to promote social and emotional competence for all learners.
Additional Materials
None
Core Course Performance Objectives (CCPOs)
- Integrate ethical guidelines and professional standards associated with behavior analysis and intervention in a diverse classroom setting. (PGC 1,2,7; CCC 1,4, 5)
- Recommend positive behavior interventions and supports that are equitable and can be applied to individual, classroom, and schoolwide systems of support. (PGC 1, 5, 7; CCC 1, 4)
- Integrate behavior design principles including identifying target behaviors, completing observations, designing, evaluating, and communicating results of programs in an educational setting. (PGC 5, 6; CCC 2, 6)
- Develop a Functional Behavior Assessment and a Behavior Intervention Plan as a component of an Individualized Education Plan. (PGC 4, 5; CCC 2, 3, 6)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Integrate ethical guidelines and professional standards associated with behavior analysis and intervention in a diverse classroom setting.
- Define key concepts, terminology, and vocabulary associated with Applied Behavior Analysis principles in an educational setting.
- Explain the biological, cultural, developmental, and social influences on behavior, mental health, emotional health, learning and life skills.
- Discuss the ethics code and professional standards related to behavior analysis including board certification.
- Cite professional organizations and publications that support behavior analysis across the field of education as well as social and emotional health for diverse students.
- Recommend positive behavior interventions and supports that are equitable and can be applied to individual, classroom, and schoolwide systems of support.
- Describe tiers of behavior intervention and support available for students at an individual, classroom, and school community level.
- Compare and contrast behavior management techniques for cultural sensitivity and equity.
- Evaluate instructional and behavioral variables in the classroom.
- Analyze positive behavioral management principles that promote healthy social and emotional learning for diverse students.
- Reflect on interventions for exceptional learners in a variety of least restrictive environments.
- Collaboratively plan equitable interventions for behavioral support partnerships with families.
- Integrate behavior design principles including identifying target behaviors, completing observations, designing, evaluating, and communicating results of programs in an educational setting.
- Define methods for observing and recording behavior.
- Present behavioral data graphically.
- Integrate procedures for proper collaboration, data collection, graphic representation, and data analysis.
- Evaluate data by recording, charting, and interpreting the results.
- Describe research-based instructional methods for maintenance and skill generalization for diverse students.
- Develop a Functional Behavior Assessment and a Behavior Intervention Plan as a component of an Individualized Education Plan.
- Identify the collaborative roles of the Special Education Team associated with writing a Functional Behavior Assessment and Behavior Intervention Plan as it relates to an Individualized Education Plan.
- Interpret results of assessments including those focused on preferences and reinforcement.
- Develop behavioral objectives including learner, conditions, observable behavior, and degree/criteria.
- Collaborate with stakeholders to explain behavioral goals and intervention efficacy.
- Develop a Functional Behavior Assessment and Behavior Intervention Plan based on diverse individual needs and strengths.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of final grade |
Written Assignment (2) (Summative) (Written Assignments weighted equally) | 20% |
Exams (Mid-Term, Final) (2) (Summative) (Exams weighted equally) | 25% |
Case Study (3) (Summative) (Case Study weighted equally) | 35% |
The course will contain an equitable number of formative assessments including but not limited to: assignments/exit tickets quizzes discussions journals group activities
| 20% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
1. Build an inclusive classroom community to nurture the developmental needs of diverse learners.
2. Apply instructional design, content knowledge, and culturally responsive pedagogy to equitably support all learners in achieving high standards.
3. Connect concepts using varied perspectives to engage learners in critical thinking and collaborative problem solving related to local and global issues.
4. Integrate meaningful assessment to measure, monitor, and support learner growth.
5. Use student data and evidence-based strategies to inform instructional practices.
6. Collaborate, as a professional, with colleagues, families, and communities as partners.
7. Be empowered to reflect on, question, and change practices that marginalize groups and do not support ethical practices in education.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.