NB Language spoken in course is Dutch unless English-speaking students participate
Admission requirements
N.a.
Description
This course is designed to help students develop the knowledge and skills necessary to use data to build effective educational and behavioral programs for students with learning and behavioral difficulties. The course begins with a description of what a problem-solving approach to learning and behavior is, and then explores factors that led to the development of the problem-solving approach. A specific problem-solving model is described, Response to Intervention. The emphasis of the course then turns to development of the skills and techniques needed to implement a problem-solving approach, with a specific focus on the collection and interpretation of data to evaluate the effects of problems-solving efforts. Specific emphasis is placed on problem identification and definition, and evaluation of the effectiveness of interventions. Development of interventions is emphasized in a subsequent course.
Course objectives
By the end of the course, students will:
Describe what a problem-solving approach is, and describe the steps to problem solving.
Discuss factors leading to the development of a problem-solving approach.
Describe a specific problem-solving model, Response to Intervention.
Demonstrate mastery of skills necessary to implement a problem-solving model.
Implement the steps to a problem-solving approach for one student, including problem identification and definition, formulation of an intervention plan, and development of measurement procedures to evaluate the effectiveness of that plan.
Prepare a case report and present it in class.
Achievement levels:
1. Vakinhoud
1.1 De bachelor heeft kennis van en inzicht in fundamentele begrippen en theorieën uit de pedagogische en aangrenzende wetenschappen.
1.3 De bachelor heeft kennis van modellen van diagnostiek, assessment en behandeling en interventie.
Academische Vaardigheden
3.1 Het verzamelen van wetenschappelijke literatuur, kritisch bezien ervan, vaststellen van de relevantie en samenvatten van de kern.
3.2 Het wetenschappelijk en ethisch kunnen analyseren en beschrijven van praktische en theoretische pedagogische vraagstukken.
3.4 Correct schriftelijk rapporteren over pedagogische vraagstukken, zowel in een academische als in een andere professionele context.
3.5 Correct mondeling rapporteren over pedagogische vraagstukken, zowel in een academische als in een andere professionele context.Professioneel Gedrag
4.1 Kan wetenschappelijke kennis en inzichten toepassen op opvoedings- en onderwijsvraagstukken.
4.3 Is in staat om het eigen leerproces te sturen.
4.4 Kan reflecteren op ethisch verantwoord wetenschappelijk en pedagogisch handelen van zichzelf en anderen.
4.5 Toont in de samenwerking met anderen (respondenten, collega’s, cliënten) verantwoordelijkheid, betrouwbaarheid, respect en communicatieve vaardigheid.
4.6 Kan anderen feedback geven en omgaan met feedback van anderen.
Timetable
Mode of instruction
Lectures.
Assessment method
Exam
Project
Blackboard
Blackboard will be used.
Reading list
Brown-Chidsey, R. (2007). Assessment for intervention: A problem-solving approach. New York: Guilford.
Hosp, M.K., Hosp, J.L., & Howell, K.W. (2007). The ABCs of CBM: A practical guide to Curriculum-Based Measurement. New York: Guilford.
Several articles will be assigned at time of class.
Registration
Please note that separate uSis registration is mandatory for lectures, seminars, exams and re-exams. Student who do not register, cannot attend courses or take exams.
Courses
Registration for the lectures of the course is possible as of 100 calendar days through 10 calender days before the first lecture at the latest;
Registration for the seminars of the course is possible as of 100 calendar days through 10 calendar days before the first seminar at the latest.
Exams
Student must register for each exam through uSis. This is only possible until 10 calendar days before the exam. More information on exam registration
Contact information
During this course professor Espin holds offices one hour immediately after classes. She can also be reached by email.