SPED 608 - Instruction and Behavioral Supports and Strategies: Extensive Support Needs

Units: 4
Prepares prospective Education Specialists with evidence-based tools and instructional techniques to facilitate M/S students’ access, active participation and positive learning outcomes with general education peers across Common Core curriculum, related subjects and individualized need areas.

Prerequisites: Admission to M.S. Special Education program.
Possible Instructional Methods: Entirely On-ground, or Entirely Online, or Hybrid.
Grading: A-F grading only.
Student Learning Outcomes - Upon successful completion of this course students will be able to:

Examine his/her cultural values and attitudes as they reflect upon personal and professional decisions;
Demonstrate competence in applying a variety of instructional strategies including cues, prompt/fading, correction procedures, consequences, chaining, shaping, and discrete trial format;
Demonstrate knowledge of differences between antecedent and consequential teaching strategies;
Demonstrate knowledge of a variety of positive behavior management techniques in individual and group activities;
Demonstrate the ability to motivate student interest in a variety of ways, including selection of meaningful curricula, successful participation in activities and the effective use of reinforcement and feedback;
Demonstrate knowledge of techniques that promote self-advocacy for individuals with disabilities and that encourage personal and social responsibility and independence;
Demonstrate competence in the development and specification of appropriate instructional goals and objectives for students with moderate-severe disabilities;
Demonstrate knowledge of instructional techniques necessary for the acquisition and efficient generalization of skills across environments;
Demonstrate the use of a variety of research-based and effective teaching practices that achieve targeted student outcomes;
Use student outcome data to systematically modify instruction and learning environments;
Demonstrate competence in the selection of appropriate methods for measuring student performance;
Demonstrate competence in data collection procedures, appropriate methods of presenting data, and using data to make decisions;
Design and employ individual and group strategies, interventions and instructional tools that reflect understanding and utilization of Universal Design multiple strategic networks;
Demonstrate knowledge of a classroom management models and develop personal class management plans;
Apply a variety of appropriate strategies for assessing student progress. These strategies may include critical evaluations of performances by groups and individuals, research exercises, technological record keeping, and oral interviews.