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Psychology Dept | Library | Other SPCL OER

SPCL 7915 Behavioral Assessment and Intervention: CONTACT / INFO

Open Educational Resource (OER) created for Professor Elizalde-Utnick's SPCL 7915 course.


Course: SPCL 7915X
Credits: 3 + conference hours
Semester: Spring 2021 
Instructor: Graciela Elizalde-Utnick, Ph.D.
Class Time:  Section R1 (16650): Thursdays 1:00 – 3:30 p.m.
                   Section R4 (16651): Thursdays 4:30 – 7:00 p.m. 
Class will meet each week on Zoom; the link is posted on Blackboard
Blackboard Course Site: Section R1 -
                                    Section R4 -


  • Class Participation: 10%
  • Quizzes/RATs (lowest 2 dropped): 15%
  • Homework Assignments: 10%
  • My BIP: 10%
  • FBA-BIP: 30%
  • EBI Presentation: 10%
  • Final Exam: 15%

All assignments are due on the dates indicated on the course calendar. Grades on assignments will be lowered the designated number of points per day late, as measured by the beginning of the class period in which the assignment was due.

Using the "Compute Your Course Grade" spreadsheet, input your course grades in the yellow boxes. Over time, you will see how these grades add up to your total final course score.


This course will develop students’ ability to assess behavioral difficulties, analyze and organize data, and develop interventions designed to meet the referral issues while addressing the hypothesized function. Students will demonstrate the ability to make recommendations regarding student placement, grouping arrangements, and referral sources based on individual and classroom management needs. Students will demonstrate the ability to communicate assessment data in oral and written form to plan effectively in providing services. Students will demonstrate the ability to identify problem behavior and to design, implement, and evaluate behavior management plans within home and school environments. The specific learning outcomes are as follows:

  1. Demonstrate an understanding of learning theory, including classical and operant conditioning, and classroom-based and school-wide practices that promote positive behavior and learning (NASP Domains: 4, 5). Assessed: Examination
  2. Demonstrate an understanding of how behavioral assessments are used to identify behavioral difficulties and inform intervention strategies (NASP Domains: 1, 4). Assessed: Examination, My Personal BIP, and FBA-BIP
  3. Demonstrate an understanding and emerging ability to consult with teachers and parents regarding student development and intervention strategies (NASP Domains: 1, 2, 4, 5). Assessed: Examinations and FBA-BIP
  4. Demonstrate knowledge of successful behavioral interventions, including modification plans, reinforcement schedules, and interventions (NASP Domains 1, 4). Assessed: Examination, My Personal BIP, FBA-BIP, and Evidence-Based Intervention Presentation
  5. Demonstrate the ability to write formal assessment results into a professional assessment report, including presenting graphical data, defining behavioral terminology, and describing interventions, as well as using the results to create a parent resource handout with intervention strategies for use at home (NASP Domains: 1, 4, 5, 7). Assessed: FBA-BIP
  6. Demonstrate the ability to use computer spreadsheet programs and behavioral monitoring software to report assessment data and plan intervention goals (NASP Domains: 1, 9). Assessed: FBA-BIP
  7. Demonstrate knowledge of behavioral research that is required to provide evidence of successful intervention strategies (NASP Domain: 9). Assessed: FBA-BIP


Students are required to keep up-to-date on class readings and assignments, and to be active team members. If students miss a class, they miss whatever their team did. The team process is critical to learning, and the content of each session will be reflected on the final exams. Most teams, in real life and here, will forgive a single absence for which students have a really good reason, and be less forgiving of multiple or casual absences. More than one absence and/or tardiness will affect the course grade (two points per absence and one point for lateness). Attendance is taken at the beginning of class and it is expected that all students will be present at the start of class.  Brooklyn College abides to the state law regarding non-attendance because of religious beliefsIf you are unable to attend class in any occasion for religious reasons, please notify me in advance to make the necessary arrangements.


Timely submission of work is an important professional attribute. Work submitted late will be marked down accordingly at the discretion of the instructor. The only exception is when the student contacts the instructor before the assignment is due, and the instructor agrees to provide an exception to the due date based on the student’s extenuating circumstances. Assignments not submitted on the due date with no advance notice to the instructor will be penalized as specified in the assignment instructions (see individual rubrics).

Faculty Council has determined the following policy for Incomplete Grades:  A grade of Incomplete (INC) may be given at the discretion of the instructor when 1) a student has satisfactorily completed most, but not all, course requirements, and 2) a student provides to the instructor evidence documenting the extenuating circumstances that prevent the completion of course requirements by the end of the semester. Candidates receive grades of incomplete (INC) only when a situation beyond their control prevents them from completing course work.

It is important to note that grades of INC will only be given if the instructor determines the grade is appropriate given the unusual extenuating circumstances and such circumstances are documented by the student. An incomplete grade in a course that is a prerequisite for another course must be cleared before the candidate can enter the next course. Final assignments not submitted on the due date at the end of the semester are given a grade of zero.


Academic dishonesty of any type, including cheating and plagiarism, is unacceptable at Brooklyn College. Cheating is any misrepresentation in academic work. Plagiarism is the representation of another person’s work, words, or ideas as your own.  It includes submitting a paper previously written for another course. Students should consult the Brooklyn College Student Handbook for a fuller, more specific discussion of related academic integrity standards.  All students must complete the Preventing Plagiarism Training Modules. This is a Program requirement that has been implemented to educate students on plagiarism and strategies for preventing academic dishonesty, which include: following APA style; citing others’ work; using quotations when copying other authors’ exact words; and most importantly, writing papers using your own words.  Academic dishonesty is punishable by failure of the “…test, examination, term paper or other assignment on which cheating occurred” (Faculty Council, May 18, 1954). In addition, disciplinary proceedings in cases of academic dishonesty may result in penalties of admonition, warning, censure, disciplinary probation, restitution, suspension, expulsion, complaint to civil authorities, or ejection (Adopted by Policy Council, May 8, 1991). Download the CUNY Policy on Academic Integrity document from Blackboard, located in the “Syllabus”. Academic dishonesty in this course is grounds for disciplinary action which may include failure in the assignment and/or class, and dismissal from the program.