UNIVERSITY OF MICHIGAN-DEARBORN

EDN 523

Strategies: Emotional Impairments

VIRTUAL OFFICE HOURS: M, W, F  9am-10am

Hello Students,

Welcome to Introduction to Strategies: Emotional Impairments on-line at the University of Michigan-Dearborn.

EDN 523 is intended to provide you with with the knowledge and skills for designing instructional strategies for students with emotional impairments.  Though this a core course within the EI sequence, much of the knowledge, information, and skills you gather in this course will be useful with all of the students with whom you work.

The course content consists of assigned articles (provided for you via internet links on the Assignments page), lecture notes for each topic, specific websites, participation in on-line discussions, and completion/submission of assignments and a final project. 

The on-line version of EDN 523 allows you to complete the course at your own pace during the semester. You may do all of the sessions at your own pace; only the on-line discussions have weekly deadlines. Of course, the ability to organize and manage time is one of a special educator's best assets! I strongly suggest following a weekly or quarterly (e.g., every three weeks) schedule so your assignments/competencies do not all fall due in the last week of the semester.

This syllabus includes essential information about the class. More detailed information is found on the Assignments page. Please familiarize yourself with the organization of this course before proceeding.

Throughout this course we will interact with each other in a variety of ways. I encourage you all to interact with me and with each other, just as we all would in a "live" class, by making comments, asking questions, and engaging in discussions related (or even unrelated!) to the course content. I'm looking forward to working with and learning from all of you

COURSE DESCRIPTION

Course content includes strategies for teaching students with emotional impairments, within both regular and special education settings. Course also includes strategies to deal with hyperactive behavior, aggressive behavior, socially withdrawn behavior, and delinquency.  Strategies for effective teaching and the development of instructional materials and learning environments for students with emotional impairments is included. The Individualized Education Program, development of goals and objectives, linking assessment with instruction, and integrating students with emotional impairments into the regular classroom will also be covered.

COURSE TOPICS

1. Effectively organizing instruction
2. Effectively delivering instruction
3. Adapting the curriculum
4. Guidelines for making accommodations
5. Active Student Responding (ASR)
6. Strategies for increasing Active Student Responding
7. Instructional Feedback
8. Managing Behavior in the Classroom  
9. Modifying Instructional Variables  
10. Data Collection 
11. The IEP Process

(See the Assignments page for detailed information on organization of the above Topics)

COURSE OBJECTIVES

After the completion of this course students will be able to do the following through oral and written means:

1. Recognize and describe common learning characteristics of students with emotional impairments
2. Describe academic behavior and learning expectations of regular education students in a regular classroom and academic behavior and learning expectations of emotionally impaired students in the regular and special education classroom
3. Describe and develop strategies to deal with learning problems in the classroom
4. Describe and develop strategies to promote social interactions and acceptance of EI students
5. Discuss, describe, and develop strategies for promoting effective learning environments
6. Discuss, describe, and develop strategies for effectively organizing instruction
7. Discuss, describe, and develop strategies for effectively delivering instruction
8. Discuss, describe, and develop strategies for adapting the curriculum to meet the instructional needs of EI students
9. Discuss, describe, and develop accommodations to meet the diverse needs of EI students
10. Discuss, describe, and develop strategies that increase Active Student Responding (ASR)
11. Discuss, describe, and develop strategies for providing instructional feedback
12. Discuss, describe, and develop modifications to instructional variables
13. Discuss and describe the IEP process
14. Discuss and describe how principles of effective instruction can be integrated into the IEP.

REQUIRED READING

Required readings for this course include the lecture notes, various web sites, and published articles. 

There is no required textbook for this course; articles will be provided through internet links from the assignments page

ASSIGNMENTS

  • On-line Lectures:  On-line lectures have been developed for each topic.  These lecture notes will help you to focus on many of the important points that are addressed in the reading assignments.  You should read and study these notes BEFORE participating in the discussions and completing the competencies.
  • Reading Assignments:  Reading assignments and web sites that correspond with each topic are listed under the assignments link.  You should read the assigned articles and visit the web sites BEFORE you participate in the discussions and complete/submit the competencies.
Discussions (80 points):  
  • An on-line discussion will be posted for each topic.  These discussions replace the in-class participation that occurs in 'live' classes.  You do not have to be on-line at any particular time to participate in these discussions.  You may post and read messages at any time.  

For this course you are required to submit at least two postings for each topic:

  • Initiate at least one new posting for each discussion topic, AND

  • Respond to at least one other person's posting for each discussion topic. 

  • Please limit yourself to no more than four postings per discussion (at least one must be a topic that you initiate, and another that you reply to), so you should make sure that your postings are well thought out and make a substantial contribution to the discussion. 

To benefit the most from the discussions, you should read all of the messages.   Discussion topics may come from issues and ideas derived from students, or from actual case studies presented by the instructor. 

In the discussions, students may post their thoughts and questions, share interesting information or links, discuss the competencies, participate in an exchange of ideas, or reply to a classmate's message.  

Postings are worth 10 points per topic (80 points total).  It is expected that students will actively participate in the discussions.  Points will be awarded on the basis of the quality of your messages and your interactions with other students in the course, at the instructor's discretion.  Also, if you have questions about the material, they must be posted in the relevant discussion to receive a reply from the instructor.  Then, everyone taking the course can see the question and the reply; all will then have fair access to the same information...just like when you ask a question in a 'real time' class.  

To earn points in the discussion questions, personal experiences cannot be your only contributions; you must relate your personal experience to the topic in a substantive manner that demonstrates how your personal experience relates to the reading material, web sites, etc.  For example, a posting describing the behavior of an EI student in your classroom would not be appropriate.  But, relating this behavior to the topic of the discussion, and providing thoughtful, insightful, and analytical comments about the student's behavior would be appropriate.  Your contributions should be substantive, thoughtful, insightful, of quality, and demonstrate that you have read, analyzed, and evaluated the course material.  It is not sufficient to simply restate the material you have read. This is a discussion, so please discuss the material you have read.  This means that you share your thoughts, opinions, and experiences, as they relate to the topic.   To earn the most points in the discussions:    

  • read the lecture notes and chapter(s), and visit the web sites before participating
  • initiate a topic for discussion; sharing your personal experiences is acceptable, but your experiences must relate to the topic of discussion and you must include information in your message that demonstrates you have read the material and have thought about how your experience relates to the topic; simply telling about a situation in your life or at your school is not substantive unless you make it so
  • respond to other students'' postings in a substantive manner; a simple "I agree/disagree" type of message  is not substantial enough without an explanation
  • visit the discussion several times and read and respond to the messages from your classmates;  if I see four messages posted under your name for just one day, then I will assume that you have only visited one time and will score your contributions accordingly; it is expected that students will participate in the discussion on at least two separate days
  • discuss the readings, web sites, and competencies; in most cases there are many ways of looking at the problems posted in the competencies and many answers, so it is o.k. for you to discuss your ideas among each other
  • post your messages by the deadline stated on the assignments page   

 

  • Students often ask about criteria for the discussions.  The above mentioned information provides you with the requirements for each of the discussions in this course.  However, it may be helpful to have specific criteria for you to self-evaluate your posts/replies before submitting them to the discussion.  Use the questions below to evaluate your posts/replies:

  • The following questions apply to the POSTINGS that you make. 

  • You should be able to answer YES to these questions…

  1. Did I stay on topic?  Yes or No?
  2. Did I add new information to the discussion?  Yes or No?
  3. Are the contents of my message accurate?  Yes or No?
  4. Did I use teaching and personal examples to clarify concepts from the course materials that I discussed in my message?  Yes or No?
  5. Did I integrate the course materials (e.g., readings, lectures, and websites) into my message?  Yes or No?
  6. Did I develop a high-quality message with substance that required thought?  Yes or No? 
  7. Did I discuss (e.g., provide thoughtful, analytical, and substantive information) the course material in my message?   Yes or No? 

  •  You should be able to answer NO to these questions…

  1. Does my message contain questions ONLY?  Yes or No?
  2. Is my message a teaching or personal experience ONLY?  Yes or NO?
  3. Could I have posted my message without reading the course materials (e.g., readings, lectures, and websites)?  Yes or No?
  4. Did I simply restate what I have already read (and what everyone else has already read too!)?  Yes or No? 

 

 The following questions apply to the REPLIES that you make…

  •  You should be able to answer YES to these questions…

  1. Did I choose a message to reply to that is on the topic?  Yes or No? 
  2. Did my reply add new information to the thread?  Yes or No?
  3. Are the contents of my reply accurate?  Yes or No?
  4. Did I use teaching and personal experiences to clarify concepts from the course materials that I discussed in my reply?  Yes or No? 
  5. Did I integrate the course materials (e.g., reading, lectures, and websites) into my reply?  Yes or No?
  6. Did I develop a high-quality message with substance that required thought?  Yes or No? 
  7. Did I discuss (e.g., provide thoughtful, analytical, and substantive information) the course material in my reply?   Yes or No? 

  •  You should be able to answer NO to these questions…

  1. Does my message contain questions ONLY?  Yes or No?
  2. Is my reply a teaching or personal experience ONLY?  Yes or No?
  3. Did my reply merely agree with the original message without adding new information?  Yes or No? 
  4. Could I have posted my reply without reading the course materials (e.g., readings, lectures, and websites)?  Yes or No?
  5. Did I simply restate what I have already read (and what everyone else has already read too!) in my reply?  Yes or No? 
Competencies (120 points):  
  • Eight competencies worth 15 points each will be given during the course.  The questions will be either short answer or multiple choice.  Questions will be derived from assigned readings, on-line lecture notes, web sites, or class discussion.  You should complete all assigned readings, visit the web sites, and participate in the discussion for each topic BEFORE completing and submitting your competency response. 

YOU MAY SUBMIT YOUR RESPONSE TO THE COMPETENCY ONCE.  The first submission I receive is the one that is graded (even if you click the submit button by mistake and send a blank or incomplete competency).  Please note the warning posted on each competency page regarding the 'tab' and 'enter' keys; these keys may trigger the submission of your competency before it is complete.  Again, the first submission I receive is the one that is graded, regardless if you have finished the competency or not.  Why?  Because when you submit your competency, you are automatically sent the correct responses; you get the answers

Once you have submitted your competency, you will automatically receive the specifications for the correct responses.  This gives you an opportunity to evaluate your answers.  To earn all of the points, your answers must address all of the specifications. 

PLEASE NOTE:  Competencies should not be submitted until the deadline for a discussion has passed.  For example, the deadline for the first discussion is 4 p.m., January 16, 2003.  You may submit the competency for this discussion any time after 4 p.m. on January 16, 2003.  Five points will be deducted from any competency submitted before the date indicated on the competency.  

Weekly deadlines do not apply to the competencies like for the discussions.  The deadline for the submission of competencies is at the end of the course (5 p.m., EST, Friday, April 18, 2003), though you are certainly encouraged to submit them as you progress through the course.  Because, after all, the ability to organize and manage time is one of a special educator's best assets!  I still suggest following a weekly or quarterly (e.g., every three weeks) schedule so your competencies do not all fall due in the last week of the semester.

 

Final Project (100 points) - due 5 p.m., EST, Friday, April 18, 2003

Select a lesson that you teach in your classroom (or a lesson that you might teach).  Present this lesson in the following format:

  • Title
  • Academic Skill To Be Taught
  • Grade Level
  • Size of Group
  • Length of Daily Instructional Time
  • Location of Instruction
  • Purpose/General Goal
  • Behavioral Objectives
  • Materials (be specific)
  • Specific Procedure (How you teach)
  • Assessment/Evaluation of Student Performance (How you test)


Next, revise your lesson plan so that it incorporates at least one of the strategies for effective instruction that we have addressed throughout this course.   Present your revised lesson plan in the same format.  Note that you are presenting two different lesson plans - your original plan and your revised plan. 

Your revised plan should be specific, and the strategies for effective instruction clearly described.  If, for example, you will use a Choral Responding activity in your lesson, you should clearly describe your role and the students role in this activity, including a script that you will follow, how you will teach the students how they are to respond, etc.

Whichever strategy you use, please make sure that you address all of the features within your plan.  So, if your plan requires specific timing, delivery of feedback, etc., please make sure to describe these features completely.

 

EVALUATION

POINT DISTRIBUTION

COURSE REQUIREMENTS POINTS
Competencies 120
On-line discussions 80
Final Project 100

TOTAL POINTS

 300

GRADING SCALE

288-300 A
278-287.5 A-
263-277.5 B+
251-262.5 B
239-250.5 B-
227-238.5 C+
215-226.5 C
205-214.5 C-
196-204.5 D+
186-195.5 D
180-185.5 D-

INCOMPLETES

Incompletes will be considered only in accordance with UM-D policy which states that a compelling, personal reason must be documented, 70% of the course work must be completed, and a contract for completion must be secured and filed by the student.  The course instructor sets the requirements for completion of the contract. 

STUDENTS WITH DISABILITIES

The University will make reasonable accommodations for persons with documented disabilities. Students need to register with Disability Resource Services every semester they are taking classes. DRS is located in Counseling and Support Services, 1060 UM. To be assured of having services when they are needed, students should register no later than three weeks after the first day of classes.

 STATEMENT ON ACADEMIC INTEGRITY

The University of Michigan – Dearborn values academic honesty and integrity. Each student has a responsibility to understand, accept, and comply with the university’s standards of academic conduct as set forth by the Code of Academic Conduct, as well as policies established by the schools and colleges. Cheating, collusion, misconduct, fabrication, and plagiarism are considered serious offenses. Violations will not be tolerated and may result in penalties up to and including expulsion from the University.

ADDITIONAL SOURCES AND SUPPLEMENTAL READINGS for those of you who may be interested (compiled by Kim Killu, Ph.D., Associate Professor of Special Education, School of Education, University of Michigan-Dearborn)

Carnine, D. (1976). Effects of two teacher presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199-206.

    Cartledge, G., & Cochran, L.L. (1993). Developing cooperative learning behaviors in students with behavior disorders. Preventing School Failure, 37, 5-10.

    Clarke, S., Dunlap, G., Foster-Johnson, L., Childs, K., Wilson, D., White, R., &Vera, A. (1995). Improving the conduct of students with behavioral disorders by incorporating student interests into curricular activities. Behavioral Disorders, 25, 105-113.

    Delquadri, J., Greenwood, C.R., Stretton, k., & Hall, R.V. (1983). The peer tutoring spelling game: A classroom procedure for increasing opportunity to respond and spelling performance. Education and Treatment of Children, 6, 225-239.

    Dunlap, G., Kern, L., dePerczel, M., Clarke, S., Wilson, D., Childs, K.E., White, R., & Falk, G.D. (1993). Functional analysis of classroom variables for students with emotional and behavioral disorders. Behavioral Disorders, 18, 275-291.

    Gardner, R., Sainato, D., Cooper, J.O., Heron, T.E., Heward, W., Eshleman, J., & Grossi, T.A. (Eds.) Behavior analysis in education: Focus on measurably superior instruction. Pacific Grove, CA: Brooks/Cole Publishing.

    Gartner, A., & Lipskey, D. K. (1987). Beyond special education: Toward a quality system for all student. Harvard Educational Review, 57, 367-395.

    Greenwood, C. R., Delqadri, J., & Hall, R. V. (1984). Opportunity to respond and student academic performance. In W. Heward, T. Heron, D. Hill, and J. Trap-Porter (Eds.), Behavior analysis in education. (pp. 58-88). Columbus, OH: Merrill.

    Kameenui, E. J., & Carnine, D. W. (1998). Effective teaching strategies that accommodate diverse learners. Columbus, OH: Merrill.

    Killu, K. (1999). High-probability request research: Moving beyond compliance. Education and Treatment of Children, 22, 470-494.

    Killu, K., Clare, C.M., & Im, A. (1999). Choice vs. Preference: The effects of choice and no choice of preferred and non-preferred spelling tasks on the academic behavior of students with disabilities. Journal of Behavioral Education, 9, 239-253.

    Killu, K., Sainato, D.M., Davis, C.A., Ospelt, H., & Neely, J. (1998). Effects of high-probability request sequences on preschoolers’ compliance and disruptive behavior. Journal of Behavioral Education, 8, 347-368.

    Landrum, T.J., & Kauffman, J.M. (1992). Characteristics of general education teachers perceived as effective by their peers: Implications for inclusion of children with learning and behavioral disorders. Exceptionality, 3, 147-163.

    Lazarus, B.D. (1996). Flexible skeletons: Guided notes for adolescents with mild disabilities. Teaching Exceptional Children, 28, 36-40.

    Stokes, T. F., & Baer, D.M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 11, 285-303.

TEACHING FOR UNDERSTANDING

The School of Education at the University of Michigan-Dearborn has adopted the Teaching for Understanding model as its framework for educating our future teachers. It is a distinct method of teaching and learning, rooted in a specific way of looking at and explaining the world. Teaching for Understanding begins with the assertion that knowledge is constructed. This means that people shape, form, or "construct" their own worlds. People determine what is "real", what is "necessary", and what has meaning. In Teaching for Understanding teachers and students change the ways in which they approach information, each other, and the learning experience. No longer "fountains of knowledge and information", teachers are called on to be learners in their own classrooms. No longer "empty vessels" of passive receiving, students are called on to be teachers of self and of others. Cooperative relations among students and an interactive relationship between students and the instructor are a means for students and the instructor to construct knowledge. Teaching for Understanding includes the following approaches to discourse and social interaction. Classrooms are places where:

  • students and teachers acquire and construct knowledge collaboratively
  • orthodoxies of pedagogy and "facts" are continually challenged
  • conceptual understanding of subject matter is the goal
  • teachers function as guides, coaches, and facilitators by posing questions, challenging thinking, and leading in the examination of ideas and of relationships between concepts and experience

Based upon the Teaching for Understanding model, this course will promote active student learning and the construction and development of knowledge through lectures, readings, small and large group discussion, small group activities, field based learning, and projects that require the application of knowledge.