Health, Physical Education And Recreation | Movement Performance of the Exceptional Child (3 cr)
K551 | 6516 | Staff
A graduate course designed to provide students with a thorough understanding
of the factors that contribute to the motor behavior characteristics of
children with developmental disabilities. The emphasis will be placed on
developmental and empirical literature to derive instructional models for
this population. Application of this knowledge to planning, assessing,
prescribing, and evaluating physical activity programs will be made.
Instructional strategies related to applied behavior analysis will be
presented for educating young children with development disabilities.
GENERAL COURSE OBJECTIVES
1. Demonstrate knowledge of basic theories of development.
2. Demonstrate knowledge of the motor behavior characteristics associated
with developmental disabilities.
3. Demonstrate knowledge of factors that contribute to atypical motor
4. Demonstrate knowledge of the diagnostic-prescriptive approach to
delivering quality physical education services.
5. Demonstrate knowledge of basic principles and procedures for
physical activity programs for children with severe developmental
6. Demonstrate knowledge of applied behavior analysis strategies to
facilitate acquisition, maintenance, and generalization of motor
7. Demonstrate knowledge of the best practices to promote integration of
children with disabilities into regular programs.
Wolery, M., Bailey, D.B., & Sugai, G.M. (1988). Effective Teaching:
Principles and Procedures of Applied Behavior Analysis with Exceptional
Block, M. (1994). A Teacher's Guide to Including Students with Disabilities
in Regular Physical Education.
1. Exam I (35%)
2. Exam II (25%)
3. Term Project (30%)
4. Class Participation (10%)
TERM PROJECT (Due December 1)
Students will develop, implement, and evaluate a motor skill development
program employing the Achievement-Based Curriculum (ABC) model with students
with a disability. The project will require completion of the following 5
1. Develop a program plan including three functional, age-appropriate
for at least one student. As part of this component, students should
present a rationale for why a specific skill was chosen as functional.
2. Complete an assessment of current level of performance on the three
for one student and write a statement of current level of performance.
3. Develop a prescriptive plan including three instructional objectives for
one student. The plan should include a minimum of three lesson plans
detailing the specific activities, drills, and games that will be
help the child acquire the three instructional objectives. Specific
management procedures should be presented as part of the plan.
4. Implement the prescriptive plan (e.g. teach) and self-evaluate the
weaknesses of your teaching.
5. Evaluate student progress on the three skills and determine what
decisions should be made based on the results. This component requires
the current level of performance of the three skills be updated.
Projects will be graded on the following 100 point system:
Planning 20 pts
Assessment 25 pts
Prescription 25 pts
Teaching 10 pts
Evaluation 20 pts
Final grades will be based on the total accumulated points, out of 100,
based on the individual weight of each assignment and calculated on the
A 94 - 100 B- 79 - 81.5
A- 90 - 93.5 C+ 76 - 78.5
B+ 86 - 89.5 C 72 - 75.5
B 82 - 85.5