Positive Behavioral Interventions & Supports of Arizona
ESE 502 - Behavior Management in Special Education: Positive School-Wide Behavior Support
ESE 502 - Behavioral Management in Special Education- Positive School-wide Behavior Management
The purpose of this course is to provide knowledge and skills to assess a school's discipline policies and practices, and as a result, to develop a School-wide approach to Positive Behavior Support (SWPBS). Students will be asked to work with a team to explore school, classroom, non-classroom and individual behavior management systems within the context of a school setting, and develop a written summary of their assessment and recommendations for positive change within those systems. The course is designed to provide practical experiences that will benefit all school personnel interested in serving on a local leadership team to improve student behavior (i.e., regular and special education teachers, school psychologists, counselors, administrators, and educational assistants, etc.).
Hours: Three credit hours
Instructor: Joan Oakes, MSW
Mode: Web delivery
Must call to register: 928-523-8137
Contact: Amy Grey (amy.grey@nau.edu), S.E.L.E.C.T. Coordinator, for further information
DIS Behavior Support Specialist courses
ESE 585 / DIS 519 Introduction to Positive Behavior Support
This course covers an introduction to Positive Behavior Support (PBS) for persons with disabilities. PBS incorporates both a) the principles of applied behavior analysis ( ABA) such as reinforcement, shaping, prompting, fading, and objective measurement of behavior over time; with b) the principles of self-determination, quality of life, person-centered planning, and the ethics of behavior change. The course consists of on-line lessons, readings, self-assessment quizzes, group discussions with the instructor, and a number of brief videotaped presentations and examples. Throughout the course students will be guided through the process of conducting person-centered and functional behavioral assessments for the purpose of developing positive behavior support strategies. All students will be required to incorporate what they learn into assessment and intervention strategies for someone they support (e.g., student, group home resident, brother, daughter, etc).
Prerequisites: None
DIS 529 Advanced Applications of Positive Behavior Support (3 credits) (Summer)
This course is a follow-up to Introduction to Positive Behavior Support and is designed to build on students' knowledge through problem-based learning and hands-on demonstrations. After a brief review of the main principles and applications learned previously, students will be assigned to small groups where they will work together to solve several case examples of children/adults with disabilities and challenging behavior. Students must select the Functional Behavioral Assessment (FBA) strategies needed and translate the results into practical solutions. A standard problem-solving format will be provided, and all group projects will follow the same format. Throughout the course, new content not previously covered, will be made available via on line readings. All students will be expected to submit a video of themselves demonstrating a procedure (e.g., shaping, fading, chaining, discrimination training) Group projects will be graded, as will individual student participation.
Prerequisites: Prerequisites: ESE 585 / DIS 519 Introduction to Positive Behavior Support, or instructor approval .
DIS 539 Consultation and Collaboration in Positive Behavior Support (3 credits) (Fall)
This course is designed to provide students with the knowledge and skills necessary to consult and work collaboratively with teams responsible for the education, habilitation, care and support, of person's with behavior and/or learning challenges. This course builds on previous knowledge of effective teaching and behavior change strategies, and adds to that knowledge the skills needed to help teams develop, implement and evaluate, positive behavior support (PBS) plans for those individuals who are hard to reach and hard to teach. Students are assumed to have basic and advanced information about conducting functional behavioral assessments (FBAs), developing/implementing PBS plans, and teaching methods for people with severe or low incidence disabilities. This course will require students to use their knowledge of PBS as team facilitators, leaders and mentors to others. In addition to more advanced PBS problem-solving, students will learn about the various missions of different service systems in Arizona often supporting individuals who are hard to reach/teach. They will learn about what are often competing contingencies among team members and how to use that knowledge to help them find common ground. Finally students will learn about effective evidence-based approaches to helping schools make systemic changes in their discipline strategies, student behavior and overall climate.
Prerequisites: DIS 529 Advanced Applications of Positive Behavior Support, and ESE 554 Methods in Special Education Low-Incidence Disabilities, or instructor approval.
Instructor for all DIS courses: Daniel Davidson, PhD
Mode: Web delivery
