NB Language spoken in course is Dutch unless English-speaking students participate
This course builds on the knowledge and skills acquired in the following Bachelor courses: Het Lerende Brein 1 and Het Lerende Brein 2.
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 readings about 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 literature on the skills and techniques needed to implement a problem-solving approach, with a specific focus what is known and not known about a problem-solving approach. Specific emphasis is placed analysis of the literature. Practical considerations for implementation of problem solving are covered in bachelor’s level course.
By the end of the course, students will:
- Describe what a problem-solving approach is, and describe the steps to problem solving. Describe the theoretical and conceptual differences between problem-solving and a diagnostic-prescriptive approach.
- Discuss the research related to various factors that led to the development of a problem-solving approach.
- Describe a specific problem-solving model, Response to Intervention. Discuss what is known about the effectiveness of this model. Review the current research on RIT and describe the potential advantages and disadvantages of this model.
- Demonstrate knowledge of methods needed to implement a problem-solving model.
- Demonstrate knowledge of the literature surrounding problem-solving as it applies to one academic area.
To be announced.
Mode of instruction
During this course Blackboard is used.
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.
A number of research articles will be assigned at time of class.
Please note that separate uSis registration is mandatory for lectures, seminars, exam and re-exam.
Registration for the lectures of the course is possible as of two months through one week before the first lecture at the latest;
Registration for the seminars of the course is possible as of two months through one week before the first lecture at the latest;
Registration for the exam is possible as of two months through one week before the exam at the latest;
Registration for the re-exam is possible as of two months through one week before the re-exam at the latest.
Students who don’t register cannot attend classes or take the (re)exam.
During this course professor Espin holds offices one hour immediately after classes. She can also be reached by email.