Education | Seminar in Interventions with Children
P692 | 5804 | Karen Gavin
Course Bulletin Description: P540 or equivalent, and consent of
instructor. Course work in counseling and/or personality theory is
recommended. The emphasis here is on behavioral intervention
techniques with children having behavioral/emotional problems, play
therapy and related techniques and on school consultation.
Detailed Course Description: The goal of this course is to prepare you
for 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 and developmental issues. 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, we will examine methods of
evaluation - how do we know the intervention works and how do we begin
to make such evaluation a routine part of intervention.
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 behavioral.
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 develop and implement intervention and treatment plans at a
child, classroom, or system 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 contributes to the strength of
Shinn, M., Walker, H. & Stoner, G. (2002). Interventions for Academic
and Behavior Problems II: Preventive and Remedial Approaches.
Bethesda: National Association of School Psychologists.
*Christenson, S. & Conoley, J. (1992). Home-School Collaboration:
Enhancing Children's Academic and Social Competence. Silver Springs:
National Association of School Psychologists.
*Rathvon, N. (1999). Effective school interventions: strategies for
enhancing academic achievement and social competence. New York:
Thomas, A. & Grimes, J. (1995). Best practices in school psychology -
III. Washington, D.C.: National Association of School Psychologists.
Watson, T. & Gresham, F. (Eds.) (1998). Handbook of Child Behavior
Therapy. New York: Plenum Press.
** Additional articles are on the Education Library's Electronic
Reserve System (Eres), accessible through the EBSCO host online
system, or disseminated in class. The articles are clearly marked on
your syllabus. If they are ERs, you will need to go to:
Education Library's web site: http://www.indiana.edu/~libeduc
COURSE COMMUNICTION AND INFORMATION DISSEMNATION
Oncourse will be used to organize, disseminate and communication in
this course. The Oncourse email system will be used for all course
related matters. The website must be accessed through the Explorer
internet service provider at http://www.oncourse.iu.edu.
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. If your items
are trivial, show little thought, or indicate that the material was
not read, no credit will be assigned for that class session. Note:
class participation also includes take home assignments and in-class
2.Moderator duty. Each student will be responsible for moderating two
topic discussions. Choose from the topics with an asterisk (See
course schedule). As the "moderator for the day", you will be
required to highlight the major ideas or concepts related to your
topic, prepare a list of questions/issues for your colleagues, and
develop activities which will enhance your colleagues' learning. You
are also responsible for selecting an additional reference. (See Class
3.Class Bibliography. Keeping up with the literature, especially
literature that may be helpful to consumers is one of the most
important tasks of a school psychologist. Thus, every week beginning
January 29, each student will find one reference that may be helpful
to your colleagues on the topic you are moderating. Empirically
supported intervention and prevention strategies in school psychology
or related disciplines are preferred. Bring one copy of the article
to class and be prepared to make a 3-5 minute presentation on the
4.In-Service Presentation. Students will be required to select an
intervention topic and be responsible for leading a 40-minute
in-service presentation on April 15 and 22. Please select a topic
that would be of interest to teachers and other educators. Possible
topics include conflict resolution, anger management, peer or group
interventions, academic strategies, early childhood or adolescent
interventions, etc. Submit presentation topics by February 25.
Instructor must approve topic.
5.In-Service Write-up: In conjunction with the in-service
presentation, each student will prepare handout to disseminate during
the in-service presentation. The handout must provide presentation
objectives, background information about the topic, outline of major
points and/or steps, and a reference list. Handout many also contain
additional supplemental information, but the required contents must be
at least two pages.
Class Participation & Knowledge of Readings 20%
Topic Moderation 20%
Class Bibliography 10%
In-Service Presentation Handout 5%
Short Essay Final 15%
SCHEDULE OF CLASSES
(This schedule is subject to change)
1/14 Course organization and requirements
Readings: Kerr & Nelson Ch. 4; Erchul & Martens Ch. 4 & 5;
1/28 Behavior Management
Problem Identification & Intervention Development
Readings: Lentz, Allen & Ehrhardt (1996); Scholass Ch 3 & 4; Shinn Ch.
2/4 Disruptive Behaviors (Aggressive) *
Readings: Shinn, Ch. 2; Kerr & Nelson, Ch. 8 (1998)
Treatment Fidelity & Generalization
Readings: Scholass 14 & 15
2/11 Attention & Concentration Problems *
Evaluating the Effects of Intervention
Readings: Shinn Ch. 33; DuPaul (1997); Gresham Ch. 6;
2/18 Anxiety-Related Disorders *
Social Skills Training *
Readings: Shinn Ch. 15 & 34; Gresham Ch. 24
2/25 Autism Workshop
Guest Speaker: Kim Davis, Indiana Resource Center for Autism
3/4 Depression *
Home School Connections/Parent Training *
Readings: Shinn, Ch. 32; Best Ch. 38; Ch. in Christenson book
3/11 Psychopharmacology *
Early Childhood Intervention *
Readings: Shinn, Ch. 17 or 18; Forness, et al,. (1999); Brown & Sawyer
3/18 Spring Break - No Class
3/25 Crisis Intervention
Prevention Programs *
Readings: Shinn, Ch. 7 and 13 or 14; Hughes (1988)
4/1 Family Therapy - Guest Discussant: Thomas Sexton, CHG
Readings: Fine (1992), Shinn Ch. 7: Shinn 13 or 14; Landruth Ch. 3
4/8 NASP conference - No Class
4/15 In-Service Presentations
4/22 In-Service Presentations
4/29 Review for final exam