Instructor: Professor Sydney S. Zentall E-mail: zentall@purdue.edu Phone: 765 494-7347

Course Description
The characteristics of students with mild exceptionalities and their related academic and social outcomes, issues, and implications for accommodations and intervention.

Purpose/Rationale
This course encompasses Federal- and State-defined children with mild exceptionalities, to include children with (1) verbal and nonverbal learning disabilities, in such areas as reading, writing, spelling, math, (2) cognitive exceptionalities (traumatic brain injuries, intellectual disabilities, gifted and talented), (3) attentional disabilities (ADHD-Inattentive subtype), (4) externalizing behavioral disabilities (ADHD-Hyperactive/Impulsive subtype,oppositionality), (5) aggression disorders (conduct disorders and personality disorders), (6) emotional internalizing disabilites (e.g, anxiety disorders, depression, obsessive-compulsive disorder), (7) physical manifestations (e.g, Asperger and Tourette syndromes), and (8) addictions and abuse.

The learning objectives related to each of these groups of children are (1) to identify their academic, behavioral, social-emotional, cognitive, communication, and motor/physical/somatic characteristics, (2) to understand possible etiologies and outcomes, and (3) to identify implications for intervention. For one selected child, the learning objectives will be to use technology to collect, analyze, graphically summarize, and report a functional analysis and to provide implications for instructional decision-making.

Topical Outline

Evaluation

A. 50 points: a vocabulary matching test

B. 50 points: Participation in class analyses of cases, chapter questions, and crossword puzzles.

C. 250 points Student functional individual analysis to include

1. Data and data summary (due earlier than the final paper and ppt presentation to get feedback). This will include the background, log and/or table (pass or redo)
2.Secondly a 10-20 min powerpoint presentation (100 points)
3. Thirdly the APA referenced paper is due (150 points) --to include:

a. recent literature on that disability(s). At least 5 references from peer-reviewed journals must be used for your paper. If possible, use resources from within the last 10 years. No websites will be accepted as resources for this paper, although journal articles taken from web site will be, if they come from peer-reviewed jourals. Use APA style throughout this paper.
b. log of data
c. integration of the literature and the data that addresses whether this child's characteristics match the characteristics in the literature for that disability--identification criteria and the characteristics of that disability (e.g., social, behavioral, pysical, cultural, learning, language, and academic)
d. do you understand the functional nature of the child you have observed? functional analysis data summary
e. recommendations for intervention and accommodation goals and strategies

C. 150 points Final application: Case analyses based on chapers available online from: Zentall, S. S. (in press). Characteristics of students with mild exceptionalities: An active learning approach. Los Angeles: Sage.

Grading: Grades will be based on the quality of your completed work. Please feel free to come and speak with me if you have concerns about any aspect of your work for this class. The appropriate time to do this is not once all work is turned in and grades have been recorded.

Total Possible Points = 500 points
Points 90-100% = A
80-89% = B
70-79% = C

EMERGENCY STATEMENTS
In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. Here are ways to get information about changes in this course:

(1) Visit my web page: http://www.edst.purdue.edu/zentall/courses/welcome.htm
(2) my email address: zentall@purdue.edu, or
(3) my office phone: 494-7347.

POSSIBLE PANDEMIC FLU-- YOU will NOT be penalized for staying at home if you have symptoms of the flu. You may want to down load chapters early and work on the chapter questions and answers at the end of the book on your own for the time that you miss and you may want to contact a buddy in class to keep abreast to assignments and classroom interactions.

Links to Purdue pandemic information:
http://www.purdue.edu
http://news.uns.purdue.edu/fluinfo/
http://www.purdue.edu/emergency_preparedness/

ADAPTIVE PROGRAMS STATEMENT
Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. If you are eligible for academic accommodations because you have a documented disability that will impact your work in this class, please schedule an appointment with me as soon as possible to discuss your needs.

ACADEMIC DISHONESTY STATEMENT
Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations <http://www.purdue.edu/univregs/> ] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]

Rubric for Major Data-Based Paper and Powerpoint presentation for Submission to Task Stream

	Exceeds expectations	Meets expectations	Does not meet expectations
Collection of Child-Data CEC 8	Collects 2 weeks worth of critical incidents with antecedents-observable behavior, consequences, and settings/triggers defined and clearly specified.	Most critical incidents have observable behavior and antecedent and consequences clearly tied to them	Data are not observable, settings are not clearly defined, and consequences are unclear.
Table and graphs Summarizing child Data CEC 2, 3, 8	Presents the data log in a table form in the chronology of Antecedent—Behavior—Consequences—Payoffs Correctly interprets the functional nature of the majority of behavior and identifies the primary payoff(s) in percentages.	Presents the data log in a table form in the chronology of Antecedent—Behavior—Consequences—Payoffs Correctly interprets the functional nature of the about some of the behavior and identifies the primary payoff(s) but does not address the percentages.	The table and graphs are incomplete or inaccurate The interpretations fail to address the functional nature or primacy of the payoffs
Graphs the data by relevant settings CEC 7	Graphs data by 3-4 relevant antecedent setting conditions. Summarizes the contributions of each different antecedent or setting condition	Graphs data by several settings and addresses the contribution of each.	Differences in the nature of settings as controlling variables are not addressed.
Identifies goals for the teacher addressing primary payoffs (needs) of the child and goals for the child that can act as replacement behavior CEC 7, 8	Identifies two goals -- one for the teacher and one for the child with possible interventions that target the primary payoffs for the child within an intervention setting.  Citations that also support the intervention are included.	Identifies two goals -- one for the teacher and one for the child with possible interventions but the direct relationship between he intervention and the child’s payoffs are not clear. Citations are included.	Specifies behavior to reduce in the child rather than targeting payoffs or the functional nature of the behavior
Integrates Primary Bibliographic sources and Child Data Sources CEC 2, 3, 8	Uses, correctly cites, understands 5 bibliographic sources (including studies) and integrates that information from the disability literature with knowledge about the functional nature of their individual child's behavior Summarizes the overlap or differences between the individual and the literature.	Uses, correctly cites, understands several bibliographic sources and integrates that information from the disability literature with knowledge about the functional nature of their individual child's behavior. Concludes with possible diagnoses based on both the literature and child’s behavior.	Does not include relevant literature.

CEC/NCATE Knowledge and Skill Competencies

Individualized General/Independence  

		Outcome Product
Standard 1 - Foundations
	Definitions and issues related to the identification of individuals with disabilities.	Tests, Paper, Presentation
	Models and theories of deviance and behavior problems.	Tests
	Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice	Tests, Paper
Standard 2 - Development and Characteristics of Learners
	Etiology and diagnosis related to various theoretical approaches.	Tests, Paper
	Psychological and social-emotional characteristics of individuals with disabilities*.	Tests, Paper, Presentation
Standard 3 - Individual Learning Differences
	Impact of disabilities on auditory and information processing skills.	Tests
CC5K4	Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs.	Tests
GC9K1	Sources of unique services, networks, and organizations for individuals with disabilities	Paper & presentation
GC10K3	Roles of professional groups and referral agencies in identifying, assessing, and providing services to individuals with disabilities 1 / .	Paper
CC9K4	Methods to remain current regarding research-validated practice.	Paper

 

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