KEAN UNIVERSITYUNION, NEW JERSEYSpring, 2010COURSE TITLE Nature and Needs of Students with Emotional/Behavioral Disorders and Social MaladjustmentCourse Number SPED 5321Semester Hours: ThreePrerequisites: NoneLimitations on Enrollment 25Required: M.A. Special Education, High Incidence Disabilities- Concentration- Emotionally DisturbedCatalog DescriptionThe course views the interaction between the child and his environment. It also examinestheoretical explanations for the nature of emotional and behavior disabilities, taking physiological sociological, ecological and psychological bases into account. Note: In order to ensure full class participation, any student with a disabling conditionrequiring special accommodations (e.g. tape recorders, special adaptive equipment,note-taking or test taking procedures) will be strongly encouraged to contact the professor at the beginning of the course. For the student’s convenience, the professor’soffice hours, telephone number and e-mail address will be listed on the syllabus. KEAN UNIVERSITY OF NEW JERSEYUNION, NEW JERSEYCOURSE TITLENature and Needs of Students with Emotional/Behavioral Disorders and Social MaladjustmentI Course ObjectivesStudents will achieve growth toward being informed, dynamic, professionals, asevidenced by demonstration of proficiencies in knowledge and comprehension (K),dispositions/values development (D) and skill development (S).The student will:A. evaluate past and present views toward children with emotional/behavioral disorders (K, S)B. critique various definitions of emotional disturbances and social maladjustment as well as the problems with these definitions within a multicultural context (K, S)C. analyze characteristics of children with emotional/behavioral disorders (K, S)D. understand the etiology and development of psychopathology and multicultural factors connected with it (K)E. evaluate problems involved in the diagnosis and evaluation of children with emotional/behavioral disorders (S, D)F. analyze the psychopathology as a psychosocial phenomenon (S)G. perceive the relationship between legislation and implementation of programs and practices (S)H. synthesize research in the area of emotional disturbance, related to causes and needs of these individuals (S)II Course ContentA. Attitudes toward children with emotional/behavioral disorders 1. Historical review of views toward behavioral disorders 2. Current practices in treatment/education of students 3. Legislative concerns- IDEA, 2004- Reauthorization of the Federal Special Education Act 4. Multicultural factors B. Defining emotional disturbance and problems with definition 1. Factors influencing concepts of emotional behaviors a. tolerance ranges b. theoretical models c. problems with terminologyd. variance in sociological parameters of behavior 2. Examining nebulous components in various definitions C. Analysis of characteristics of emotionally disturbed students 1. Acting out behaviors (e.g. antisocial violence, aggression, passive aggressive) 2. Acting in (e.g. depression, repression, suicidal) 3. Examination of cross cultural perspectivesD. Etiology and course of emotional disturbance 1. Models that explain etiological factors a. Biophysical model 1) genetics, temperament, neurological factors 2) advantages and disadvantages of model b. Psychodynamic Model 1) life experiences contribute to the deviance 2) motivations that drive behaviors c. Behavioral Model 1) emotional behaviors are caused by learned behavior and social models 2) types of reinforcers that influence behavior d. Ecological Model 1) ecosystems interact to influence child’s behavior 2) interaction between ecosystems 2. Examination of models in practice E. Evaluation process in determination of emotional disturbance 1. Testing and need for functional measures 2. Evaluation and state mandated requirements 3. Laws and practices 4. Advantages and disadvantages of technological measures in evaluationF. Psychopathology as a psychological phenomenon 1. Society and the multicultural environment 2. Family factors that impact upon emotional disturbance 3. School influences on behavior of emotional disturbed studentG. Programs and Practices 1. School programs to address needs 2. Agencies that provide supportive services 3. Clinics to provide counseling and other supports 4. Community resources in a multicultural worldH. Research in emotional disturbance 1. Empirical research on emotionally disturbed population 2. Documentation of emotional disturbance through case studies 3. Longitudinal studies on emotionally disturbed population 4. Comparative cultural studiesIII Methods of InstructionA. Teacher presentationB. DiscussionC. Small group interactionD. Collaborative learningE. Model teachingF. Assigned readingsG. ObservationsIV Methods of EvaluationA. Written examination (K,S,D)B. Class participation (K, S, D)C. Written papers (K, S, D)D. Group Projects (K, S, D).V Suggested Text:Weber, J., & Plotts, C. (2008). Emotional & behavioral disorders: Theory and practice. (5th ed). Columbus, OH: Merrill. BIBLIOGRAPHYBambara, L.M., & Kern, L. (2005). Individualized supports for students with problem behaviors: Designing positive behavior plans. New York: Guilford. Beck, A.T., & Emery, G. ( 2007). Anxiety disorders and phobias: A cognitive perspective. NY: Springer.Brown Easton, L. (2008). Engaging the disengaged: How schools can help struggling students succeed., Thousand Oaks, CA: Corwin Press. Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment. New York: Guilford. Conroy, M.A., Sutherland, K.S., Snyder, A.L., & Marsh, S. (2008). Classwide interventions: Effective instruction makes a difference. Teaching Exceptional Children, 40(6), 24-31. Cornwall, J., & Walter, C. (2006). Therapeutic education: Working alongside troubled and troublesome children. Clifton, NJ: Routledge. Coyne, M.D., Simonsen, B., & Faggella-Luby, M. (2008). Cooperating initiatives: Supporting behavior and academic improvement through a systems approach, Teaching Exceptional Children, 40(6), 54-62. Curwin, R.L., Mendler, A.N., & Mendler, B.D. (2008). Discipline with dignity: New challenges, new solutions.