COURSE DESCRIPTION:
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

development.
4.  Demonstrate knowledge of the diagnostic-prescriptive approach to

delivering quality physical education services.
5.  Demonstrate knowledge of basic principles and procedures for
implementing
physical activity programs for children with severe developmental

disabilities.
6.  Demonstrate knowledge of applied behavior analysis strategies to

facilitate acquisition, maintenance, and generalization of motor
skills.
7.  Demonstrate knowledge of the best practices to promote integration of

children with disabilities into regular programs.

TEXTBOOKS:
Wolery, M., Bailey, D.B., & Sugai, G.M. (1988).  Effective Teaching:

Principles and Procedures of Applied Behavior Analysis with Exceptional

Students.

Block, M. (1994).  A Teacher's Guide to Including Students with Disabilities

in Regular Physical Education.

COURSE REQUIREMENTS:

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
components:

1.  Develop a program plan including three functional, age-appropriate
skills
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
skills
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
implemented to
help the child acquire the three instructional objectives.  Specific
behavior
management procedures should be presented as part of the plan.
4.  Implement the prescriptive plan (e.g. teach) and self-evaluate the
strengths and
weaknesses of your teaching.
5.  Evaluate student progress on the three skills and determine what
instructional
decisions should be made based on the results.  This component requires
that
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

GRADING SYSTEM:
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
following scale:

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