Psych 720.01 (queens college) developmental disability 1 [2012 fall term ]


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Psych 720.01 (queens college) developmental disability 1 [2012 fall term ]

  1. 1. Fall 2012 Course Syllabus Psychology 720.01 Fall 2012 Course: Developmental Disabilities 1 Instructor: Patricia D’Ateno, Ph.D., BCBA-D Class Meets: Thursday 4:30-6:20 Razran 208 Phone: 997-3200 (Psychology Office) E-mail: Office Hours: After class and by appointment Office Location: Razran 238 Course Description: This course is an overview of the field of intellectual and developmental disabilities. The content includes readings, lecture, and discussion on the history of the field, the concepts of intelligence and adaptive behavior, classification systems, litigation on behalf of people with developmental disabilities, etiology, service-delivery systems and the special case of autism. Additionally, course content will include a review of early intervention programs and research, school-age education and research, as well as adult issues. Readings will include behavioral assessment and intervention strategies for people with developmental disabilities. Learning Goals: Students will demonstrate an understanding of:  Issues related to the construct of developmental disabilities (e.g., intelligence testing, adaptive behavior assessments, social and cultural biases.)  History and influence of public policy on treatment of persons with developmental disabilities.  Early intervention service delivery, research, policy, and trends in treatment models.  School-age service delivery, instructional models/trends, social and academic skill interventions, and research issues.  Transition to the adult world, quality of life issues, personal liberty/choice issues, housing/living arrangements, employment, social relationships, and service delivery issues. Students will demonstrate understanding in written format through:  Essay examinations Students will demonstrate the ability to orally convey their understanding of these concepts through:  In-class discussions and responses to questions posed during those discussions.
  2. 2. Fall 2012 Required Text: Odom, S. L., Horner, R. H., Snell, M. E., & Blacher, J. (Eds.). (2009). Handbook of developmental disabilities. NY, NY: The Guilford Press. [ISBN: 978-1-60623-248-4] Additional Required Readings: There will be additional assigned readings that can, in some cases, be accessed through Internet library resources. Additionally, some freely available readings will be available on Blackboard Examinations & Participation Requirements: 1. There will be two, take-home examinations. Examinations must be written using APA stylistic conventions (e.g., double-spaced, 12-point Times New Roman font, one inch margins, etc.). A hard copy of the examination must be delivered to your instructor by the listed deadline. Additionally, an electronic version must also be submitted. All examinations will be checked for plagiarism using a program such as Safe-Assign. 2. A portion of your grade will be based on class participation/responding to questions. In addition to the required amount of participation, extra credit points may be earned for additional participation in class discussions. Academic Dishonesty: Plagiarism and cheating are both forms of academic dishonesty. Plagiarism includes plagiarizing published material as well as plagiarizing the work of your fellow students. The consequence for academic dishonesty may range from a reduced grade on the writing assignment/exam, to a failing grade (F) on either the written assignment or for the course. Instances of academic dishonesty will be reported to the Office of the Vice President for Student Affairs. To access more information on the Student Disciplinary Process please see: Attendance: As this course will be conducted in a discussion-type format, it is important that all students attend and come to class prepared to discuss the assigned topic. Additionally, one component of your final grade is participation in class discussions and you must be present to participate. Extra-Credit: There will be extra-credit points available for class participation beyond the required amount. There are no other opportunities for earning extra-credit points. So, please come to class prepared, and participate in our discussions. Not only will the course be more enjoyable, and informative for all, but you will earn extra-credit points. ADA Statement: Students who need academic accommodations should register with the Special Services Office. The Special Services Office is located in Frese Hall Room 111 (phone: 718 997- 5870). Please provide your instructor with the necessary information about testing accommodations in a timely manner. The Special Services Office website can be found at:, or email questions to
  3. 3. Fall 2012 Grading: Students’ final grades will be comprised of the following components: Examinations: 100 points each Class Participation: 20 points Final Grades: Number of Points Earned / 220 * 100 = % in Class Grade % A+ 97-100 A 93-96 A- 90-92 B+ 87-89 B 83-86 B- 80-82 C+ 77-79 C 73-76 C- 70-72 F 0-69
  4. 4. Fall 2012 Class Topic Assignment 8/30/12 Introduction & Syllabus 9/6/12 The construct of developmental disabilities Public Policy Chapters 1 & 2 9/13/12 Disability Research Methodology Influence of race and culture on diagnosis/treatment of developmental disabilities Chapters 3 & 4 9/20/12 Intellectual Disability Personal Liberties Bannerman, D. J., Sheldon, J. A., Shua, N., & Harchik, A., E. (1990). Schalock, R. L., et al. (2007). 9/27/12 Early Intervention:  Infants and toddlers  Preschoolers Chapters 8 & 9 10/4/12 Early Intervention:  Autism Spectrum Disorder  Communication Interventions Chapters 10 & 11 10/11/12 Early Intensive Behavioral Intervention Comparison of Applied Verbal Behavior and Naturalistic Teaching Approaches Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). LeBlanc, L. A., Esch, J., Sidener, T. M., & Firth, A., M. (2006). 10/18/12 School-Age Intervention:  Instruction  Inclusion Mid-Term Exam Due Chapters 12 & 13 10/25/12 School-Age Intervention:  Academic Skills  Social Interventions Chapters 14 & 15 11/1/12 11/8/12 Adult Issues:  Transition & Quality of Life  Employment Chapters 18 & 19
  5. 5. Fall 2012 11/15/12 Adult Issues:  Living with Support in Community  Independent Living Chapters 20 & 21 11/22/12 No Class 11/29/12 Adult Issues:  Social Relationships Chapter 22 12/6/12 12/20/12 FINAL EXAMINATION 4:00 – 6:00 Final exam must be turned in by 5:30 References Bannerman, D. J., Sheldon, J. A., Shua, N., & Harchik, A., E. (1990). Balancing the right to habilitation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis (1), 79-89. Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-Analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child & Adolescent Psychology, 38 (3), 439-450. LeBlanc, L. A., Esch, J., Sidener, T. M., & Firth, A., M. (2006). Behavioral language interventions for children with autism: Comparing applied verbal behavior and naturalistic teaching approaches. The Analysis of Verbal Behavior, 22, 49-60. Schalock, R. L., Luckasson, R.A., Shogren, K. A., Borthwick-Duffy, S., Bradley, V., Buntinx, D. L., Craig, E. M., Gomez, S. C., Lachapelle, Y., Reeve, A., Snell, M. E., Spreat, S., Tasse, M. J., Thompson, J. R., Verdugo, M. A., Wehmeyer, M. L., & Yeager, M. H. (2007). The renaming of mental retardation: Understanding the change of the term to intellectual disability. Intellectual and Developmental Disabilities, 45 (2), 116-124.
  6. 6. Fall 2012