5. This University’s Conceptual Framework: Instruction and curriculum in the This University’s Teacher Education Programs prepare graduates to design, plan, enact, and refine instruction based on continuous investigation and analysis of student thinking and skill development. This approach to teaching requires that candidates develop a strong foundation in four distinct, but inter-related areas:
   1. Subject matter knowledge for teaching – including both deep understanding of the content areas to be taught (core conceptual structures, flexibly organized factual knowledge, forms of reasoning) and how this content can be made accessible to students.
   2. Understandings of learners and learning – recognition of the ways in which learners’ academic, behavioral, cultural, linguistic, and socioeconomic histories and repertoires inform learning and so also teaching.
   3. Conceptions of the practice and profession of teaching – how teachers construe their roles and relationships within their classrooms, schools, communities, and the profession.
   4. Initial repertoire in curriculum, instruction, management, and assessment – the understanding of and ability to use appropriately a well-chosen set of tools and techniques, as well as to transform materials (e.g., given by the school or district) to support student learning.

   Subject Matter Knowledge for Teaching

   • Candidates understand the content domains as dynamic fields of study, and possess a solid command of subject matter (including major concepts, assumptions, debates, and processes of inquiry) in the disciplines they plan to teach. They make connections across subject areas and identify opportunities for interdisciplinary study.
   • Candidates demonstrate the ability to design and organize given subject matter in order to make disciplinary content accessible to students. They recognize landmarks in the development of understanding of core ideas/concepts – as reflected in students’ explanations, errors, etc. – and how these landmarks relate to trajectories of development.

   Understanding Learners and Learning

   • Candidates understand learning as a process of participation that shapes and is shaped by persons, content, and contexts. They seek to identify and learn about students’ linguistic, social, behavioral, cognitive and cultural histories and repertoires – integrating them as resources for teaching and learning, and thus providing each student access to learning. Specifically, candidates plan for learners’ unique strengths, resources, goals and motivations, connecting to the experiences of students and their families.
   • Candidates demonstrate the ability to enter into the learner’s thinking/reasoning as reflected in the learner’s talk and work, and to use these insights to inform planning and instruction. They envision developmental learning trajectories, and plan learning experiences that support students’ progress along these trajectories. They understand and draw appropriately on learning theory to support their investigations and analyses of student learning and planning for instruction.

   Developing Conceptions of the Practice and Profession of Teaching

   • Candidates understand that teachers support and constrain learning through the conditions and opportunities they make available to students, and that students are active agents who also shape the learning process.
   • Candidates recognize that teaching and learning are nested within a broader educational system that includes school and district organizations, families, local communities and government.
   • As they work to support children’s learning and welfare, candidates understand their roles and influence in different contexts. They develop respectful and collaborative relationships with students, colleagues, parents, and members of the broader community, and act to uphold professional norms of responsibility, advocacy, and confidentiality.
   • Candidates understand that learning to teach is a career-long endeavor. Ongoing critical analysis and revision of one’s practice, and pursuit of other opportunities for learning and renewal, are central to one’s role as “teacher.”

   Developing an Initial Repertoire in Curriculum, Instruction, Management, and Assessment

   • Candidates can use a carefully chosen set of research-based instructional strategies, curriculum materials, and classroom management techniques to support their work with all students. In planning, candidates select curricular and instructional tools on the basis of their deeper function in supporting learning – matching tools and approach to a variety of learning goals and needs.
   • Candidates can use assessment techniques (formal and informal) to collect data on student progress and can interpret these data to inform goal setting, planning and instruction for all students.
   • Candidates demonstrate the abilities both to modify existing materials to support students’ learning of subject matter and to develop new materials. Candidates possess skills to create modifications and accommodations for students who require them.
   • Candidates can plan simultaneously for instruction, management and assessment to create an optimal learning environment for all students.
6. Standards of Effective Practice:

   Philosophical, Historical, and Legal Foundations of Special Education

   1. Articulate the historical, philosophical, and legal basis of services for young children both with and without special needs. (ECI, S1)
   2. Identify ethical and policy issues related to educational, social, and medical services for children ages 3-8 and their families. (EC1, S2)
   3. Identify current trends and issues in early childhood education, early childhood special education and special education. (EC1, S3)
   4. Identify legislation that affects children, families, and programs for children. (EC1, S4)
   5. Identify variations in beliefs, traditions, and values across cultures within society and the effect of the relationship among child, family, and schooling. (CC1, K2)
   6. Identify issues in definition and identification procedures for individuals with exceptional learning needs including individuals from culturally and/or linguistically diverse backgrounds. (CC1, K3)
   7. Identify rights and responsibilities of parents, students, teachers and other professionals, and schools as they relate to individual learning needs. (CC1, K5)
   8. Articulate the factors that influence the over-representation of culturally/linguistically diverse children in programs for individuals with disabilities. (GC1, S2)
   9. Delineate the principles of normalization versus the educational concept of “least restrictive environment” in designing educational programs for children with disabilities. (GC1, S3; IC1, S2)

   Characteristics of Learners

   1. Discuss theories of child development, both typical and atypical, and apply current research with emphasis on cognitive, motor, social-emotional, communication, adaptive, and aesthetic development in learning situations in family and community contexts. (EC2, S1)
   2. Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning, and recognize that children are best understood in the contexts of family, culture, and society. (EC2, S4)
   3. Demonstrate understanding of (a) developmental consequences of stress and trauma, (b) protective factors and resilience, (c) the development of mental health, and (d) the importance of supportive relationships. (EC2, S5)
   4. Identify differential characteristics of individuals with exceptionalities, including levels of severity and multiple exceptionalities. (CC2, K2)
   5. Discuss effects and exceptional condition(s) may have on an individual’s life. (CC2, K4)
   6. Describe characteristics and effects of the cultural and environmental milieu of the child and the family including cultural and linguistic diversity, socioeconomic level, abuse/neglect, and substance abuse. (CC2, K5)
   7. Describe the effects of various medications on the educational, cognitive, physical, social, and emotional behavior of individuals with exceptionalities. (CC2, K6)

   Assessment, Diagnosis, and Evaluation

   1. Assess children’s cognitive, social-emotional, communication, motor, adaptive, and aesthetic development. (EC3, S1)
   2. Select and use a variety of informal and formal assessment instruments and procedures, including observational methods, to make decisions about children’s learning and development. (EC3, S2)
   3. Select and administer assessment instruments and procedures based on the purpose of the assessment being conducted and in compliance with established criteria and standards. (EC3 S3)
   4. Develop and use authentic, performance-based assessments of children’s learning to assist in planning, communicate with children and parents, and engage children in self-assessment. (EC3, S4)
   5. Involve families as active participants in the assessment process. (EC3, S5)
   6. Participate and collaborate as a team member with other professionals in conducting family-centered assessments. (EC3, S6)
   7. Communicate assessment results and integrate assessment results from others as an active team participant in the development and implementation of the individualized education program (IEP) and individual family service plan. (IFSP). (EC3, S7)
   8. Monitor, summarize, and evaluate the acquisition of child and family outcomes as outlined on the IFSP or IEP. (EC3, S8)
   9. Select, adapt, and administer assessment instruments and procedures for specific sensory and motor disabilities. (EC3, S9)
   10. Communicate options for programs and services at the next level and assist the family planning for transition. (EC3, S10)
   11. Implement culturally unbiased assessment instruments and procedures. (EC3, S11)
   12. Develop and use formative and summative program evaluation to ensure comprehensive quality of the total environment for children, families, and the community. (EC3, S12)
   13. Use exceptionality-specific assessment instruments with individuals with disabilities. (GC3, S2; IC3, S2)
   14. Assess reliable methods of responses of individuals who lack typical communication and performance abilities. (GC3, S5; IC3, S5)
   15. Describe the relationship between assessment and placement decisions. (CC3, K8)

   Instructional Content and Practices

   1. Plan and implement developmentally and individually appropriate curricula and instructional practices based on knowledge of individual children, the family, the community, and curricula goals and content. (EC4, S1)
   2. Develop an IFSP or IEP, incorporating both child and family outcomes in partnership with family members and other professionals. (EC4, S2)
   3. Incorporate information and strategies from multiple disciplines in the design of intervention strategies. (EC4, S3)
   4. Develop and select learning experiences and strategies that affirm and respect family, cultural, and societal diversity, including language differences. (EC4, S4)
   5. Plan for and link current developmental and learning experiences and teaching strategies with those of the next educational setting. (EC4, S5)
   6. Select intervention curricula and methods for children with specific disabilities including motor, sensory, health, communication, social-emotional, and cognitive disabilities. (EC4, S6)
   7. Implement developmentally and functionally appropriate individual and group activities using a variety of formats, including play, environmental routines, parent-mediated activities, small-group projects, cooperative learning, inquiry experiences, and systematic instruction. (EC4, S7)
   8. Develop and implement an integrated curriculum that focuses on children’s needs and interests and takes into account culturally valued content and children’s home experiences. (EC4, S8)
   9. Employ pedagogically sound and legally defensible instructional practices. (EC4, S10)
   10. Use appropriate health appraisal procedures and recommend referral and ongoing follow up to appropriate community health and social services. (EC4, S12)

   Planning and Managing the Teaching and Learning Environment

   1. Make specific adaptations for the special needs of children who have unique talents, learning and developmental needs, or specific disabilities. (EC5, S1)
   2. Select, develop, and evaluate developmentally and functionally appropriate materials, equipment, and environments. (EC5, S3)
   3. Establish and maintain physically and psychologically safe and healthy learning environments that promote development and learning. (EC5, S4)
   4. Provide a stimulus-rich indoor and outdoor environment that employs materials, media, and technology, including adaptive and assistive technology. (EC5, S5)
   5. Organize space, time, peers, materials, and adults to maximize child progress in group and home settings. (EC5, S6)

   Managing Student Behavior and Social Interaction Skills

   1. Use individual and group guidance and problem-solving techniques to develop positive and supportive relationships with children; to encourage and teach positive social skills and interaction among children; to promote positive strategies of conflict resolution; and to develop personal self-control, self-motivation, and self-esteem. (EC6, S1)
   2. Support and facilitate family and child interactions as primary contexts for learning and development. (EC6, S3)

   Communication and Collaborative Partnerships

   1. Involve families in assessing and planning for their children, including children with special needs. (EC8, S6)
   2. Collaborate/consult with other professionals and with agencies in the larger community to support children’s development, learning, and well-being. (EC7, S10)
   3. Apply models of team process in diverse service delivery settings. (EC7, S11)
   4. Employ various team membership roles. (EC7, S12)
   5. Identify functions of teams as determined by mandates and service delivery needs of children and families. (EC7, S13)
   6. Identify structures supporting interagency collaboration, including interagency agreements, referral, and consultation. (EC7, S14)
   7. Participate as a team member to identify dynamics of team roles, interaction, communication, team building, problem solving, and conflict resolution. (EC7, S15)
   8. Employ two-way communication skills. (EC7, S16)

   Professionalism and Ethical Practice

   1. Adhere to the profession’s code of ethical conduct. (EC8, S1)
   2. Serve as advocates on behalf of young children and their families, improved quality of programs and services for young children and enhanced professional status and working conditions for early childhood special educators. (EC8, S2)
   3. Reflect upon one’s own professional practice and develop, implement, and evaluate a professional development plan. (EC8, S3)
   4. Participate actively in professional organizations. (EC8, S4)
   5. Read and critically apply research and recommended practices. (EC8, S5)
7. Course Objectives: During and upon completion of this course, the learner will—through discussions, activities, and written products—demonstrate knowledge of and competency in the standards outlined above.
8. Instructional Strategies: The course uses a combination of formats including lectures, discussions, and group activities. Students should come to class meetings thoroughly prepared to discuss the readings. Emphasis will be placed on understanding (a) the foundations for providing early intervention to infants, toddlers, and preschoolers with disabilities; (b) basic instructional practices and principles; (c) assessment and intervention practices related to specific curriculum domains; (d) principles for arranging classroom environments; and (e) other issues that affect services for young children. In addition, students will spend approximately 2 hours per week in a pre-school setting working with a child for several class projects.
9. Diversity and Cultural Relevancy
   Note to User: Be sure to include your university’s diversity statement here.

   The College of Education supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated, and recognized as a source of strength. We expect that students, faculty, administrators and staff within the College will respect differences and demonstrate diligence in understanding how other peoples’ perspectives, behaviors, and worldviews may be different from their own.

10. Course Requirements:

    General Requirements:

    1. Because fulfillment of the requirements for this class involves contact with children, all members of the class are required to undergo fingerprinting and a criminal background check by the TBI and FBI. If you are an education major, you probably have already met this requirement. If, however, you have not been fingerprinted, you will need to be fingerprinted immediately. I will need to see a copy of your official clearance letter before you can participate in class activities that involve contact with children.
    2. Since children will be involved in projects, confidentiality is critical.
    3. Class attendance is required because the course relies heavily on student participation. Students are expected to ask questions, make relevant comments, and participate in class activities, and will earn points by doing so. You cannot earn the participation points if you are not in class.
    4. Students are expected to turn off cell phones during class meetings. Please notify the instructor if you are expecting a call that is a potential emergency.
    5. Students may not use computers during class.
    6. All assignments must be submitted at the beginning of the class session on the due date. Late assignments will not be accepted without prior approval of the course instructor. Email the instructor if you need an extension.
    7. All products must be typed. Products that are not typed will not be read and will be given a score of zero (0) points. Use the APA style manual as a guide in writing; however, the assessment reports should be single-spaced. NOTE: Your observation notes and raw data do not need to be typed.
    8. Students are expected to keep copies of products they submit to the instructor.
    9. Upload assessment assignment to the TaskStream web site.
    10. People first language should be used in written products and class discussions. For example, “children with disabilities” is acceptable as compared to “disabled children.”
    11. Incomplete grades are assigned in accordance with the University regulations. Notify the instructor when an incomplete grade is needed. A contract will be written for course completion on the form available from the Departmental Secretary.
    12. All grading will be done as objectively as possible; however, in cases of qualitative assessment, evaluation will be based on the instructor’s judgments.
    13. The University Honor Code will be operational in this course.
    14. The instructor reserves the right to add readings if necessary at any point during the semester.
    15. Some assignments will be completed individually and others will be completed by pairs of students. For group assignments, one product is submitted for the group and all members of the group receive the same grade.

    Course Assignments:

    • The assignments for this course serve four functions: (1) to ensure acquisition of course objectives; (2) to reflect students’ individual experiences, needs, skills, and expressed interests; (3) to provide experiences working with other professionals; and (4) to assist students in becoming contributing members of the special education community.
    • Complete descriptions of the assignments are either attached to the syllabus or will be distributed in class prior to the due dates. Listed below are the assignments, the number of points for each assignment, and the date each assignment is due.
11. Evaluation:
    

    Assignment	Course Points (M.Ed)	Course Points (Ph.D)	Type of Activity	Due Date
    Participation in class discussions and activities	30	30	Individual	Each class
    Article review (2 @ 15 points each) (Masters students only)	30	—	Individual	See below
    IRIS Activity: Assessment of Children’s Environments	50	50	Group	2/10
    Goals and objectives activity	30	30	Individual	2/17
    Lesson planning activity: Small group	20	20	Individual	2/17
    IRIS Activity: Assessment of Social Skills	50	50	Group	2/24
    Teaching project: Instructional plan	35	35	Group	3/10
    Lesson planning activity: Large group	20	20	Individual	3/24
    Annotated bibliography and presentation (PhD fellows only)	—	60	Individual	4/7
    Lesson planning activity: Centers	20	20	Individual	4/14
    Behavior support plan	35	35	Group	4/21
    Teaching project: Final report	35	35	Group	4/25
    Total Points	355	385

     

    Grade	Percent of total points*
    A	93%-100%
    B	83%-92.9%
    C	73%-82.9%
    F	72.9% and below

    *Scores will NOT be rounded up

    NOTE: The assessment project must be uploaded to the TASKSTREAM WEB SITE.

    When you submit your assessment project to your course instructor, you should also upload a copy to TaskStream. You will receive an incomplete in the class if you do not upload the assignment by the due date of the assignment.

    Teacher Education Candidates are required to purchase a subscription to TaskStream. TaskStream is a web-based software company that will allow candidates to upload key assessments throughout their program. Faculty will evaluate these key assessments as well as complete course dispositions using TaskStream. University mentors and mentoring teachers will also use TaskStream to complete midterm and final evaluations of candidates. Data from key assessments and field-based evaluations will be used to document candidate performance across their program and to make program-wide improvements. Candidates must have access to their TaskStream account through their graduation. Candidates may purchase a subscription to TaskStream directly at http://www.taskstream.com. The cost is: 1 semester = $25; 1 year = $42; 2 years = $69; 3 years = $91; 4 years = $105; 5 years = $119; 6 years = $129. Candidates may also purchase the subscription at the University’s Bookstore. Please note the bookstore cost may be higher.

13. Other Resources and Materials

• IRIS Activities
  • Assessment of Children’s Environments: Use measures for evaluating classroom environments to assess program quality and to identify potential child goals, thereby determining areas for improvement (Approx. 6 Hours).
    https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Assessment_Childrens_Environments.pdf
  • Assessment of Social Skills: Use different observational systems and curriculum-referenced measures to assess social skills (Approx. 6 Hours).
    https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Assessment_of_Social_Skills.pdf

  Detailed Assignment Guides and Rubrics

  IRIS Activity: Assessment of Children’s Environments

  The environmental assessment is worth 50 course points and is evaluated on these dimensions.

  Dimension	Number of points
  1. Identifying information (child and classroom)	2
  2. Methods
  Description of context for measurement	2
  Description of rating scale	5
  Description of ECA procedures	5
  3. Results
  Rating scale—numbers and narrative	6
  ECA—step by step analysis	7
  4. Recommendations
  For classroom—maintenance and improvement	6
  For child—2 objectives (minimum), rationale for each, and intervention practices for each	10
  5. Style, reading level, and organization	5
  6. Raw data sheets	2

  IRIS Activity: Assessment of Social Skills

  The social skills assessment is worth 50 points and is evaluated on the following dimensions.

  Dimension	Number of points
  1. Identifying information	2
  2. Methods
  Context—activities, purposes, adults/children present, dates, and times	3
  Social play—definitions (examples and non-examples specific to activities) and nature of observational system	5
  Social interactions—definitions (examples and non-examples specific to activities) and nature of observational system	5
  Testing—reference, items measured, and procedures	3
  3. Results
  Social play—table and narrative summary	5
  Social interactions—table and narrative summary	5
  Testing—can and cannot do behaviors and conditions under which they occur or are needed	5
  4. Recommendations—2 objectives, rationale for each, and intervention practices for each	10
  5. Style, reading level, and organization	5
  6. Raw data sheets	2

  Goals and Objectives Activity (Individual)

  Purpose: The purpose of this assignment is to give you an opportunity to write functional and meaningful goals and objectives based on assessment information and create a plan for addressing the goals and objectives.

  In this assignment, you will read an evaluation report and create meaningful and functional goals and objectives based on the assessment information. There should be one goal for three of the following domains: adaptive, cognitive, receptive communication, expressive communication, motor, and social-emotional. You should provide a rationale for selecting each goal. You should also complete a service-planning grid for each of the goals, following the model discussed in class. Additional instruction and examples will be provided in class.

  Format: This assignment should be single-spaced. Goals and objectives should be presented in a bulleted, hierarchical list.

  Evaluation: The following dimensions will be used to evaluate the assignment.

  Dimension	Points awarded	Points possible
  There is one goal for 3 of the domains listed above		1
  Goal 1 addresses the highest-priority need in its domain, with a short rationale for why it is of high priority		2
  Goal 1 and its objectives are functional and developmentally appropriate		2
  Objectives for goal 1 contain all relevant information (behavior, conditions, criteria)		2
  Objectives for goal 1 are sufficient to help child reach the goal		1
  Goal 1 includes a service-planning grid with at least 2 examples for how, where, and who to address the goal		2
  Goal 2 addresses the highest-priority need in its domain, with a short rationale for why it is of high priority		2
  Goal 2 and its objectives are functional and developmentally appropriate		1
  Objectives for goal 2 contain all relevant information (behavior, conditions, criteria)		2
  Objectives for goal 2 are sufficient to help child reach the goal		1
  Goal 2 includes a service-planning grid with at least 2 examples for how, where, and who to address the goal		2
  Goal 3 addresses the highest-priority need in its domain, with a short rationale for why it is of high priority		2
  Goal 3 and its objectives are functional and developmentally appropriate		2
  Objectives for goal 3 contain all relevant information (behavior, conditions, criteria)		2
  Objectives for goal 3 are sufficient to help child reach the goal		1
  Goal 3 includes a service-planning grid with at least 2 examples for how, where, and who to address the goal		2
  Goals, objectives, and service-planning grid are written in a professional writing style, but are free of jargon and readable by individuals without advanced training		1
  Product is free of errors in spelling, punctuation, grammar, and word choice		2
  Total		30

  Lesson Planning Activity (Individual)

  Purpose: The purpose of this assignment is for you to practice working through the process necessary to plan an activity in a preschool classroom. While teachers rarely write detailed activity plans, doing so as a student will help you better understand the various components necessary for a successful activity.

  All of your activity plans should be meaningfully related to your unit of study. One should be an activity plan for a center, one should be an activity plan for a small group, and one should be an activity plan for a circle.

  Please consult the “Activity Plan Form Directions” document, as well as the grading rubric, as you write your activity plan. They will be handed out in class and will include critical information on what should be included in the activity plan.

  Format: You should use the form provided on OAK and in class. On the top of the form, add your name, the type of activity, and brief activity name.

  Evaluation: Each lesson plan will be evaluated using the following criteria.

  Dimension	Points awarded	Points possible
  Learning outcomes and standards are developmentally appropriate and logically connected to the activity		2
  Student grouping is appropriate for the activity and a logical rationale is provided		1
  Appropriate teaching strategies are used and logical rationales are provided		2
  Appropriate accommodations are provided for all students who need them, and a brief description of each is provided		1
  Appropriate individual objectives are targeted in the activity with an appropriate plan for providing instruction		2
  Activity steps are described with replicable precision and include teacher and child behavior		3
  Activity is developmentally appropriate and of high quality		2
  Plan includes sufficient information about the content knowledge necessary for the activity		1
  Plan includes sufficient information about the materials necessary for the activity		1
  Activity is appropriate for a range of ability levels and/or offers opportunities for children to participate in a variety of ways, including children with disabilities		2
  Appropriate evaluation strategies are used and rationales are provided		2
  Product is free of errors in spelling, punctuation, and grammar		1
  Total		20

  Article Reviews (Individual Activity)

  Background: Several professional journals regularly publish research on instructional practices. This research has direct implications for how practice should be conducted. Competent professionals regularly read and make use of the published literature.

  Purpose: This activity gives you experience finding, reading, evaluating, and making sense of the published literature. Another purpose of this activity is to interest you in doing research on instruction.

  Procedures: For this activity, write an abstract of 2 articles for a total of 30 points. You should choose 2 of the following topics for your abstracts. The abstract must be turned in on the day the topic is addressed in class.

  • Abstract # 1: A study designed to address challenging behavior.
  • Abstract # 2: A study designed to promote social skills.
  • Abstract # 3: A study designed to promote play skills.
  • Abstract # 4: A study designed to promote literacy/math/science skills.
  1. Find an article describing a study and focusing on the above topics from the journals listed below. If you find an article in a different journal, please check with one of the course instructors before completing your review. The subjects in these articles should be with children who are five years of age or younger.
  2. Read the article.
  3. Complete the journal article summary form (see below).
  4. Write a summary of the results and implications of the study.
  5. Turn in the article when you turn in your review.
  • Early Childhood Research Quarterly
  • Early Education and Development
  • Exceptional Children
  • Exceptionality
  • Focus on Autism and Other Developmental Disorders
  • Infants and Young Children
  • Journal of Applied Behavior Analysis
  • Journal of Autism and Developmental Disorders
  • Journal of Early Intervention
  • Journal of Positive Behavior Interventions
  • Journal of Special Education
  • Topics in Early Childhood Special Education
  • NOTE: Others may be appropriate—check with the instructor.

  Product: For each abstract, the product includes the following: (a) a completed article summary form, (b) a paragraph describing the results of the study, (c) a paragraph describing the implications of the study for practice or for research, and (d) a paragraph describing the weaknesses of the study.

  Evaluation: Each abstract is worth 15 points and is evaluated on the following dimensions.

  Dimension	Number of points
  1. Abstract is of a current research article (describes a study)	1
  2. Article summary form complete and accurate	4
  3. Written summary of the results of the study	3
  4. Written summary of the implications of the study	2
  5. Written summary of the study’s weaknesses	3
  6. Mechanics	2

  Abstract Form
  Reference
  Study purpose
  Participants and setting
  Independent variable (intervention)
  Behaviors being taught (measured)
  Experimental design
  Procedures

  Add a paragraph on each of the following: (a) results, (b) implications for practice and research, and (c) weaknesses of the study.

  Teaching Project (Group Activity)

  Background: Over the last 30 years several effective teaching strategies have been developed, evaluated through research, and refined. These have become recommended practices. Competent teachers use these strategies accurately, consistently, and frequently. Defensible use of these strategies call for (a) focusing on individualized objectives matched to children’s current behavior and the demands of their environments; (b) using effective instructional practices frequently, consistently, and with high fidelity; (c) measuring children’s progress; (d) adjusting instruction as needed; and (e) communicating with others (parents, specialists, and other caregivers).

  Purpose: This activity gives you an opportunity to teach a child a social skill. This activity involves planning and implementing instruction, monitoring the child’s progress, analyzing the data, making adjustments as needed, and describing the results.

  Procedures: This assignment occurs in two phases: Preparation/planning and implementation.

  Steps for Preparation and Planning

  1. As a team, identify a child with a disability.
  2. Observe in the child’s class and interact with the child as much as possible and appropriate.
  3. Use your assessments and conversations with the child’s teacher to identify appropriate skills to teach the child.
  4. With your partner,
  1. Write an objective related to the skills to be taught.
  2. Select and describe an instructional strategy or practice for teaching the skill.
  3. Select and describe when, who, and where the instructional strategy or practice will be implemented.
  4. Select and describe a data collection system to monitor the effects of your instruction.
  5. Submit the instructional plan for review, and make any revisions required by the instructor. You cannot start implementation until you receive approval by the instructor.

  Steps for Implementation

  1. Collect at least three sessions of data BEFORE instruction begins to document the child does not yet do the behavior you are going to teach.
  2. Assuming the child cannot do the skill, conduct at least 20 instructional sessions. Each member of the team should do at least 10. If necessary, two sessions can be conducted in a day as long as there is a reasonable amount of time between sessions. If the child reaches criterion before you have completed 20 sessions, check with the instructor about next steps.
  3. Collect data on the child’s performance, graph it, and analyze it on a regular basis.
  4. When the child acquires the behavior (as defined in the criterion statement of your objective) you should write your final report. Attach your graph and all raw data collection sheets to your report.

  Evaluation: Phase I (plan) is worth 35 points. Phase 2 (implementation) is worth 35 points. The following dimensions will be used to evaluate the plan and the report.

  Dimension	Number of points
  Instructional Plan
  Identifying information about the child (child’s name, gender, date of birth, age in months, and diagnosis)	2
  Proposed Methods
  a. Objective	5
  b. Setting and context of instruction	4
  c. Describe instructional procedure including task direction, prompt sequence, controlling prompt and how you know it is controlling, consequences for each type of response	8
  d. Response definitions and measurement system	6
  e. Data sheet	3
  f. Sample graph	3
  g. Mechanics, organization and grammar	4
  Total Points for Instructional Plan	35
  Final Report
  a. Description of teaching results	10
  b. Description and rationale for modifications	8
  c. Graph	4
  d. Extent to which the child acquired the behavior in the objective	4
  e. All raw data sheets	4
  f. Mechanics, organization and grammar	5
  Total Points for Final Report	35

  Annotated Bibliography – Fellows

  Purpose: The purpose of this assignment is to provide students with the opportunity to review the research on a specific instructional procedure or approach.

  Procedures: The following steps should be used in completing this activity.

  1. Identify an instructional procedure, practice or approach (e.g., embedded instruction, individualized behavior support planning) that has been used with children with disabilities.
  2. Define the procedure and specify the inclusion criteria that will be used to identify 6-8 articles to review. All articles must be experimental studies. If you choose to use a procedure such as constant time delay, the inclusion criteria might be that the study had to include preschool children, time delay was embedded into an activity, and the children had to be children with disabilities.
  3. Complete a review of each article using the form included in the syllabus for the article reviews.
  4. Based on those 6-8 articles, write a 3-5 page summary that answers the following:
  1. What do you know about the effectiveness of the procedure?
  2. What are the practical implications of the research you reviewed?
  3. What are the implications for research?
  5. Prepare a presentation for the class:
  1. 15 minute presentation followed by questions.
  2. 6-8 slides that include an overview of the procedure, a summary of studies reviewed, and slides related to each bullet above (#4).
  3. Submit slides on Tuesday before presentation.

  The assignment is worth 60 course points and is evaluated on the following dimensions.

  Dimension	Number of points
  1. Appropriate topic	5
  2. Article reviews (using criteria for article reviews)	25
  3. Summary Paper	20
  4. Presentation	10
  Total points	60