ࡱ> UXRST 0RbjbjVV s<<,% 77777$[[[PO[U`3"))) $T%cUeUeUeUeUeUeU$DXZvU7&  &&U77))U808080&7)7)cU80&cU8080u=hE>)0SWӫ[<):=OUU0U=X\[v,:\[ E>E>N\[7L&&80&&&&&UU/&&&U&&&&\[&&&&&&&&& : CPSE 606 Psycho-Educational Foundations Winter Semester 2011 Class time: Tuesday 12:00 - 2:50 Room: 341 MCKB Instructor: Melissa Allen Heath, Ph.D. Office Phone: 801-422-1235 (my office) or 801-422-3857 (secretary) Home Phone: 801-491-8386 E-mail: Melissa_Allen@BYU.EDU Office: 340-K MCKB Office hours: Monday & Tuesday 10:30-11:45 & 3:00-4:00 Thursday 12:00-2:00 NOTE: Faculty meetings are held on the 2nd and 4th Thursdays of each month from 10:00-12:00. Please call or email to set up an appointment outside of scheduled office hours. REQUIRED READING & TEXT BOOKS: Maanum, J. L. (2009). The general educator's guide to special education (3rd ed.). Thousand Oaks, CA: Corwin Press. Thomas, A., & Grimes, J. (2007). Best Practices V. Bethesda, MD: National Association of School Psychologists. Review all power-point presentations s on this UT website:  HYPERLINK "http://www.schools.utah.gov/sars/IDEA-PowerPoint.aspx" http://www.schools.utah.gov/sars/IDEA-PowerPoint.aspx Special Education Rules Reach for the Stars (BLACK BOOK)  HYPERLINK "http://www.schools.utah.gov/sars/DOCS/law/finalrules.aspx" http://www.schools.utah.gov/sars/DOCS/law/finalrules.aspx Least Restrictive Behavioral Restrictions (LRBI)  HYPERLINK "http://www.schools.utah.gov/sars/DOCS/resources/lrbi07-09.aspx" http://www.schools.utah.gov/sars/DOCS/resources/lrbi07-09.aspx SUPPLEMENTAL READING: Cooper, B. S., Cibulka, J. G., & Fusarelli, L. D. (Eds.). (2008). Handbook of education politics & policy. New York: Taylor & Francis (Routledge). Standards for Graduate Preparation of School Psychologists (2010)  HYPERLINK "http://www.nasponline.org/standards/2010standards/1_Graduate_Preparation.pdf" http://www.nasponline.org/standards/2010standards/1_Graduate_Preparation.pdf Model for Comprehensive and Integrated School Psychological Services (2010)  HYPERLINK "http://www.nasponline.org/standards/2010standards/2_PracticeModel.pdf" http://www.nasponline.org/standards/2010standards/2_PracticeModel.pdf Principles for Professional Ethics (NASP 2010 ethical guidelines)  HYPERLINK "http://www.nasponline.org/standards/2010standards/1_%20Ethical%20Principles.pdf" http://www.nasponline.org/standards/2010standards/1_%20Ethical%20Principles.pdf MAJOR WEBSITES: Office of Special Education Programs (OSEP)  HYPERLINK "http://www.ed.gov/about/offices/list/osers/osep/index.html?src=mr" http://www.ed.gov/about/offices/list/osers/osep/index.html?src=mr US Department of Education home page http://www.ed.gov/ National Center for Education Statistics  HYPERLINK "http://nces.ed.gov/" http://nces.ed.gov/ Utah State Office of Education  HYPERLINK "http://www.schools.utah.gov/main/" http://www.schools.utah.gov/main/ Utah State Office of Education Special Education Services  HYPERLINK "http://www.schools.utah.gov/sars/" http://www.schools.utah.gov/sars/ Utah State Rules and Regulations (Special Education)  HYPERLINK "http://www.schools.utah.gov/sars/Laws,-State-Rules-and-Policies.aspx" http://www.schools.utah.gov/sars/Laws,-State-Rules-and-Policies.aspx UTAH Special Education FORMS  HYPERLINK "http://www.schools.utah.gov/sars/Laws,-State-Rules-and-Policies/IEP-Forms.aspx" http://www.schools.utah.gov/sars/Laws,-State-Rules-and-Policies/IEP-Forms.aspx Course Description This course provides an overview of the expanding field of School Psychology, the advances in the role of the School Psychologist as a collaborative reflective decision-maker and data-oriented problem solver. This course reviews information and investigates numerous topics related to the profession of School Psychology including the historical development of the specialty; collaborative relationship with special education; graduate training and models of professional preparation; practical information related to licensure, certification, and accreditation; diversity of job settings and opportunities; diversity of client populations served; past and current publications related to education and pertinent research topics, internet resources and the growing role of technology with related school based intervention and practice; legal and ethical dilemmas facing school psychologists; and special education laws and policies relevant to the practice of school psychology. During this course, students investigate and discuss their observations of a variety of educational and psychological programs and practices. Additionally, this course investigates how the profession of School Psychology interfaces with organizations and systems, inclusive of the individual, family, school system, and community. Of particular importance, this course also focuses on how special education guidelines, practice, and law impact the manner in which services are offered to meet the educational and social emotional needs of students. Practical applications of special education services in school settings are discussed: the process of identifying and tracking student needs, assessing for educational disabilities and the need for special education services, writing IEP goals, and identifying research-based interventions for individuals, groups, and systems. Course Objectives PORTFOLIO: During this course the students will organize portfolio work samples to demonstrate competency in meeting the following course objectives: (1) Identify key dates and important events individuals who were critical in developing the American educational system and the profession of School Psychology. (2) Identify the major special education laws and ethical codes guiding the practice of School Psychology, in addition to understanding the common ethical and legal dilemmas in school settings. (3) Develop a conceptual framework and understanding of how School Psychologists collaborate in reflective decision-making, meeting the needs of students, parents, teachers, schools, and communities. (4) Become familiar with the major licensing and certification standards regulating the practice of School Psychology (national and state level). (5) Describe the diversity of students served and staff and professionals serving children (ethnic, linguistic, religious, special education needs and numbers of students and staff). Describe the sensitivity and skills needed to effectively serve diverse populations (e.g. considering the range in abilities from intellectually challenged to gifted, age diversity from preschool through adult learners). In particular describe consultative skills required to communicate effectively with parents, teachers, and school administrators across such a variety of backgrounds. (6) Review key research topics, publications, and internet resources related to schools and the practice of school psychology. (7) Develop list of internet resources to assist with school based interventions, particularly research-based handouts for parents and teachers on topics such as behavioral interventions, academic interventions, and strategies for improving social skills. These resources will assist school psychologists in identifying effective research-based interventions for IEP goals and accommodations for students identified with educational disabilities. (8) Develop a contact list of local, state, and/or national agencies/programs and professionals from which information can be easily and quickly gathered to assist with staff training, school wide prevention programs, program evaluation, and improving home-school and school-community partnerships. (9) Investigate disciplinary actions and the impact of alternative educational settings and programs in meeting extreme student behavioral challenges. (10) Identify and understand the meaning of special education terms commonly used in school settings. (11) Demonstrate knowledge of 13 areas of disabilities described in federal and state guidelines. List assessment tools commonly used in identifying these disabilities and describe associated educational needs. Course Requirements Reading: Students are required to read weekly assigned readings and explore related topics on the internet (state and national education websites) --aligned with course topics/objectives. Each week, students are expected to complete a reflection paper. Students are also expected to summarize their experiences observing school psychologists and other professionals in public school/educational settings. For each class period, students will submit a reflection paper (approximately 1 single-spaced typewritten page per paper) and include these reflection papers in their 606 PORTFOLIO. Portfolio: Students will collect and organize class assignments: reflection papers, notes, handouts from presentations. Portfolio content should address the 11 major objectives listed under course objectives. The portfolio is due on the date/time of the final exam. Portfolios may be hard copy or electronic. Weekly School-Based Experiences: Students will select, carry out, and then briefly describe their weekly school based experience. This information is included in the weekly reflection paper. This information will also strengthen class discussions as we focus on specific topics, concerns, and insights. 2 Class Presentations: During the semester each student is responsible for one weeks topic from the course lecture topics (Best Practices Readings) and one historical person (Historical Reading). These are not necessarily on the same day. Students will prepare a 20-minute class presentation summarizing the Best Practices Readings. Students will prepare a 10-minute presentation on the Historical Reading. For each of the presentations, the presenting student is responsible for submitting a summary: (a) 1-2 page summary of the Best Practices Readings (may include Websites and additional information if desired) and (b) 1 page summary of the Historical Reading. For each presentation classmates and professor will offer supportive feedback to presenters. (See grading rubric.) Final Exam: Students are also required to complete a final examination. The exam covers topics addressed in readings and class discussions. The exam will consist of 6 short essay questions that require the student to draw upon basic concepts and information reviewed during the semester. A study guide will be provided. COURSE GRADING SYSTEM 4.0 A 94 - 100 points (94 - 100%) 3.7 A- 90 - 93.9 points (90 - 93%) 3.4 B+ 87 - 89.9 points (87 - 89%) 3.0 B 83 - 86.9 points (83 - 86%) 2.7 B- 80 - 82.9 points (80 - 82%) POINTS ACTIVITY________________________ 12 Reading assigned material evident in class discussion (1 point per week) 24 12 Reflection Papers (due each week of class) (2 points per reflection paper) 24 Final examination 15 In-class Best Practice presentation with accompanying 1-2 page handout (summary of info) 5 In-class History presentation with accompanying 1 pg handout (summary of info) 20 Portfolio/file of work samples/handouts & reflection papers covering 11 course objectives Evaluation of knowledge, skills, and disposition: Student performance, specifically in the areas of knowledge, skills, and professional disposition, will be assessed during the course. This information will be formally reviewed during the end-of-semester faculty evaluations of student progress. Additionally, students will receive feedback regarding their standing midway through the course and also at the end of the semester after all course assignments are graded. If a students performance is unsatisfactory in any of these three major areas (knowledge, skills, and disposition), the professor will set up an interview with the student to discuss a remediation plan. (1) Knowledge base: Students earning a semester total of less than 85% on their assigned readings, presentations, and reaction papers, and below 85% on their final exam score will be considered unsatisfactory in their knowledge base. Marginal performance will be designated to students earning 85%- 90% on the averaged score of their assignments or 85-90% on their final exam. (2) In order to assess skills, students will be provided with both peer and professors feedback on reaction papers and class presentations. Students will also self-evaluate their own work, noting strengths and weaknesses and setting goals for improvement. NOTE: During practicum and internship, students professional skills will continue to be evaluated. (3) Professional disposition will be assessed in terms of promptness to class; quality of preparation for class (completing readings and contributing to class discussion); sensitivity and responsiveness to ethical and legal matters; sensitivity to multicultural considerations and individual diversity; consistency of attention and interpersonal involvement in class; openness/responsiveness to professor and peer-feedback regarding professional disposition; and cooperation and collaboration in group learning activities. Note: Attending class and arriving on time reflects professional disposition. Those who miss class and/or are consistently late (late is defined as arriving 6 or more minutes late; consistently is defined as 3 or more times of being late) will receive an unsatisfactory review during semester student evaluations. In-class behavior considered to be unprofessional includes responding to or making cell phone calls except for emergency calls, e-mailing, texting, reading the newspaper, sleeping, and engaging in distracting or off-task behaviors. Students missing more than 2 classes will receive one full grade deduction for each additional class missed (except for extraordinary circumstances or illnessno doctor notes are required). If a class is missed, the student is responsible for make-up work and for contacting the professor to discuss options to address missed class participation. Feedback to Students: Students will be apprised of their progress throughout the semester (grades on readings, presentations, and short papers, etc.) and will receive written feedback from the professor midway through the course and upon completing course assignments/requirements. Regarding their performance in this class, students will receive a written summary of information to be shared in faculty meeting at the end of the semester. Summary of Information Regarding Student Semester Evaluations: Students earning a grade below 85% on the final for the entire course (total points) will receive an unsatisfactory rating for the semester student evaluation of knowledge. Students receiving a grade below 90% on the final or the average of class assignments (total points) will receive a marginal rating in the area of knowledge. Students arriving late to class (6 or more minutes late) more than 3 times will receive a marginal rating on their faculty evaluation in the area of disposition. POLICY: Late work Assignments turned in after the due date will receive a maximum of 70% of the possible points for the assignment. However, in situations involving a personal emergency, circumstances will be considered and appropriate accommodations made. Respecting Others Respecting individual and group differences is not only a professional issue, it is a basic tenet of Brigham Young Universitys honor code. Disrespect or discrimination will not be tolerated. Preventing Sexual Harassment Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity receiving federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU's policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 378-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 378-2847. Accommodations for Students with Special Learning Needs or Identified Disabilities Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability, which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students with disabilities who are appropriately identified through the universitys Accessibility Center for Students. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. For assistance in resolving concerns, contact the Equal Employment Office at 422-5859, D-282 ASB. READING, LEARNING ACTIVITY, AND REFLECTION PAPER NOTE: All students participate in class discussions. For each class period students come prepared with a reaction paper (1 page single spaced). (1) Read assigned reading and also explore additional information on the topic. Participate in an activity related to the topics presented in weekly reading or related to the 11 learning objectives (listed previously in the syllabus). Prior to participating in your learning experience, list key questions or goals. What are you curious about or what you want to learn? (2) Discuss your experience with school-based professionals and/or members of the cohort. (3) Write a 1 pg single-spaced reaction paper including info about your learning experience and thoughts related to the assigned readings. Turn in one reflection paper each week (12 due during semester). (4) Participate in class discussion regarding your experience and assigned readings. SUGGESTED LEARNING EXPERIENCS Roles and Functions of School Professionals ___Observe a few hours of a school psychologists working day. Conduct an interview with him/her regarding his/her roles and functions in regard to special education and identifying educational disabilities. ___ Review NASP website information or information about the roles of school psychologists in both regular and special education. ___ Interview one of the following professionals regarding his/her professional roles and functions as well as working relationships with school psychologists: Special Education Teacher; Child Guidance Specialist; Speech Pathologist; School Social Worker; School Nurse; Principal/Assistant Principal; and Other School Staff Member Ethics and Law in Public Schools ___ Discuss an ethical dilemma with a school-based professional. Review the 9-step format (used in prac & internship) to assist in evaluating the dilemma. ___ Set an appointment with a person responsible for the official paperwork for Special Education and discuss Why all the paperwork? ____ Discuss IDEA with a school counselor or a school psychologist; teacher or special educator, and/or school administrator. ____ Review special education paperwork and assessment requirements on the UT state site or federal government website. Power in public schools: Who is in control of school policy? ___Attend a school board meeting in a public school system. ___Attend a meeting involving a School-Based Decision-Making team (IEP team) ___ Interview the school secretary and school custodian. How do they fit into the puzzle of power and control? ___ Review the website for the Utah State Board of Education, their licensing policies, etc. Accommodations for Students in Public Schools: IDEA ___ Summarize the major points of IDEA ___Review teachers feedback on IDEAstrengths and weaknesses ___Review the US Department of Educations website and list major points of IDEA What matters most in public schools? ___ Interview a high school principal who has been involved in public education for more than 20 years. Ask them about their views on what really matters most in public schools. ___ Interview a middle school Principal who has been involved in public education for more than 20 years. Ask them about their views on what really matters most in public schools. ___ Interview an Elementary School Principal who has been involved in public education for more than 20 years. Ask them about their views on what really matters most in public schools. ___Interview a parent with high school aged children. Ask them about their views on what really matters most in public schools. ___ Interview a teacher with more than 20 years experience. Ask them about their views on what really matters most in public schools. ____Interview a grandparent with school-aged grandchildren. Ask them about their views on what really matters most in public schools. ____ Interview a parent with children identified with special needs. Ask them about their views on what really matters most in public schools. Diversity: The big picture of schools: Who are the kids we serve? ___ Review the website for the National Center for Educational Statistics ___ Review the statistics for Utah schools and local districts: How do we compare? ___ Review NASP website information on multicultural issues in schools ___Review NASP website information on language issues in schools REVIEW IEP paperwork (not filled in with info---blank) ___How does a special ed teacher assist in filing out this paperwork (interview) ___ Interview a Special Education teacher and ask about the major points to remember when creating an IEP ___ Interview a School Psychologist about their role in and IEP meeting ___What types of goals are set in an IEP? Ask a teacher or a SP LRELeast Restrictive Environment ___ Visit the US Department of education and review the major information about LRE ___ Interview a principal about their views related to LRE ___ Interview a Special Ed director or Special Ed teacher about LRE Procedural Safeguards ___Review procedural safeguard paperwork from a local school ___Discuss this paperwork with a Special Education Director or Special Education Teacher ___Discuss this paperwork with a parent of school age children Discipline and supervision of students with challenging behaviors ___Visit a self-contained classroom ___Visit an alternative school setting ___Visit a Youth Detention Center (Slate Canyon) ___Interview a bus driver and discuss the challenges of controlling student behavior in settings with limited adult monitoring ___Visit a school during limited adult supervision times: before or after school. Observe adult monitoring of student behavior. In particular, observe students bullying and harassing behaviors. ___ Interview a school board member about difficulties they are facing in their school district Community Resources ____Interview a community mental health worker ____Interview a case worker form the Department of Child and Family Services (DCFS) about their relationship with schools and reports of child abuse ____Interview a psychologist or social worker from the Childrens Justice Center ____ Interview a police officer involved with the Dare Program or who serves as a liaison to the public schools ____Visit a Family Resource Center, Community Mental Health Center, or Youth Services Center ____ Interview an individual who volunteers in schools (tutoring, big brothers/sisters, etc) ____ Interview the State Mental Hospital director of youth services or one of their child/adolescent psychologists. How do they assist students in fitting back into their school system? How do they coordinate communication with schools and mental health services in schools? ___ Make a list of community resources and internet resources schools may tap into when assisting children with mental health issues Alternative School Programs ___ Select and review a current article (dated 2005-2011) explaining alternative school settings for students who are expelled from the mainstream school setting ___ Visit an alternative school setting ___ Interview a teacher involved with an alternative school setting ___ Interview a police officer who works with adjudicated youth or a youth detention program ___ Review the TOOL BOX for alternatives to traditional discipline and school expulsions (Melissa will provide this handout) ___ Interview a case worker or social worker who works for the Utah State Hospital and serves in the Youth Programs ___ Interview a school district leader who helps coordinate services with adjudicated youth ___ Visit a drug treatment center that provides treatment services for youth Each student is responsible for 2 Class Presentations (1) BEST PRACTICES READINGS prepare a 20 minute presentation & 1-2 pg handout (2) HISTORY READING Prepare a 10 minute presentation & 1 pg handout Class Readings & extra reading: In addition to assigned reading, students must read the following UT State resources: (1) Special Education Rules Reach for the Stars (BLACK BOOK)  HYPERLINK "http://www.schools.utah.gov/sars/DOCS/law/finalrules.aspx" http://www.schools.utah.gov/sars/DOCS/law/finalrules.aspx (2) Least Restrictive Behavioral Restrictions (LRBI)  HYPERLINK "http://www.schools.utah.gov/sars/DOCS/resources/lrbi07-09.aspx" http://www.schools.utah.gov/sars/DOCS/resources/lrbi07-09.aspx ============================================================================== HISTORY READING LIST Each student reviews the historical background of their assigned person: Historical Timeline of Psychology:  HYPERLINK "http://www.learner.org/discoveringpsychology/history/history_nonflash.html" http://www.learner.org/discoveringpsychology/history/history_nonflash.html Pioneers in psychology:  HYPERLINK "http://www.learner.org/discoveringpsychology/pioneers.html" http://www.learner.org/discoveringpsychology/pioneers.html Classics in the history of psychology  HYPERLINK "http://psychclassics.yorku.ca/" http://psychclassics.yorku.ca/ Jan 11 (1) Lightner Witmer  HYPERLINK "http://search.netscape.com/ns/boomframe.jsp?query=school+psychology+and+history&page=2&offset=0&result_url=redir%3Fsrc%3Dwebsearch%26requestId%3D34c0cf6d1df1f55e%26clickedItemRank%3D11%26userQuery%3Dschool%2Bpsychology%2Band%2Bhistory%26clickedItemURN%3Dhttp%253A%252F%252Fpsychclassics.yorku.ca%252FWitmer%252Fclinical.htm%26invocationType%3Dnext%26fromPage%3DNSCPNextPrev%26amp%3BampTest%3D1&remove_url=http%3A%2F%2Fpsychclassics.yorku.ca%2FWitmer%2Fclinical.htm" Classics in the History of Psychology -- Witmer (1907)  HYPERLINK "http://psychclassics.yorku.ca/Witmer/clinical.htm" Clinical psychology. Psychological Clinic, 1, 1-9. [The source of the phrase "clinical psychology."]  HYPERLINK "http://psychclassics.yorku.ca/Witmer/clinical.htm" http://psychclassics.yorku.ca/Witmer/clinical.htm Jan 18 (2) William James  HYPERLINK "http://search.netscape.com/ns/boomframe.jsp?query=school+psychology+and+history&page=2&offset=0&result_url=redir%3Fsrc%3Dwebsearch%26requestId%3D34c0cf6d1df1f55e%26clickedItemRank%3D12%26userQuery%3Dschool%2Bpsychology%2Band%2Bhistory%26clickedItemURN%3Dhttp%253A%252F%252Fpsychclassics.yorku.ca%252FJames%252Fchicago.htm%26invocationType%3Dnext%26fromPage%3DNSCPNextPrev%26amp%3BampTest%3D1&remove_url=http%3A%2F%2Fpsychclassics.yorku.ca%2FJames%2Fchicago.htm" Classics in the History of Psychology -- James (1904c) Classics in the History of Psychology. An internet ... 3713. (Return to index). The Chicago School [1]. By William James (1904).  HYPERLINK "http://psychclassics.yorku.ca/James/chicago.htm" http://psychclassics.yorku.ca/James/chicago.htm Jan 25 (3) Alfred Binet (1916)  HYPERLINK "http://psychclassics.yorku.ca/Binet/binet1.htm" New methods for the diagnosis of the intellectual level of subnormals. In E. S. Kite (Trans.), The development of intelligence in children. Vineland, NJ: Publications of the Training School at Vineland. (Originally published 1905 in L'Anne Psychologique, 12, 191-244.) [Description of Binet's approach in intelligence testing, and of the original version of the most influential of all intelligence tests.]  HYPERLINK "http://psychclassics.yorku.ca/Binet/binet1.htm" http://psychclassics.yorku.ca/Binet/binet1.htm Feb 1 (4) James McKeen Cattell (1890)  HYPERLINK "http://psychclassics.yorku.ca/Cattell/mental.htm" Mental tests and measurements. Mind, 15, 373-381. [An account of one of the first attempts at what we would now call intelligence testing.]  HYPERLINK "http://psychclassics.yorku.ca/Cattell/mental.htm" http://psychclassics.yorku.ca/Cattell/mental.htm Feb 8 (5) G. Stanley Hall (1904)  HYPERLINK "http://psychclassics.yorku.ca/Hall/Adolescence/chap17.htm" Adolescent girls and their education. From Adolescence: Its psychology and its relations to physiology, anthropology, sociology, sex, crime, religion, and education (Vol. 2, Chapter 17).  HYPERLINK "http://psychclassics.yorku.ca/Hall/Adolescence/chap17.htm" http://psychclassics.yorku.ca/Hall/Adolescence/chap17.htm Feb 15 (6) Edward L. Thorndike (1910)  HYPERLINK "http://psychclassics.yorku.ca/Thorndike/education.htm" The contribution of psychology to education. Journal of Educational Psychology, 1, 5-12. [Early contribution to educational psychology.]  HYPERLINK "http://psychclassics.yorku.ca/Thorndike/education.htm" http://psychclassics.yorku.ca/Thorndike/education.htm Mar 1 (7) Henry Goddard (1912). The Kallikak Family Retrospective versus prospective research  HYPERLINK "http://psychclassics.yorku.ca/Goddard/" http://psychclassics.yorku.ca/Goddard/ Mar 8 (8) John B. Watson (1913)  HYPERLINK "http://psychclassics.yorku.ca/Watson/views.htm" Psychology as the behaviorist views it. Psychological Review, 20, 158-177. [The classic manifesto of behaviorism.] Introduction to Watson (1913) by Christopher D. Green Commentary on Watson (1913) by Robert H. Wozniak  HYPERLINK "http://psychclassics.yorku.ca/Watson/views.htm" http://psychclassics.yorku.ca/Watson/views.htm Mar 15 (9) Lewis M. Terman (1930)  HYPERLINK "http://psychclassics.yorku.ca/Terman/murchison.htm" Autobiography of Lewis M. Terman. In C. Murchison (Ed.), History of psychology in autobiography (Vol. 2, pp. 297-331). Worcester, MA: Clark University Press. [The great intelligence tester's own summary of his life's work.]  HYPERLINK "http://psychclassics.yorku.ca/Terman/murchison.htm" http://psychclassics.yorku.ca/Terman/murchison.htm Mar 22 (10) Abraham H. Maslow (1943)  HYPERLINK "http://psychclassics.yorku.ca/Maslow/motivation.htm" A theory of human motivation. Psychological Review, 50, 370-396. [The first published description of the "hierarchy of needs."]  HYPERLINK "http://psychclassics.yorku.ca/Maslow/motivation.htm" http://psychclassics.yorku.ca/Maslow/motivation.htm Mar 29 (11) B. F. Skinner (1950)  HYPERLINK "http://psychclassics.yorku.ca/Skinner/Theories/" Are theories of learning necessary? Psychological Review, 57, 193-216.  HYPERLINK "http://psychclassics.yorku.ca/Skinner/Theories/" http://psychclassics.yorku.ca/Skinner/Theories/ ================================================================================ Reflection Papers 12 papers (2 points per paper) SEMESTER TOTAL POINTS range = 0 - 24  Readings0= Did not complete readings. Did not include readings in class discussion.12 = Partially completed readings (less than 75%), did not outline and bullet main points. Did not participate in class discussion.20 = Completed readings & summarized readings in outline & bulleted main points. Moderately participated in class discussions24 = Completed, summarized, outlined, bulleted, and highlighted main points of readings. Included readings in class discussion. Fully participated in class discussions.SCORING of individual PAPERS: 0= paper is not submitted 1 = minimal writing skill, minimal evidence of understanding & major points are not emphasized, disorganized; numerous typos; and poorly written. 1.5 = substandard organization; major points are not well developed; several typos and reflects basic writing skills. 1.75 = adequate writing skill adequate development, major/important points are identified, but not well developed. 2= demonstrates above average writing skill, attends to important points, well organized. Best Practices PRESENTATION & HANDOUT 15 points for presentation and handout03691215In-Class Presentation Did not participate in presentationminimal presentation skills, minimal evidence of understanding, includes misinformation, major points are not emphasized, disorganized; and not adequately communicated. Substandard preparation is evident.superficial preparation; minimal organization; major points not identified not well developed; and reflects few basic presentation skills adequate presentation skill; major/important points are identified; not well developed; needs more preparation sufficient preparation; demonstrates average presentation skill; attends to important points but not sufficiently organized nor fully developedprofessionally presented (dress and skill in presenting are appropriate); points are clearly communicated & presentation holds interest of audience; extensive preparation is evident1-2 pg Handout accompanying presentation Did not prepare handout.minimal writing skill; minimal evidence of understanding; major points are not emphasized; disorganized; numerous typos; poorly written & does not hold readers interestsubstandard organization; major points are not well developed; several typos; reflects basic writing skillsadequate writing skill adequate development; major/important points are identified but not well organized nor developed demonstrates above average writing skill; attends to important points; well organizedexceptional writing skill; well written; information is well organized; points are succinctly and accurately expressed; holds readers interest; follows APA style Feedback:  HISTORY PRESENTATION & HANDOUT 5 points for presentation and handout012345In-Class Presentation Did not participate in presentationminimal presentation skills, minimal evidence of understanding, includes misinformation, major points are not emphasized, disorganized; and not adequately communicated. Substandard preparation is evident.superficial preparation; minimal organization; major points not identified not well developed; and reflects few basic presentation skills adequate presentation skill; major/important points are identified; not well developed; needs more preparation sufficient preparation; demonstrates average presentation skill; attends to important points but not sufficiently organized nor fully developedprofessionally presented (dress and skill in presenting are appropriate); points are clearly communicated & presentation holds interest of audience; extensive preparation is evident1 pg Handout accompanying presentation Did not prepare handout.minimal writing skill; minimal evidence of understanding; major points are not emphasized; disorganized; numerous typos; poorly written & does not hold readers interestsubstandard organization; major points are not well developed; several typos; reflects basic writing skillsadequate writing skill adequate development; major/important points are identified but not well organized nor developed demonstrates above average writing skill; attends to important points; well organizedexceptional writing skill; well written; information is well organized; points are succinctly and accurately expressed; holds readers interest; follows APA style Feedback:  DATESpiritual thought & Prayer 5 min.Hot Topic 5 min.Special Ed ReadingHistory 10-min. presentation & 1 pg handoutBest Practice 20 min. & 2 pg handoutGuest LectureLecture Topic NOTE: For each specific disability, go to the UTAH website and review info from the UT Special Education Rules  HYPERLINK "http://www.schools.utah.gov/sars/lawsregs/pdfs/finalrules.pdf" http://www.schools.utah.gov/sars/lawsregs/pdfs/finalrules.pdfJan 4Overview Time Line : History & Theories of EducationJan 111-2; 117-132; 156-158; 170-173#1 Lightner WitmerChapters 102, 105, 133Special Education: Overview & Introduction to terms & Practices, IEP, Procedural Safeguards, etc. Funding: General Education & Special EducationJan 1895-105; 173-183#2 William JamesChapters 22, 29, 72Gordon GibbSpecific Learning Disability: Basic reading skills & reading comprehension - IEP -interventionsJan 25 106- 108#3 Alfred BinetChapters 31, 32, 34, 75Katie Steed 12:30(a) Developmental Delay, Early childhood services & assessment, Speech & Language delays---Child Find System (b) Communication Disorder---IEP ---InterventionsFeb 1144; 148-149 & supplemental reading#4 James M. CattellChapters 17, 30, 51Barbara Culatta 12:00Specific Learning Disability: Oral expression & listening comprehensionFeb 8159-166#5 G. Stanley HallChapters 120, 121, 40Betty Ashbaker(a) Legal Issues impacting special education services & education (b) Mainstreaming & Special Education Placements-Least Restrictive EnvironmentFeb 1519-52#6 Edward L. ThorndikeChapters 7, 15, 42, 92Darlene Anderson 12:00Emotional DisturbanceIEPInterventionsFeb 22 University Monday instruction---no 606 class WEEK of NASP CONVENTIONMar 12-17#7 Henry GoddardChapter 95 & Pgs 2-17 in Special Ed & Natl report (I provide this)Guest Autism & IEP Interventions CARS VIDEO training TAPESMar 8Bottom 195-208#8 John B. WatsonChapters 88, 44, 50Michelle Marchant 12:00School Discipline Issues Behavior Plans & IEPMar 15192-195#9 Lewis M. TermanChapters 24, 26, 27Gordon GibbSpecific Leaning Disability: Math calculation and reasoningIEPInterventionsMar 2217-18; 52-54; 67-75; 75-94; 110-115; 184-192; 213-218#10 Abraham H. MaslowChapter 76, 114, 115Heidi Abraham(a) Specific Leaning Disability: Written Expression---IEP & Interventions (b) Low incidence disabilities: Other Health Impaired; Hearing impairment/Deafness; Visual impairment; Deafblindness; Multiple Disabilities; Orthopedic impairment NOTE: Melissa will review BEST PRACTICES Ch 25, 28, & 74Mar 2954-67; 108-110#11 B. F. SkinnerChapters 37, 19Carol Solomon Barbara Smith(a) Intellectual Disability---IEP ---Placements & interventions (b) Traumatic Brain InjuryApr 5166-169; 209-212 MELISSA #12 REVIEW HISTORYChapters 54, 134, 35, 136Mary Anne Prater, Ellie Young(a) Accountability--National, State, and local Testing (b) Special services (transportation, home based support, parent training, language assistance, extended year services, assistive technology, etc) (c) Educational statistics & government reports (NCES)Apr 12 Review for Final Exam, finalize grading sheets, summarize feedback regarding course, & review individual learning goalsApr 19 3:00-6:00 pm FINAL EXAM DATESpiritual thought & Prayer 5 min.Hot Topic 5 min.History 10-min. presentation & 1 pg handoutBest Practice 20 min. & 2 pg handoutJan 4Jan 11#1 Lightner Witmer Chapters 102, 105, 133Jan 18#2 William James Chapters 22, 29, 72Jan 25#3 Alfred Binet Chapters 31, 32, 34, 75Feb 1#4 James M. Cattell Chapters 17, 30, 51Feb 8#5 G. Stanley Hall Chapters 120, 121, 40Feb 15#6 Edward L. Thorndike Chapters 7, 15, 42, 92Feb 22Mar 1#7 Henry Goddard Chapter 95 & Pgs 2-17 in Special Ed & Natl report (I provide this) Mar 8#8 John B. Watson Chapters 88, 44, 50Mar 15#9 Lewis M. Terman Chapters 24, 26, 27Mar 22#10 Abraham H. Maslow Chapter 76, 114, 115Mar 29 #11 B. F. 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