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Behavioral Analysis and Control Strategies
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:27.06.2024 10:08:58
| Study Course Information | |||||||||
| Course Code: | LSPA_152 | LQF level: | Level 5 | ||||||
| Credit Points: | 2.67 | ECTS: | 4.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Sports Trainer; Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Inta Bula-Biteniece | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Latvian Academy of Sport Education (LASE) | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | LSPA, Brīvības gatve 333, Riga, LV-1006 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 15 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 30 | ||||
| Classes (count) | 9 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 18 | ||||
| Total Contact Hours | 48 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Study courses mastered: Teacher’s Professional Skills, Teaching and Learning in the Context of Diversity, Educational Psychology for Teachers, Management of Educational Institution, Civil Protection, State Security and Environmental Protection for Sustainable Development, Human Anatomy and Dynamic Anatomy, Pedagogical Foundations in Adapted Physical Activities, Student-Centred Approach in Adapted Physical Activities, Assessment Methods in Adapted Physical Activities, Content of Adapted Physical Activity Programmes, Principles of Ergonomics and Safety in Sport Classes, Functional Limitations and Physical Exercise, General and Physical Activity Biochemistry, General and Age-Specific Physiology and/or Adapted Physical Activities for Students with Mental Development Disorders, APA for Students with Sensory Development Disorders, APA for Students with Behavioural, Learning Disorders and Autism. | ||||||||
| Objective: | To provide knowledge about ABC (Antecedent-Behaviour-Consequence) of manifestations of behaviour. To teach to ensure positive behaviour management strategies that inhibit/prevent adverse manifestations of behaviour. To teach proactive behaviour strategies. To provide knowledge about the use of aids, support in a practical school environment in a sports and health class. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | ABC (Antecedent-Behaviour-Consequence) of manifestations of behaviour. | Lectures | 5.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 2 | Positive behaviour management strategies that inhibit/prevent adverse manifestations of behaviour. | Classes | 5.00 | auditorium | |||||
| 3 | Proactive behaviour strategies. | Lectures | 5.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 4 | Use of aids, support in a practical school environment in a sports and health class. | Lectures | 5.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| Assessment | |||||||||
| Unaided Work: | To prepare for seminars and test work on topics: 1. ABC (Antecedent-Behaviour-Consequence) of manifestations of behaviour. 2. Positive behaviour management strategies that inhibit/prevent adverse manifestations of behaviour. 3. Proactive behaviour strategies. Independent performance of practical work: 1. Use of aids and support in a practical school environment in a sports and health class. To prepare for the examination. | ||||||||
| Assessment Criteria: | Knowledge and skills of students are assessed in three test works: 2. ABC (Antecedent-Behaviour-Consequence) of manifestations of behaviour. 3. Positive behaviour management strategies that inhibit/prevent adverse manifestations of behaviour. 4. Proactive behaviour strategies. Skills and competences of students are assessed in one practical work: 1. Use of aids and support in a practical school environment in a sports and health class. Students master skills: to prepare a theoretical justification of practical work, to measure individually and collectively objective signs of functional limitations relating to behaviour analysis and control strategies. At the end of the study course, a differentiated assessment is provided based on the sum of points obtained without an additional examination. To get a positive assessment for the study course, the total points should sum up to at least 4. Summative assessment of knowledge and competences in test works. All written test works must be passed. If a student is absent or does not pass a test work, the test work must be retaken and passed. For a student to have a successful final assessment, he/she must have successfully written all four of the intended test works. In practical works, students should fill the measurement protocol individually. Conclusions should be drawn on compliance of the results obtained with the standard, and they should be interpreted. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 2. To demonstrate comprehensive and sport-specific knowledge of ABC (Antecedent-Behaviour-Consequence) of manifestations of behaviour. 3. Positive behaviour management strategies that inhibit/prevent adverse manifestations of behaviour, about proactive behavioural strategies. | ||||||||
| Skills: | 4. To use practically the principles of behaviour management in a practical school environment in a sports and health class. 5. To take responsibility and initiative through study and practical work, individually or in a team. 6. To assess the parameters contributing to positive behaviour and the order in which they are applied. | ||||||||
| Competencies: | 7. To use behaviour management methods according to the chronological age of students with SENs, to choose individually appropriate behaviour control methods. 8. Demonstrates skills for the provision of partial physical instructions, the provision of full physical/manual instructions, the use of pair assistants’ instructions, methods of cooperation in a sports and health class. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Sherrill, C. (2004). Adapted physical activity, recreation, and sport. 6th ed. New York: McGraw Hill. | ||||||||
| 2 | Winnick, J. P. & Porretta, D. (Eds.). (2017). Adapted physical education and sport. 6th ed. Champaign, IL: Human Kinetics. | ||||||||
| 3 | Block, M. E. (2016). Including students with disabilities in physical education. New York: McGraw Hill. | ||||||||
| Additional Reading | |||||||||
| 1 | Lavay, B.B., & French, R. (2015). Positive Behavior Management in Physical Activity Setting. Human Kinetics Publishers. 3rd ed. | ||||||||
