University of Nebraska Kearney

Special Education Graduate Program Assessment Report 2005

Submitted Fall, 2005

1. Functional Behavioral Analysis (M/M & AP)

Methodology: 

Each student completing the Functional Behavioral Analysis (FBA) during the summer of 2005 was evaluated subjectively by the adjunct faculty in July, 2005.  Program Objective #4 was being evaluated:

(M/M) Students will demonstrate the ability to use functional behavior assessments to develop intervention plans that use effective and positive behavior management strategies.

(AP) Students will demonstrate advanced ability to use functional behavior assessments to develop intervention plans that use effective positive and negative behavior management strategies.

Students were required to complete and write up a functional behavioral analysis on an individual with inappropriate behaviors. This was a class syllabus requirement for all graduate students in the endorsement class TESE 833 Applied Behavior Analysis.

Results: 

Descriptor	Unacceptable	Acceptable	Commendable
Demonstrate ability to observe, collect data, and determine functionality on a targeted behavior.	< 80% 6	80% - 89% 7	≥ 90% 12

Conclusions: 

1. Even though this course required students to attempt several new skills (e.g., data collection on a behavior, functionality of a behavior) and was taught in a fully web-based class, a little over one fourth of the students completed it at an acceptable level and one half of all participants accomplished the task at the commendable level. 
2. One fourth of the students completed the assignment in an unacceptable manner. This is a concern that needs to be addressed.

Use of Results: 

1. This was only the second time this course has been offered. An adjunct taught the class during the summer 05 session. Due to the staffing issues in Special Education, there was not a regularly specified faculty member who would teach this class. A new faculty member in Special Education has been hired and will be the faculty assigned to teach this class in the future.
2. The secretary did not check with the faculty member who previously taught the class when she ordered the book and ordered the wrong text. The adjunct then had to adjust the course requirements so that they reflected the text more.
3. This assignment required the observation of a school age child who misbehaves in a typical classroom setting. It was difficult for the students to identify appropriate subjects to utilize for the assignment during the summer when most schools in the area are on break.
4. This course is a requirement for both the Mild/Moderate and Advanced Practitioner programs. One would expect the students in the Advanced Practitioner program to be able to complete the assignment with a higher degree of clarity and a higher level of understanding. The data has not been teased out by program (AP or M/M). When this class is offered in the future, it may be helpful to analyze the data in this manner.
5. Special focus will be made to improve communications when an adjunct faculty is used to teach a course. The grading rubric was provided but not used by the adjunct.
6. Special focus will be placed on clarifying directions so that more students have the opportunity to achieve at the Commendable level. 
7. The rubric was designed to evaluate both the Functional Behavior Analysis and the Behavior Intervention Plan assignments. The rubric needs to be better delineated to obtain evaluation data on the separate assignments.

2.   Behavior Intervention Plan (MM & AP)

Methodology: 

Each student completing the Behavior Intervention Plan (BIP) during the summer of 2005 was evaluated subjectively by the adjunct faculty in July, 2005.  Program Objective #4 was being evaluated:

(M/M) Students will demonstrate the ability to use functional behavior assessments to develop intervention plans that use effective and positive behavior management strategies.

(AP) Students will demonstrate advanced ability to use functional behavior assessments to develop intervention plans that use effective positive and negative behavior management strategies.

Students were required to use the results of the functional behavioral analysis assignment (above) to develop a behavior change plan on an individual with inappropriate behaviors. This was a class syllabus requirement for all graduate students in the endorsement class TESE 833 Applied Behavior Analysis.

Results:
 

Descriptor	Unacceptable	Acceptable	Commendable
Demonstrate ability to develop Behavior Intervention Plan that addresses a targeted behavior and changes that behavior in an acceptable manner	< 80% 3	80% - 89% 7	≥ 90% 15

Conclusions: 

1. This task required students to apply their newly acquired knowledge of functionality and their newly enhanced skills of behavior change to effectively change an inappropriate behavior of a student. This course was taught in a fully web-based class, approximately one third of the students completed it at an acceptable level and over one half of all participants accomplished the task at the commendable level. 
2. Three students completed the assignment in an unacceptable manner. Although this is a small number, it is a concern that needs to be addressed.

Use of Results: 

1. This was only the second time this course has been offered. An adjunct taught the class during the summer 05 session. Due to the staffing issues in Special Education, there was not a regularly specified faculty member who would teach this class. A new faculty member in Special Education has been hired and will be the faculty assigned to teach this class in the future.
2. The secretary did not check with the faculty member who previously taught the class when she ordered the book and ordered the wrong text. The adjunct then had to adjust the course requirements so that they reflected the text more.
3. This assignment required the observation of a school age child who misbehaves in a typical classroom setting. It was difficult for the students to identify appropriate subjects to utilize for the assignment during the summer when most schools in the area are on break.
4. This course is a requirement for both the Mild/Moderate and Advanced Practitioner programs. You would expect the students in the Advanced Practitioner program to be able to complete the assignment with a higher degree of clarity and a higher level of understanding. The data has not been teased out by program (AP or M/M). When this class is offered in the future, it may be helpful to analyze the data in this manner.
5. Special focus will be made to improve communications when an adjunct faculty is used to teach a course. The grading rubric was provided but not used by the adjunct.
6. Special focus will be placed on clarifying directions so that more students have the opportunity to achieve at the Commendable level. 
7. The rubric was designed to evaluate both the Functional Behavior Analysis and the Behavior Intervention Plan assignments. The rubric needs to be better delineated to obtain evaluation data on the separate assignments.

Alumni Survey

An Alumni Survey has been developed and will be piloted during the 05-06 school year. The survey is attached to this documentation.

Critical Friends Survey

A Critical Friends Survey has been developed and will be piloted during the 05-06 school year. The survey is attached to this documentation.