Course Syllabus

Contact Information

Dr. Mary Barczak

Assistant Professor

Department of Educational Psychology

Office Hours: TBA

Office Phone: 405-325-3574 

Email: mary.barczak@ou.edu

Live Session: Thursday 4:25-7:05 PM

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Topic: EDSP 4063 Spring 2022
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Course Details

EDSP 4063 Teaching Students with Intensive Support Needs_Syllabus 2022.docx 

For a list of course activities, scroll to the bottom of this page.

Course Prerequisites 

Prerequisites for this course include EDSP 3053 (Understanding and Accommodating Exceptional Learners), EDSP 4013 (Fundamental Academic Instructional Strategies), and EDSP 4033 (Intensifying Mathematics Interventions for Students with Disabilities). Corequisites include EDSP 4043 (Classroom Management in Special Education), EDSP 4053 (Language, Literacy, and Communication Strategies), and EDSP 4072 (Introduction to Practicum in Special Education). 

Course Materials

Required Textbooks: 

None

*All readings will be supplied via Canvas. 

Other Required Materials:

1. Device capable of high-quality video recording and means to fix device to optimal position

    (e.g., smartphone with tripod, laptop, camcorder with tripod, tablet with stand, etc.)

2. School supplies for conducting lessons (e.g., notecards, markers, highlighters)

Grades

Scale

A = 90-100%   

B = 80 – 89%   

C = 70 – 79%   

D = 60 – 69%  

F = <59%         

Course activities and grades listed for each activity

Activity	Description	Points
Quizzes	Students will take weekly quizzes that cover content from readings and lectures	130
Modules	Students will complete AFIRM modules that review implementation of evidence-based practices	20
Lesson Plans	Students will create and implement 2 lesson plans to demonstrate proficiency with planning and implementing evidence-based instruction	40
Video and Self-Evaluations	Students will record themselves implementing evidence-based instruction, evaluate their own performance, and share the recording with peers to receive feedback	60
Lesson Reflection	For each lesson plan, students will write a brief reflection on what went well with the lesson, what problems occurred, and how they might modify the lesson in the future. Reflection questions can be found on Canvas.	20
Practice Assignments	Students will independently practice implementing evidence-based practices. Students will produce a permanent product that shows their mastery of the practice.	160
Video Reports on Low-Incidence Disabilities	This is a group assignment. Students will complete two low-incident disability reports that an overview of a particular disability, discuss implications for teachers, and provide a list of resources from the community for families	30
Binder Checks	Students will organize course materials in a physical binder or online portfolio	20
SAFMEDS	Say All Fast Minute Each Day Shuffled (SAFMEDS) are a study strategy designed to help students become familiar with and fluent in  basic definitions, concepts, and/or terms, thus making learning more complex material less difficult. Students will receive credit both for graphing their progress and for master of terms/definitions/concepts.	20
	Total	500

Course Components

Quizzes

There will be weekly quizzes taken through canvas that cover content from that week’s reading and lectures. Quizzes will be taken through Canvas. Quizzes will consist of multiple choice, fill-in-the-blank, matching, true and false, and/or short answer questions.

Retake Policy: Students have the opportunity to improve quiz grades by retaking their quizzes. Each quiz will be open for retake approximately one week after the original due date. Students have as many opportunities as needed to retake quizzes between the time they are reopened and the final due date.  

Scoring Disagreements: If you believe an answer is correct and it is marked as incorrect, provide the following via email:

• • Full question, including what was marked incorrect
  • What you believe the correct answer is
  • Justification, including text reference/page number/slide where you found the correct answer

Course Binder/Portfolio

Students will be required to save all course materials and organize them into a binder or electronic portfolio. A check of the binder/portfolio will be conducted at midterms and at the end of the semester. Guidelines for organizing the binder/portfolio can be found on Canvas. 

Lesson Plans

Students will create lesson plans to implement with students with intensive support needs to demonstrate proficiency with planning and implementing evidence-based instruction. Each lesson plan will include the initial plan to submit before implementing the plan with a student with intensive support needs and a reflection submitted after the lesson is implemented. Rubrics and templates for lesson plans can be found on Canvas.

Lesson Plan 1: Teaching a Discrete Skill Using Time Delay

This lesson will focus on 10 discrete targets that the student has not yet mastered. This skill should be selected in conjunction with the student’s special education teacher. Students must choose a skill to teach from the following list unless they receive permission from the instructor to teach an alternative skill: identifying sight words, identifying letter names, identifying letter sounds, identifying numerals, identifying colors, identifying shapes, basic math facts, content vocabulary. Students will continue to deliver instruction each week until the student demonstrates mastery. Lessons should take 5-10 minutes to implement.

Lesson Plan 2: Teaching a Chained Academic Skill Using Evidence-Based Practices

This lesson will focus on a chained (multi-step) skill. The skill must be an academic skill (e.g., addition with a number line) or daily living skill (e.g., buttoning a shirt) and should be selected in conjunction with the student’s special education teacher. Students will deliver instruction each week until the student demonstrates mastery. Lessons should take about 5-10 minutes to implement.

Lesson Plan Videos and Self-Evaluations

Students will record themselves implementing evidence-based instruction with students with intensive support needs and will complete a self-evaluation of their performance using a structured implementation checklist. Students will share the video instruction with the instructor and their peers to receive constructive feedback and learn from watching their peers providing instruction. 

Lesson Plan Reflections

For each lesson plan, students will write a brief reflection on what went well with the lesson, what problems occurred, and how they might modify the lesson in the future. Reflection questions can be found on Canvas.

Data Share

Each week after the implementation of Lesson Plan 1, students will share data collected during lesson implementation with the class. Data will be shared via graphs, which will be created in class, and students will explain both the graph and whether they will continue, modify, or discontinue instruction based on the data. For each data share, the student should have a minimum of 2 new data points. 

Module Completion

Throughout the course, students will be assigned AFIRM modules that review implementation of different evidence-based practices (see schedule for individual due dates). Students must upload completion certificates for each module prior to the class for which they are assigned. (3 points per module)

Practice Assignments

Following the introduction of a new evidence-based practice, students will practice the evidence-based practice independently. Students will produce a permanent product that shows their mastery of the practice. Permanent products may include video recordings of students engaged in evidence-based practices. For practice assignments, students do not have to complete the assignment with an individual with an intensive support need. Each assignment will be accompanied by a brief reflection.

Preference Assessment Practice (Video)

Students will conduct a preference assessment (paired choice, MSW, or MSWO) and video record their implementation. Additional information is available on Canvas, and the assignment will be discussed in class.

Task Analysis Practice

Students will complete a task analysis for one of the following daily living skills: washing hands, brushing teeth, buttoning a shirt, tying a shoe, cooking a basic recipe/cooking in microwave, laundry, washing dishes/lauding a dishwasher, washing a table/counter/etc., cleaning a toilet, making the bed, using a search engine, sending an email, sending a text. Students can also choose an alternate skill with instructor approval. Additional information is available on Canvas, and the assignment will be discussed in class.

Prompting Practice 1 & 2 (Video)

Students will use record a video of themselves using time delay (video 1) and least-to-most prompting (video 2) to teach another person South American and Central American national flags. Additional information is available on Canvas, and the assignment will be discussed in class.

Video Prompting Practice (Video)

Students will create a series of videos to use for video prompting. Students can create a video for either a chained academic or daily living skill. Students must have their skill approved by the instructor. Additional information is available on Canvas, and the assignment will be discussed in class.

Visual Support Practice

Students will create a visual support for a student. Visual supports can include a visual schedule, visual task analysis, illustrated social narrative, power card, or other visual support approved by the instructor. Additional information is available on Canvas, and the assignment will be discussed in class.

Social Skills Practice

Students will plan a social skills lesson and develop lesson materials for one of the following topics: taking turns/sharing, initiating play, joining an ongoing activity, asking for help, introducing yourself/other people, giving and accepting compliments, apologizing, greeting others, calming strategies, teamwork or other topic improved by the instructor. Additional information is available on Canvas, and the assignment will be discussed in class.

Instructional Video Practice (Video)

Students will create a video that can be used to model an evidence-based practice for a paraprofessional working with students with disabilities. Evidence-based practices to use for the assignment include: reinforcement, behavior-specific praise, systematic prompting, preference assessments, task analysis, visual supports, video prompting, modeling, token economy, chaining, or other topic approved by the instructor. Additional information is available on Canvas, and the assignment will be discussed in class.

Module Completion

Throughout the course, students will be assigned AFIRM modules that review implementation of different evidence-based practices (see schedule for individual due dates). Students must upload completion certificates for each module prior to the class for which they are assigned.

Video Reports on Low-Incidence Disabilities (Midterm and Final Exam Assignment)

This is a group assignment. Students will complete two low-incidence disability reports this semester. This report consists of a video presentation that will be played for the class and a set of guided notes to accompany the video. The presentation should include (1) an overview disability (causes, characteristics, prevalence rate, etc.); (2) implications for teachers; (3) a list of resources/professional organizations that would be appropriate for other practitioners or parents and a brief description of each; and (4) the references that you used to gather information.

The purpose of this assignment is 1) to provide you with the research skills of investigating low-incidence disabilities for when these skills are needed in the future and 2) to provide you with information on some low-incidence disabilities for future use.

Videos should be 4-8 minutes in length. More information about the project is available on Canvas.

SAFMEDS

SAFMEDS is a flashcard procedure designed to help students become fluent in basic concepts and definitions. This procedure will be explained and modeled in class. Download SAFMEDS materials from Canvas and create flashcards by the second class session. Students will track their data on a data collection sheet and graph their data on an excel spreadsheet or printed graph. The data collection sheet and graph will be due to Canvas on the first day of exam week (May 10). Students will be graded on the following:

1. Five graphed data points per week (1 in class and 4 outside of class)
2. Mastery of the material (the ability to correctly name 45 terms in 60 seconds)

Course Policies

Attendance

This course is part of your professional training. As such, professional behavior is expected throughout the semester. You are expected to participate in class every session, as appropriate. A significant amount of learning takes place in the classroom through interactions between classmates; to not miss out on this opportunity, it is within your best interests to attend every class. If you need to be absent from class you should reach out to me (Dr. Barczak) as soon as possible to discuss missed content or assignments. 

There may be times during the semester that you will need to attend class via Zoom instead of in person. This is a perfectly legitimate way to attend class, and anyone who needs to attend class via Zoom can do so without asking previous instructor permission. 

ZOOM Attendance: You will need to keep your video on at all times. Please do not put a picture in your place or turn your video off for an extended period of time. A brief time (e.g., 1-2 minutes) turning off your video to move between rooms or to block visual distractions is fine.  You will be asked to mute yourself when you are not directly speaking, but your active engagement is expected. You need to treat your time online in class just as you would if you were in person on campus.

While expectations are high regarding written work and your participation during class, I am quite willing to answer any and all questions you might have about an assignment and to work with you in developing your ideas. The primary goal is that you think about the issues presented in class and leave the course with knowledge and skills you can apply in your future roles as service providers. Never hesitate to ask a question.

Grading

Grades will be posted to Canvas each week. All written work will be graded and returned within two weeks after the due date.

Make-up Work & Late Assignments 

If you must be absent for any reason, you are responsible for reaching out to the instructor to obtain information from any missed class period and find out about any missing assignments from class. If students are not able to make up an assignment from class, they may be asked to complete an alternative assignment to display mastery of the content. 

Assignments should be handed in via Canvas by the day/time they are due in the format requested.  The assignments assigned in this class are intended to evaluate your ability to apply what you learn in class to an actual academic situation. Meeting deadlines helps me to be able to respond to assignments in a timely manner. However, there are times when students are not able to meet deadlines and will need an extension for an assignment in order to do their best work. It is recommended that students ask for extensions BEFORE assignments are due, however this is not required. The following policy is applied to late work in this class:

1. Students have 48 hours after a due date to turn in an assignment.
2. If a student does not turn in an assignment within 48 hours of the due date, and they have not contacted me to ask for an extension, I will contact them with an email stating that the assignment is missing and informing them that a zero (0) will be entered into Canvas gradebook as a placeholder until the assignment is turned in. 
3. If a student has still not responded within one week of the due date, they will receive an email requiring them to attend office hours to work with me to develop a schedule for turning in the missing assignment. Both the student and I will complete a form stating the schedule for the assignment and the consequences for not meeting the schedule, which will be filed in my office.
4. If a student is late turning in a second assignment, even if they turn it in within one week of the deadline, they will also be required to schedule a meeting with me to discuss the remaining course requirements and determine a plan of action for completing future assignments on time. Both the student and I will complete a form which will be filed in my office

Incomplete Grades

Incompletes will be given at the instructor’s discretion only in serious circumstances, and not because a student could not finish the work required in this course. In general, the following guidelines will be followed (a) a passing grade must be earned at the time the request is made; (b) the student must make the request before the last day of class; and (c) the instructor and student establish a contract governing the completion of the course

Communicating with the Instructor about Assignments

Although I have designed rubrics to clarify expectations for all assignments, it is natural that students will have questions. Therefore, I have designated multiple opportunities for students to ask these kinds of questions. First, I will review the rubric(s) for any upcoming assignment(s) during class. Students are strongly encouraged to ask questions at this time. Second, students are invited to talk with me immediately before or after class. I will be present before class and after class for up to a half hour to communicate with students. Third, students are invited to come to office hours. The time of office hours will be determined during the first class meeting so that we can identify the best time without conflicts for the instructor and as many students as possible. If a student would like to meet with me, but the student has a conflict with office hours that cannot be resolved, the student may send an email to request and alternate meeting time. Finally, there are two discussion boards that students can use to ask questions about assignments. The first is the COURSE HELP BOARD. The course help board is reserved for questions about the administrative functioning of the course that may be relevant to the whole class. You can also share resources or post helpful tips or strategies. I will check the board daily to respond to your questions, but your classmates may get you an answer even faster. The second is the ASSIGNMENT FEEDBACK BOARD. The assignment feedback board is a place for you to receive feedback on assignments from me or your classmates. I will also check this board daily. 

Questions about assignment due dates and class logistics will not be answered via email. I do this for two reasons. One, the discussion boards provide a permanent product for the entire class to refer to. Two, I often get the same emails from multiple students asking the same questions. Answering the same question multiple times via email is a waste of time both for me and the students writing the emails. 

If you have specific questions about your grades, need to ask for an extension, or have a question about feedback that I provided on an assignment, you can contact me individually through OU email or Canvas messenger. Depending on the question, I may ask you to schedule a time to meet with me in person/over Zoom to discuss your question. 

Technology in Class

Students will be asked to bring laptop computers or tablets to class to share video footage of their implementation of instructional strategies with students with intensive support needs. In addition, students are encouraged to use laptops or tablets for purposes of note-taking or other class-related activities. However, once a student demonstrates that they intend to use a laptop or tablet for purposes that are unrelated to class (e.g., checking e-mail, social networking, surfing the Internet), they will lose this privilege. If students suspect they will have difficulty refraining from computer activity that is unrelated to class, they may wish to disable the wireless function on their device to diminish this temptation. With the exception of scheduled class breaks or permission of the instructor, phones should never be visible during class.

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University Academic Policies and Student Support

Course Catalog 

Search the OU Course Catalogue.

Student Handbook

Please familiarize yourself with the OU Student Handbook.

Online Library

Access digital materials and other resources at OU Libraries.

Academic Misconduct

In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Student Handbook. 

It is the responsibility of each student to be familiar with the definitions, policies, and procedures concerning academic misconduct. The Student Code is available from the Office of the Vice President for Student Affairs, and is contained in the Student's Guide to Academic Integrity.

This site also defines misconduct, provides examples of prohibited conduct, and explains the sanctions available for those found guilty of misconduct.

Plagiarism 

Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism. 

For more information about plagiarism, watch this video and then take this short course offered by University Libraries.

Reasonable Accommodation Policy

The Accessibility and Disability Resource Center is committed to supporting students with disabilities to ensure that they are able to enjoy equal access to all components of their education.  This includes your academics, housing, and community events.  If you are experiencing a disability, a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access.  Possible disabilities include, but are not limited to, learning disabilities, AD(H)D, mental health, and chronic health.  Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy.  To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (ph.) 405.325.3852, or adrc@ou.edu.

Adjustments for Pregnancy/Childbirth Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact your professor or the Disability Resource Center at 405/325-3852 as soon as possible. 

Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.

Title IX Resources  

For any concerns regarding gender-based discrimination, sexual harassment, sexual assault, dating/domestic violence, or stalking, the University offers a variety of resources. To learn more or to report an incident, please contact the Sexual Misconduct Office at 405/325-2215 (8 to 5, M-F) or smo@ou.edu. Incidents can also be reported confidentially to OU Advocates at 405/615-0013 (phones are answered 24 hours a day, 7 days a week).  Also, please be advised that a professor/GA/TA is required to report instances of sexual harassment, sexual assault, or discrimination to the Sexual Misconduct Office. Inquiries regarding non-discrimination policies can be directed to University Equal Opportunity Officer and Title IX Coordinator at 405/325-3546 or smo@ou.edu . For more information, visit http://www.ou.edu/eoo.html.

Religious Observance

It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty. [See Faculty Handbook 3.15.2]

Copyright Policy

It is illegal to download, upload, reproduce, or distribute any copyrighted material, in any form and in any fashion, without permission from the copyright holder or his/her authorized agent. The University of Oklahoma expects all members of its community to comply fully with federal copyright laws. If such laws appear to have been violated by any user, the university reserves the right (1) to terminate that user’s access to some or all of the university’s computer systems and information resources and (2) to take additional disciplinary actions as deemed necessary or appropriate. Repeat offenders will be sanctioned and their privileges terminated.

Registration and Withdrawal

If you choose to withdraw from this course, you must complete the appropriate University form and turn the form in before the deadline. If you stop attending the course and doing the coursework without doing the required paperwork, your grade will be calculated with missed homework and examination grades entered as zero. This could result in receiving a grade of F in the course. Deadlines are shown in the Academic Calendar, which is available from the Office of the Registrar.

Student Grievances

In addition to any policies outlined related to submitting an informal or formal grievance by your professor in the Course Syllabus in the online classroom, please review the Student Handbook for more information about the process of submitting a formal grievance.

Final Exam Preparation Period

Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU’s Final Exam Preparation Period policy (https://apps.hr.ou.edu/FacultyHandbook#4.10).

Emergency Protocol

During an emergency, there are official university procedures that will maximize your safety.

Severe Weather: If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather 1. LOOK for severe weather refuge location maps located inside most OU buildings near the entrances 2. SEEK refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building. 3. GO to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in an innermost room. Avoid outside doors and windows. 4. GET IN, GET DOWN, COVER UP. 5. WAIT for official notice to resume normal activities.

Link to Severe Weather Refuge Areas , Severe Weather Preparedness - Video

Armed Subject/Camus Intruder

If you receive an OU Alert to shelter-in-place due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots:

1. GET OUT: If you believe you can get out of the area WITHOUT encountering the armed individual, move quickly towards the nearest building exit, move away from the building, and call 911.
2. HIDE OUT: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room.
3. TAKE OUT: As a last resort fight to defend yourself.

For more information, visit http://www.ou.edu/emergencypreparedness.html

Shots Fired on Campus Procedure - Video

Fire Alarm/General Emergency

If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates: 1. LEAVE the building. Do not use the elevators. 2. KNOW at least two building exits 3. ASSIST those that may need help 4. PROCEED to the emergency assembly area 5 Once safely outside, NOTIFY first responders of anyone that may still be inside building due to mobility issues. 6. WAIT for official notice before attempting to re-enter the building.

OU Fire Safety on Campus

Mental Health Support Services

If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment call (405) 325-2911. For more information please visit http://www.ou.edu/ucc.

Land Acknowledgement Statement

Long before the University of Oklahoma was established, the land on which the University now resides was the traditional home of the Hasinai (Caddo Nation) and Kitikiti’sh (Wichita & Affiliated Tribes).

We acknowledge this territory once also served as a hunting ground, trade exchange point, and migration route for the Apache, Comanche, Kiowa and Osage nations. 

Today, 39 tribal nations dwell in the state of Oklahoma as a result of settler and colonial policies that were designed to assimilate Native people.

The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor, and respect the diverse Indigenous peoples connected to this land. We fully recognize, support, and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgement is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture, and history that make up our entire OU Community.