University of Wisconsin-WhitewaterCurriculum Proposal Form #4A

Change in an Existing Course

Type of Action (check all that apply)

Course Revision (include course description & former and new syllabus) Grade Basis Contact Hour Change and or Credit Change Repeatability Change Diversity Option Other:       General Education Option

area: Select one: ** Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Effective Term: 2141 (Spring 2014)

Current Course Number (subject area and 3-digit course number): SPECED 701

Current Course Title: Advanced Methodology and Practice in Special Education

Sponsor(s): Lana Collet-Klingenberg, Shannon Stuart, Tia Schultz

Department(s): Special Education

College(s): Education

List all programs that are affected by this change:Special Education

If programs are listed above, will this change affect the Catalog and Advising Reports for those programs? If so, have Form 2's been submitted for each of those programs? (Form 2 is necessary to provide updates to the Catalog and Advising Reports)

NA Yes They will be submitted in the future

Proposal Information: (Procedures for form #4A)

I. Detailed explanation of changes (use FROM/TO format)FROM: SPECED 701: Advanced Methodology and Practice in Special Education 3 credits This course provides the certified special educator with an advanced curriculum and instruction knowledge base in the field. Emphasis is placed on research-based practices designed to enhance instruction. Students will explore research methods specific to their areas of practice. Knowledge and skills necessary for application as a Nationally Certified Special Educator are also presented.

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TO: SPECED 701: Advanced Methodology and Practice in Special Education3 credits This course provides the post-baccalaureate student with the knowledge and skills to understand, interpret, and apply single-case design methods within the large context of research design in education. Students will learn how to evaluate single-case design research studies in order to understand current research related to behavioral intervention. In addition, students will learn how to conduct single-case design research in order to evaluate their own intervention programs.

II. Justification for actionThe changes make the course more practically relevant to our graduate students. The changes link directly to the requirements for the SPECED 702 and SPECED 702 Action Research sequence, which is required of students completing the professional development emphasis masters. In addition, the changes link to the requirements in the Applied Behavior Analysis certificate proposal.

III. Syllabus/outline (if course revision, include former syllabus and new syllabus)See Attached old Syllabus and new syllabus.

Former Syllabus{OLD SYLLABUS}

Advanced Methodology and Practice in Special EducationSPECED 701 Thursdays 5:15-7:45 (Winther 1002B)

Spring, 2006

Course Syllabus

Instructor: Shannon Stuart, Ph.D.Office: 4042 Winther Hall Hours: Thursday 4:00-5:00 or by appt.

(262) 472-4877 E-Mail: stuarts@uww.edu

Course: This course provides the certified special educator with an advanced curriculum and instruction knowledge base in the field. Emphasis is placed on research-based practices designed to enhance instruction. Students will explore research methods specific to their areas of practice. Knowledge and skills necessary for application as a Nationally Certified Special Educator are also presented.

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Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure in our teacher preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. In short, our teacher education program is committed to reflection upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry (research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect commitment to these underlying principles.

Course Objectives and Learning Outcomes:Students will be able to:1. Critically evaluate the educational needs of students in their classrooms.2. Identify neuropsychological implications for instruction.3. Critically evaluate special education methodology as related to theory, research, and application.4. Critically reflect on the pedagogy of academic and behavioral practices.5. Implement “best practices” in the classroom.6. Determine changes needed for current classroom curriculum and recommend practice to facilitate these changes.7. Identify and access recommended research based on best practice in special education.

Relationship of the course with National Board for Professional Teaching Standards:Whatever its potential for achieving a broad impact, the professional energy and insights gained by teachers who undertake action research underline its potential for deep and lasting change. This way of using action research methodology for implementing change and improvement into practice is in alignment with the National Board for Professional Teaching Standards (1991, 3rd ed.), as shown in addressing the five core propositions:

Teachers are committed to students and their learning: Teachers are able to act on the belief that all children can learn and that they can make knowledge accessible to all students. Teachers know the subjects they teach and how to teach those subjects: Teachers appreciate how knowledge is created, organized, linked to other disciplines, and applied to real-

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world settings; creating multiple paths to understanding; and helping students learn to pose and solve their own problems. Teachers are responsible for managing and monitoring student learning: Teachers connect to learners and their lives, provide for authentic assessment, and create inclusive, engaging learning environments. Teachers think systematically about their practice and learn from experience: What exemplifies excellence is recognition of its complexities, and a commitment to lifelong professional development. Teachers know themselves, and understand the developmental and social influences on their own learning and on their beliefs about teaching and learning. At the same time, teachers understand that as with most professions, teaching requires an open-ended capacity to learn, confront beliefs, transform strategies, admit new findings, and incorporate approaches that fit their aims and those of their students. Teachers are members of learning communities: This involves participation in collaborative efforts to improve the effectiveness of the school, and it entails engaging parents and others in the community in the education of young people.

Course Requirements: The instruction for SPECED 701 will primarily be through a variety of lectures, discussions, class exercises, and student projects. ALL assignments are to be typed (doubled-spaced, etc.) and turned in at the beginning of the assigned class. Written assignments will be graded using a rubric provided for each assignment. If the student does not understand the assignment or if they have an unusual circumstance that should be brought to the instructor’s attention, it is their responsibility to meet with the instructor. Course grades will be based on assessment of the following:

1. Attendance. Active participation is expected as students learn best through the development of their ideas through positive sharing of their knowledge. Each class is worth two points and there will be no makeup for missed classes. This relates to the National Board for Professional Teaching Standard (NBPTS) Teachers are committed to students and their learning.

2. Writing for Publication. By week five you will deposit this assignment in the d2l drop-box. See Assignment Packet for details. The Writing for Publication assignment demonstrates your ability to understand the process of submitting a paper to a peer-reviewed special education journal. During class one I will hand out a sign up sheet for various journals with web links provided. You are expected to review the procedures for submitting or contributing articles for the journal, type of articles the journal covers and other information that can inform others about the journal (including a complete review of at least one current issue). This activity relates to NBPTS Teachers think systematically about their practice and learn from experience.

3. Literature Review. By week two you will choose a topic related to special education to review. See Assignment Packet for details. This activity demonstrates your ability to review specialized literature in a professional area of your choice. To support your expanding knowledge base, this review should be comprehensive (i.e., include at least 10 articles) and focus on current, peer-reviewed, special education journals (i.e., within the last ten years). Your Literature Review will be completed in APA format. Deposit this assignment in the d2l drop-box by week eight. This activity relates to NBPTS Teachers know the subjects they teach and how to teach those subjects.

4. Literature Review Presentation – On week eight you will present your literature review to the class. See Assignment Packet for details. Presentations will be 15 minutes and incorporate known quality instructional techniques. You will hand out an outline that synthesizes salient

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points of your topic and a reference sheet to all class members before you present. This activity relates to NBPTS Teachers are responsible for managing and monitoring student learning.

5. Seminar Leader – On weeks 9-15 the course format changes and each student will, in a small group, lead a seminar discussion for one entire class session. See Assignment Packet for details. I will form groups by week two. All students are expected to work closely with me to be sure that your group clearly and completely understands the topic at hand develops activities that incorporate known quality instructional techniques. You will also develop a short quiz on class readings. In this role, you are demonstrating your ability to meet the following NBPT Standards: Teachers know the subjects they teach and how to teach those subjects and Teachers are responsible for managing and monitoring student learning.

6. Critical Teaching Reflection – By week four you will deposit a proposal of how you plan to improve and evaluate your teaching to the d2l drop-box. By week 13 you will deposit your completed Critical Teaching Reflection. See Assignment Packet for details. Your plan must be implemented for at least four weeks, evaluated, and written up in a five-page paper describing the process and what you learned about you and your teaching. This activity meets NBPT Standards: Teachers are committed to students and their learning; Teachers know the subjects they teach and how to teach those subjects; Teachers are responsible for managing and monitoring student learning; Teachers think systematically about their practice and learn from experience; and Teachers are members of learning communities.

7. Reading Quizzes. You will be quizzed on the course readings for most of the weeks of class. Each quiz is worth five points. This relates to NBPT Standard: Teachers know the subjects they teach and how to teach those subjects.

Grading: Final Grades will be based on the following:Due Date Points

Participation and Attendance

30

Writing for Publication 25Literature Review 50Literature Review Presentation

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Seminar Leader See Schedule 50Reading Quizzes See Schedule 55Critical Teaching Reflection 25Total 250

University Policies:

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with the following University policies: Special Accommodations; Misconduct; Religious Beliefs Accommodations; Discrimination; and, Absence for University Sponsored Events. (For specific details please refer to the Undergraduate and Graduate timetables; the “Rights and Responsibilities” section of the

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Undergraduate Bulletin; the “Academic Requirements and Policies and the Facilities and Services” sections of the Graduate Bulletin; the “Student Academic Disciplinary Procedures” [UWS Chapter 14]; and, the Student Non-academic Disciplinary Procedures [UWS Chapter 17])

Absence for University Sponsored Events

University policy adopted by the Faculty Senate and the Whitewater Student Government states that students will not be academically penalized for missing class in order to participate in university-sanctioned events. They will be provided an opportunity to make up any work that is missed; and if class attendance is a requirement, missing a class in order to participate in a university-sanctioned event will not be counted as an absence. A university-sanctioned event is defined to be any intercollegiate athletic contest or other such event as determined by the Provost. Activity sponsors are responsible for obtaining the Provost’s prior approval of an event as being university-sanctioned and for providing an official list of participants. Students are responsible for notifying their instructors in advance of their participation in such events.

General Guidelines for Written Work:It is expected that all graduate students will use APA format in all written work including references and citations. Refer to Publication Manual of the American Psychological Association (5th edition) for the correct style and notation.

Display a level of oral and written language competency that is commensurate with a graduate level student. If you feel you need some help with your writing, UW-Whitewater has an excellent writing lab located in the lower level of McCutchan Hall. Also the book Style: Toward Clarity and Grace by Joseph M. Williams (1984) is a superb resource. It is available at the UW-Madison bookstore or from the University of Chicago Press.

If your background in statistics or research design is limited, the text used in Techniques of Education Research will be useful: Gall, M.D., Borg, W.R., & Gall, J.P. (1996) Educational Research (6th edition). New York: Longman.

A number of Web sites on the Internet can help you in your writing. Here are a few: A Guide for Writing Research Papers – APA Style: http://webster.commnet.edu/apa/apa_intro.htm Strunk and White – The grammar bible for many an author. http://www.bartleby.com/141/ GuruNet: A writing tool that is opened automatically from your word processor. GuruNet has a dictionary, thesaurus, encyclopedia, search tool, and a list of books. GuruNet works on Windows 98 -2000 computers only. http://www.gurunet.com Miscellaneous reference works: http://www.eserver.org/reference/ More miscellaneous reference works: http://scholes.alfred.edu/ref_desk/ref.html A very good search engine: http://www.google.com The Council for Exceptional Children's Code of Ethics and Standards of Practice is an essential articulation of professional expectations: http://www.cec.sped.org/ps/code.html The Wisconsin DPI site for information about the NBPTS process in our state. Site includes "Step-by-step directions", basic information, and procedures to apply for a Wisconsin NBPTS subsidy: http://www.dpi.state.wi.us/dlsis/tel/nb.html National Board for Profession Teaching Standards: http://www.nbpts.org

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Other InformationThe instructor reserves the right to change the course calendar at any time, including topics covered, reading assignments, and due dates for assignments. As much notice as possible will be given for such changes. If students do not understand an assignment or if they have an unusual circumstance that should be brought to the instructor’s attention, it is their responsibility to meet with the instructor.

Assignments received late for any reasons other than documented illness or emergency will be marked down 10% of the total grade per day late. Only under unavoidable circumstances (i.e., natural disasters, pestilence, famine, etc.) and if the instructor is alerted immediately to mitigating factors, will point deductions be modified.

Course ScheduleDate Topic &

Relationship to Standards

Assigned Reading

Class 1 Introduction and Course OverviewAPA 5 overview

Class 2 Topic: Standards that Impact on Methods and Practice

Burroughs, R., Schwartz, T.A., & Hendricks-Lee, M. (2000). Communities of practice and discourse communities: Negotiating boundaries in NBPTS certification. Teachers College Record, 102, 344-374. Crutchfield, M.D. (2003). What do the CEC standards mean to me? Teaching Exceptional Children, 35, 40-45. Klingner, J.K., Ahwee, S., Pilonieta, P., & Menedez, R. (2003). Barriers and faciltators in scaling up research-based practices. Exceptional Children, 69, 411-429. Due: Sign up for Literature Review topic

Class 3 Interpretation: Standard V. Knowledge of Subject Matter

Professional dispositions and diversity

Text, pp. 106-124

Disposed to teach? What teachers must know and be able to do.Professional dispositions and diversity

Class 4 Using research to make curricular and instruction decisions.

Stanovich P.J. & Stanvvich, K. E. (2003). Using research and reason in education and research. National Institute for Literacy Contract No. ED-00CO-0093

Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32, 16-25.Wayne, A.J., & Young, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73, 89-122. (Handout)McCarty, B., & Hazelkorn, M. (2001). Reflection: The key to

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social-emotional change using service-learning. Beyond Behavior, 10, 30-35. Due: Critical Reflection Proposal, in class.

Class 5 A Call for the Teacher Researcher

Text pp. 135-153Baumann, J.F., & Duffy, A.M. (2001). Teacher-researcher methodology: Themes, variations, and possibilities. The Reading Teacher, 54, 608-615. Evans, M, Lomax, P., & Morgan, H. (2000). Closing the circle: Action research partnerships towards better learning and teaching in schools. Cambridge Journal of Education, 30, 405-418.

Due: Writing for Publication – Deposited to d2l drop-boClass 6 High Stakes

Assessment & Accommodations

Interpretation: Standard VI Meaningful Learning Online Night-Discussion groups will be posted

on Educational Outcomes. Retrieved [today's date], from the World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/MnReport9.html Shriner, J.G., & DeStefano, L. (2003). Participation and accommodations in state assessment: The role of individualized education programs. Exceptional Children, 69, 147-161. Washburn-Moses, L. (2003). What every special educator should know about high-stakes testing, TEACHING Exceptional Children,35, 12-15.

Class 7 Review of Literature – Applied to Paraprofessionals

Interpretation: Standard III. Communications

Giangreco, M.F., Edelman, S.W., Broer, S.M., & Doyle, M.B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68, 45-63. Mueller, P.H., & Murphy, F.V. (2001). Determining when a student requires paraeducator support. TEACHING Exceptional Children,33, 22-27.

Class 8 Trends and Issues in Behavioral Interventions

Interpretation: Standard VIII. Social Development

Text pp. 154-179

*Due: Review of the Literature deposited to d2l drop-boxLITERATURE REVIEW

Research Methods Applied to TeachingClass 9 Applied

Behavioral Analysis – viewed in research on Autistic Spectrum DisordersSeminar leaders-

Charlop-Christy, M.H., Carpenter, M., Le, L., LeBlanc, L.A., & Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social-communi cative behavior, and problem behavior. Journal Of Applied Behavior Analysis, 35, 213-231.

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Kimball, J. (2002). Behavior-analytic instruction for children with autism: Philosophy matters. Focus on Autism and Other Developmental Disabilities, 17, 66-75. McConachie, H. (2002). Appropriate research design in evaluating interventions for children with disabilities. Child: Care, Health & Development, 28, 195-197. Schoen, A.A. (2003). What potential does applied behavioral analysis approach have for the treatment of children and youth with autism. Journal of Instructional Psychology, 30, 125-130

SPRING BREAK NO CLASS MEETINGClass 10 Ecological

assessment – viewed in research on early childhood education

Seminar leaders- lead on online class with instructor support

Text pp. 92-105Addison, J.T. (1992). Urie Bronfenbrenner. Human Ecology, 20. Brown, W.H., Odom, S.L., Li, S, & Zercher, C. (1999). Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion. Journal of Special Education, 33, 138-153. Haney, M., & Cavallor, C. (1996). Using ecological assessment in daily program planning for children with disabilities in typical preschool settings. Topics in Early Childhood Special Education, 16.

Class 11 Qualitative Methods – viewed in the research on achievement and attainmentSeminar leaders-

Pugach, M. (2001). The stories we choose to tell: Fulfilling the promise of qualitative research for special education. Exceptional Children, 67, 439-453. Ten-Dam, G., & Volman, M. (2001). The leeway of qualitative educational research: Acase study. Qualitative Studies in Education, 14, 757-769.

Class 12 Case Study Methodology– viewed in the research on inclusionSeminar leaders-

Khan, F. (1998). Case study on special needs education in Pakistan: The process of inclusion. European Journal of Special Needs, 13, 98-111. Fernandez, M. (2000). Educating Mary: A special education case study of one Western Australian high school. Support for Learning, 15, 118-125. Martin, E.W. (1995). Case studies on inclusion: Worst fears realized. The Journal of Special Education, 29, 192-199. Due: Critical Teaching Reflection Merseth, K.K. (2003). Windows on teaching math: Cases of middle and secondary classes. New York: Teacher’s College Press. (pages XIII-XXII only) Murphy, J. (1995). Insights on “the context of full inclusion” from a non-special educator. The Journal of Special Education, 29,209-211.

Class 13 Educational Research – Mixed Methods – viewed

Pedrozza, A., Mueller, G, & Whitley, J. (1998, April). Reconstructing special education services in middle school: Success for all. Paper presented at the annual meeting of the

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in research on effective learning environments

American Education Research Association, San Diego, CA. Sharp, L. (1997). Illustration: A hypothetical project. In J. Frechling, and L. Sharp (Eds.), User friendly Handboook for mixed method evaluations (pp. 2-1-2-4). NSF RED 94-52965S. Arlington, VA: NSF. Sharp, L., & Frechling, J. (1997). Introducting this handbook. In J. Frechling, and L. Sharp (Eds.), User friendly Handboook for mixed method evaluations (pp. 1-1-1-10). NSF RED 94-52965S. Arlington, VA: NSF.

Class 14 Student Expertise on Specific Topics of Educational Significance

Due: Critical Teaching Presentations

Class 15 Student Expertise on Specific Topics of Educational Significance

Time for Critical Teaching Presentations

{NEW SYLLABUS}University of Wisconsin - Whitewater

College of EducationDepartment of Special Education

Syllabus: SPECED 701 Advanced Methodology and Practice in Special EducationSpring 2013

Online via D2L Instructor: Lana Collet-Klingenberg Ph.D. Office: WH4036Phone: (262) 472-5380 e-mail: colletkl@uww.eduOffice Hours: online or by appointment

Course Description: This course provides the post-baccalaureate student with the knowledge and skills to understand, interpret, and apply single-case design methods within the large context of research design in education. Students will learn how to evaluate single-case design research studies in order to understand current research related to behavioral intervention. In addition, students will learn how to conduct single-case design research in order to evaluate their own intervention programs.

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In short, our teacher education program is committed to reflection upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry (research/scholarship) and assessment.

Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure in our teacher preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability.

Required Text (Bookstore):

Kazdin A.E. (2010). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York: Oxford University Press.

Recommended Writing Guide (Bookstore):

American Psychological Association (2009). Concise rules of APA style. Washington DC: American Psychological Association.If you do not have an APA guide and do not wish to purchase one, you can find style help at

http://owl.english.purdue.edu/owl/resource/560/01/

Additional required readings may be provided on D2L.

Course Objectives:

Students will be able to:8. Identify and access recommended research based on best practice in special education. 9. Critically evaluate special education methodology as related to theory, research, and application.10. Critically reflect on the pedagogy of academic and behavioral practices and identify evidence-

based practices.11. Evaluate special education research utilizing single-subject design methods.12. Effectively implement single-subject design research.

Graduate Program and Course Standards:The Special Education MSE Program at the University of Wisconsin-Whitewater provides high quality, practitioner-oriented coursework that incorporates knowledge and skills acquired through baccalaureate degrees as a foundation for advanced professional development. Learner-centered activities are coupled with professional experiences so that students demonstrate the best practices of the profession. These activities are aligned with the Council for Exceptional Children (CEC) Advanced Role Content Standards: Leadership and Policy, Program Development and Organization, Research and Inquiry, Student and Program Evaluation, Professional Development and Ethical Practice, and Collaboration. Specifically graduates of the program will:

o Advocate for legal and ethical policy that supports high quality education for individuals with exceptional learning needs

o Coordinate educational standards with the needs of children with exceptionalities to access challenging curriculum standards

o Use understanding of the effects of cultural social, and economic diversity and variations of individual development to help develop programs and services for individuals with exceptional needs

o Safeguard the legal rights of students, families, and personnelo Engage in Action Research to evaluate the effectiveness of instructional practices

and program goals

Advanced Common Core Standard 1: Leadership & PolicyED1K6 Policy & research implications that promote recommended practices in

assessment.ACC1S3 Advocate for educational policy within the context of evidence-based practices

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Advanced Common Core Standard 3: Research & InquiryACC3K1 Evidence-based practices validated for specific characteristics of learners and

settingsED3K! Best practices in research-based assessmentACC3S1 Identify and use the research literature to resolve issues of professional practiceACC3S2 Evaluate and modify instructional practices in response to ongoing assessment

dataACC3S3 Use educational research to improve instruction, intervention strategies, and

curricular materials

Advanced Common Core Standard 4: Individual and Program EvaluationACC4K2 Variety of methods for assessing and evaluating individuals with exceptional

learning needs’ performanceACC4S1 Design and implement research activities to examine the effectiveness of

instructional practicesACC4S3 Advocate for evidence-based practices in assessment

Advanced Common Core Standard 5: Professional Development & Ethical PracticeED5K3 Ethical considerations relative to assessmentACC5K2 Moral and ethical responsibilities of educatorsACC5S1 Model ethical behavior and promote professional standardsACC5S5 Create an environment which supports continuous instructional improvementED5S1 Respect individual privacy and confidentialityED5S3 Cite all sources of reported informationED5S5 Provide assessment results in a clear, cohesive and timely mannerED5S6 Update skills necessary to provide effective assessment

Advanced Common Core Standard 6: CollaborationED6S4 Assist teachers in interpreting data including large scale and individual

assessments

Course Requirements and Expectations:

1. Attendance & Participation Points: 20Students are required to participate in online learning activities. Much of the knowledge base and skills related to collaborative problem solving is provided through on-line group work, discussions, demonstrations, and simulations. Thus, your participation in a timely fashion will directly influence your understanding and demonstration of course content as well as your grade. If you must complete work outside of the arranged times, due to professional or personal obligations, please contact the instructor prior to class to arrange makeup work. This will only be allowed in special circumstances and only for a portion of the course. Points are assigned at the discretion of the instructor and will be assessed via D2L reports (which indicates student use of D2L content including when and for how long students accessed materials).

2. Discussion Boards & Reflections on Readings Points: 80There are weekly readings (see syllabus) assigned for this class. You will be responsible for interacting with the instructor and with one another regarding these readings and your

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experiences. Select 8 of the discussion board topics (worth 10 points each) to participate in. Guidelines for discussion board etiquette and grading will be provided on D2L.

5. Single-Subject Design Project Due: Points: 50On your own or with a partner, learn about one type of single-subject (instructor provided) and apply it within your area of teaching. You (& your partner, if you have one) will apply the design and lead the entire class through an activity on one of the dates listed above (date will be determined by the design you are assigned). You may use any method(s) (e.g., video, PowerPoint) you desire to demonstrate and teach the tool, but keep in mind that it will be online so must be effective in terms of collaboration on developing it and in teaching it to the rest of the class.

4. Case-Study Applications Due: Week 15 Points: 50

Using the elements of single-subject design research that you have learned in class this semester create and implement a single-case study. If you are in a school (or related) setting, please choose a student to work with who has a behavioral goal. A format for the case-study design and write up will be provided in class.

5. Mid-term and Final Quiz Due: Week 8 and Week 15 Points: 100This course will have both a mid-term and final quiz related to terminology and principles of single-subject design. Each quiz will be worth 50 points and will be administered via D2L. A review sheet will be provided ahead of time.

Grading Policy

The following criteria will be used to determine the grade earned by each student:93% and above of the total points 279 - 300 = A88-92% of the total points 264 - 278 = A/B83-87% of the total points 249 - 263 = B78-82% of the total points 234 - 248 = B/C73-77% of the total points 219 - 233 = C68-72% of the total points 204 - 218 = DLess than 68% of the total points 0 – 203 = F

*Changes may occur during the semester, as the instructor deems necessary. You will be notified of changes if/when they occur.

Course Outline:

Session/ Week

Topic Due

One Course OverviewAbout Advanced Methodology & Practice in Special Education

No readings this week.To Do: Preview D2L course site, ask questions, introduce yourself on the Discussion Board

Two The Importance of Evidence-Based Practice

Read:Odom, S. (2008). The Tie that binds: Evidence-based practice, implementation science, and outcomes for children.

Three The Importance of Single Subject Research

Read:Horner, R. et. al. (need date). The Use of Single Subject Research to Identify

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Evidence-based Practice in Special Education

Four Trends and Issues in Behavioral Interventions

Read:Three examples of “good” researchTo Do: Discussion board

Five Bridging the Gap between Research and Practice

Read:Preface of Kazdin text

Six Data Collection & Research in Applied Settings, i.e., The Real World

Read:Ch. 1 & 2 in Kazdin text

Seven Assessment & Single-Case Research Design

Read:Ch. 3 & 4

Eight Assessment & Single-Case Research Design

Read:Ch. 5 in Kazdin textTo Do: Mid-term quiz via D2L; submit draft of case study via dropbox

Spring Break

Nine Single-Case Research Design Read:Ch. 6 – 11 (Skim all, will have one design/chapter responsible for)

Ten Single-Case Research Design Read:Ch. 6 – 11 (Skim all, will have one design/chapter responsible for)

Eleven Single-Case Research Design Read:Ch. 6 – 11 (Skim all, will have one design/chapter responsible for)

Twelve Evaluating Single-Case Research Design

Read:Ch. 12 & 13

Thirteen Evaluating & Reporting Single-Case Research Design

Read:Ch. 14 & 15

Fourteen Case Studies Work week

Fifteen Course Final To Do: Final Quiz via D2LCase Studies Due this Week

Assistance:Each student is encouraged to contact the instructor for assistance with questions or problems that may arise and/or general discussion of the course content. Please contact the instructor by voice or e-mail (preferred).Reasonable Modifications Requests:Students in need of some reasonable modification of the instructional context are to meet with the instructor to discuss the needed modification. If the modification requires the assistance of

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personnel, equipment, or materials that are beyond those readily provided by the instructor, then the student is to seek assistance from Disabled Student Services. Upon referral to Disabled Student Services, the student must:

A. Sign a request for services based on the presence of a disability;B. Provide appropriate diagnostic information that establishes that s/he is a qualified

individual with a disability; and,C. Request in writing the reasonable modification(s) sought to accommodate the

qualifying disability. Disabled Student Services arranges (in consultation with instructional staff) to provide appropriate reasonable modifications. (John D. Truesdale, memorandum, Aug. 15, 1996)

UW-W Policies RE: Student Religious Beliefs, Academic Misconduct and Absences:

Religious Beliefs AccommodationBoard of Regents policy states that students’ sincerely held religious beliefs shall be reasonably accommodated with respect to scheduling all examinations and other academic requirements. Students must notify the instructor, within the first three weeks of the beginning of classes of the specific days or dates on which they will request accommodation from an examination or academic requirement. For additional information, please refer to the section of the University Bulletin and the Timetable titled Accommodation of Religious Beliefs.Academic MisconductThe University believes that academic honesty and integrity are fundamental to the mission of higher education and of the University of Wisconsin system. The University has a responsibility to promote academic honesty and integrity to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of other’s academic endeavors. Students who violate these standards are subject to disciplinary action. UWS Chapter 14 identifies procedures to be followed when a student is accused of academic misconduct. For additional information, please refer to the section of the Student Handbook titled, Student Academic Disciplinary procedures.Absence for University Sponsored EventsUniversity policy adopted by the Faculty Senate and the Whitewater Student Government states that students will not be academically penalized for missing class in order to participate in university sanctioned events. They will be provided an opportunity to make up any work that is missed; and if class attendance is a requirement, missing a class in order to participate in a university sanctioned event will not be counted as an absence. A university-sanctioned event is defined as an intercollegiate athletic contest or other such event as determined by the Provost. Activity sponsors are responsible for obtaining the Provost’s approval of an event as being university sanctioned and for providing an official list of participants. Students are responsible for notifying their instructors in advance of their participation in such events.

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