Education | Seminar in Interventions with Children
P692 | 5532 | Dr. Karen Gavin
Watson, T. & Gresham, F. (Eds.) (1998). Handbook of Child Behavior
Therapy. New York: Plenum Press.
Rathvon, N. (1999). Effective school interventions: strategies for
enhancing academic achievement and social competence. New York:
The goal of this course is to prepare you to step into the role of
school psychologist as an intervention and systems change agent for
children and youth who are experiencing difficulties in learning or
behavior. Toward that end, we will work to gain an understanding and
practical knowledge of a variety of interventions for social,
emotional, developmental, and academic deficits. At the same time, we
will seek to improve our understanding of forces that may facilitate
or hinder implementation of interventions with children through
discussion and practice. Finally, an important focus of the course
will be on evaluation – how do we know the intervention works and how
do we begin to make such evaluation a routine part of intervention.
Complete assigned readings and be prepared to discuss each section.
Please remember that this is a seminar, which by definition cannot
work unless all participants are actively involved in exploring the
1. To learn components of an alternate role for the school
psychologist and other intervention specialists, including
intervention, consultation, and systems change.
2. To learn a variety of intervention techniques for children's
specific social, emotional, or academic problems.
3. To learn to use a problem-solving model of consultation to
identify problems, brainstorm and implement alternative solutions, and
to identify when that model is most likely to be effective or not.
4. To learn to develop and implement intervention and treatment plans
at a child, classroom, or systems level and to learn strategies to
overcome obstacles within that context.
5. To understand important factors, such as social validity,
treatment integrity, and generalization, that contribute to the
strength of treatment.
1. Class Participation: Complete assigned reading and be prepared to
discuss each section. Please remember that this is a seminar, which be
definition cannot work unless all participants are actively in
exploring the knowledge base. Keeping up with reading assignments is
important! I will expect each student to have written out beforehand,
a set of issues and questions concerning each reading. Each of these
discussion points will be turned in to me and be worth 1 point per
week. You can obtain a maximum of 8 points. However, if the item is
trivial or shows little thought, or indicates that the material has
not been read, no point will be awarded. Note: class participation
also includes take home assignments.
2. Moderator duty. Each student will be responsible for moderating
for half of a class session. This will involve choosing one chapter in
the Watson & Gresham text and highlighting the relevant points. Each
student will find two references that may be helpful to your
colleagues, teachers or parents on your chapter topic. For your
particular topic, you will prepare a list of questions/issues to be
handed out in class, and will act as the "moderator for the day". In
order to allow a sufficient amount of time to read your articles, you
are required to submit your articles one week before your scheduled
moderation date. Copies of the articles will be placed in the clinic
3. In-Service Presentation: Students will be required to select an
intervention topic and be responsible for leading a 30-minute
in-service on April 10, 17, and 24. Due to the number of people in
this course, it is crucial that your presentation is only 30 minutes.
See attached description for in-service requirements.
4. In-Service Write-up: In conjunction with the in-service
presentation, each student will prepare an outline on their topic for
an in-service presentation, according to a pre-arranged format that
specifies targt audience, length of presentation, content, objectives,
and a description of activities that will maintain the interest level
of your audience. This will be turned in the same day as your class
in-service presentation. Please submit your in-service topic by
Class Participation 25%
Topic Review 25%
In-Service & Write-up: 30%
SCHEDULE OF CLASSES
(This schedule is subject to change)
1/9 Course organization and requirements
What you want from this course?
Behavior Theory review
1/16 Behavioral Consultation: Theory & Practice
Functional Behavioral Assessment
Cognitive Behavioral Theory
1/23 Ecological/Ecobehavioral Approach
Evaluating the Effects of Intervention
1/30 Elimination Disorders
Injury Prevention and Parent Involvement
2/6 Chronic Illness
2/20 Antisocial Behavior
2/27 Social Skills Training
Preventing Academic Skills Deficits
3/6 Anxiety-Related Disorders
3/13 Spring Break
3/20 Crisis Intervention & Counseling
Guest Speaker: Don Zimmerman
Marion County Crisis Team
(Class session will take place at IUPUI in Indianapolis.)
3/27 Play Therapy
Guest Speaker: Tom Huberty
4/3 Home School Connections/Parent Training
4/10 In-service Presentations
4/17 In-service Presentations
4/24 In-service Presentation/ Wrap-up
Each member of the class is responsible for leading the class on a
topic of your choice related to interventions for children and youth.
You should view this time as an in-service you are presenting to peers
or paper presentation to a professional group. You may want to stick
to a relatively standard in-service format, beginning with a
presentation, and then moving to an activity. Whatever format you
choose, your presentation should meet the criteria for an effective
in-service. That is, it should be both informative and interesting.
Keep your audience in mind when you are developing your presentation.
Feel free to consult with individuals at your practicum site about the
topics and content of interest to them.
There are four main areas that should be covered for each topic:
1. What is the basic knowledge in this area? Define what it is you
will be discussing and provide a review of relevant theory and/or
knowledge base of the field.
2. What are recent advances or critical issues? What are the most
recent developments in this field, in terms of new findings, or
questions that are currently being raised about the approach?
3. Issues in implementation. What are the interventions recommended
in the literature in this area and area they realistic for teacher
and/or parents. If not, how could the approaches be adapted?
4. intervention? Are these results similar or different from what
others have found? Would you consider the program a success please
analyze both your consultation and the intervention itself. Were
there factors in the classroom, school, or home environment. Complete
evaluation forms that will factor into the overall evaluation.