American Journal On Intellectual and Journal of Applied Behavior Analysis Developmental Disabilities Journal of Autism and Developmental Analysis of Verbal Behavior Disorders Behavior Analyst Journal of Behavior Therapy and Experimental Behavior Change Psychology Behavior Modification Journal of Behavioral Education Behavior Research and Therapy Journal of Experimental Child Psychology Behavioral Disorders Journal of Positive Behavioral Interventions Behavioral Interventions Psychology in the Schools Education and Treatment of Children Research and Practice for Persons with Education and Training in Developmental Severe Disabilities Disabilities Research in Developmental Disabilities Exceptional Children School Psychology Quarterly Focus on Autism and Other Developmental Topics in Early Childhood Special Education Disabilities Checklists & Rubrics Used to Evaluate Selected Course Assignments (Include a copy of the appropriate checklist when you turn in each assignment. Copies of these are available on the course website.) Class Participation Rubric 3 2 1 Actively and respectfully Occasionally appears to be Often seems to be distracted Listening listens to peers and distracted or disinterested in or engages in nonrelated professor; allows everyone activities when a peer or peers/professor’s comments, to contribute to discussion or occasionally dominates professor is speaking, or discussion dominates discussion Consistently arrives on-time Occasionally arrives late Frequently late to class Preparation and fully prepared; and/or at times demonstrates and/or comments/lack of comments/ questions through comments or lack of participation indicate that indicate clearly that student participation that readings readings have not been done; has done readings and were not done or only read tasks often not done or completed assigned tasks; superficially; occasionally incomplete; little evidence of appears ready and willing to does not have tasks thoughtful consideration of engage in class discussions completed; not always ready key ideas in readings and activities to engage in discussions/ activities Offers comments or asks Occasionally offers Rarely makes voluntary Quality of questions that are relevant thoughtful comment about contributions; contributions and reflect understanding of class topics or readings but comments/participation assigned text(s); responds to does not make voluntary display limited previous remarks of other contributions consistently; understanding of course students and attempts to comments/questions are not readings or peers’ previous engage them in further consistently relevant and/or comments; comments are discussion; offers thoughtful demonstrate lack of inaccurate, off topic, or insights about class topics or preparation or attention to consistently superficial readings other students comments;
American Journal On Intellectual and Developmental Disabilities Analysis of Verbal Behavior Behavior Analyst Behavior Change Behavior Modification Behavior Research and Therapy Behavioral Disorders Behavioral Interventions Education and Treatment of Children Education and Training in Developmental Disabilities Exceptional Children Focus on Autism and Other Developmental Disabilities Journal of Applied Behavior Analysis Journal of Autism and Developmental Disorders Journal of Behavior Therapy and Experimental Psychology Journal of Behavioral Education Journal of Experimental Child Psychology Journal of Positive Behavioral Interventions Psychology in the Schools Research and Practice for Persons with Severe Disabilities Research in Developmental Disabilities School Psychology Quarterly Topics in Early Childhood Special Education Checklists & Rubrics Used to Evaluate Selected Course Assignments (Include a copy of the appropriate checklist when you turn in each assignment. Copies of these are available on the course website.) Class Participation Rubric 3 2 1 Listening Actively and respectfully listens to peers and professor; allows everyone to contribute to discussion Occasionally appears to be distracted or disinterested in peers/professor’s comments, or occasionally dominates discussion Often seems to be distracted or engages in nonrelated activities when a peer or professor is speaking, or dominates discussion Preparation Consistently arrives on-time and fully prepared; comments/ questions indicate clearly that student has done readings and completed assigned tasks; appears ready and willing to engage in class discussions and activities Occasionally arrives late and/or at times demonstrates through comments or lack of participation that readings were not done or only read superficially; occasionally does not have tasks completed; not always ready to engage in discussions/ activities Frequently late to class and/or comments/lack of participation indicate that readings have not been done; tasks often not done or incomplete; little evidence of thoughtful consideration of key ideas in readings Quality of contributions Offers comments or asks questions that are relevant and reflect understanding of assigned text(s); responds to previous remarks of other students and attempts to engage them in further discussion; offers thoughtful insights about class topics or readings Occasionally offers thoughtful comment about class topics or readings but does not make voluntary contributions consistently; comments/questions are not consistently relevant and/or demonstrate lack of preparation or attention to other students comments; Rarely makes voluntary contributions; comments/participation display limited understanding of course readings or peers’ previous comments; comments are inaccurate, off topic, or consistently superficial
619Syllabus_fall_2014.docx