KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
DEPARTMENT OF SPECIAL EDUCATION
SPU 328 Positive Behavioral Intervention and Supports
I. Course Description:
This course will provide teacher candidates with the knowledge of alternative management techniques
appropriate for facilitating learning in classrooms, within families, and in other environments. Included
will be a study of characteristics, assessment procedures, and multidisciplinary services designed to
support the K-12 learner with special needs. 3 s.h. 3 c.h. Prerequisite: SPU 101.
II. Course Rationale:
Federal legislation has mandated that empirically validated intervention methods be implemented to
analyze and address inappropriate student behavior. Furthermore, current research recommends that
proactive behavior management techniques are utilized to increase appropriate behavior in individual
and schoolwide approaches. This course intends to train the competencies necessary to effectively
manage the classroom environment.
III. Course Objectives/ Student Learning Outcomes:
Teacher candidates will be able to:
Objectives
Standard
KU
Concept
PDE
1. Design a learning environment that is respectful of students
with disabilities.
2. Foster positive, inclusive, learning settings in cognitive,
behavior, language, physical, and social domains.
I.
III.
I.
IV.B4
3. Establish and maintain consistent standards of classroom
and individual student behavior through the use of positive
techniques and resources.
I.
II.5
IV.B6
4. Identify barriers to accessibility and acceptance of
individuals with disabilities as well as potential strategies
and skills necessary to overcome potential barriers.
5. Implement basic classroom management theories and
strategies for all students, especially students with
disabilities through a school wide methodology utilizing
tiered approaches.
6. Obtain and analyze student-specific data and implement
strategies based on behavioral data to develop interventions.
I.
IV.B8
II.5
IV.B9
I.3
IV.B10
7. Identify and monitor antecedent behavior, and consequence
events to address inappropriate behavior.
I.
IV.B11
IV.B5
CEC
INTASC
CC5S1
CC5S4
CC5S1
CC6S1
CC7S7
CC1K2
CC5K2-4
CC5S2, 5
CC5S10
GCK1-2
GC9S2
CC10S6
CC5K2
2n
3a, n, q
1e
2a
CC5S5-6
CC5S10-11
CC8S1-6
GC8S1
CC5K4
GC7S1
GC8S1
6g
7k
3k
2h
3d
7b
3d, k
7a, c, f
1a
8a-b
8. Recognize the contribution of family and students in
identifying causes and preventions of inappropriate
behaviors.
I.
IV.B12
9. Identify and explicitly teach social skills needed for all
educational settings.
I.
IV.B13
10. Identify and implement crisis prevention and intervention
techniques indicated in a student’s behavior plan.
I.
IV.B14
11. Participate and contribute in the development of positive
behavioral support plans.
I.
IV.B15
12. Develop, support and demonstrate positive, inclusive
learning environments for all students by promoting the
engagement and independence of students with disabilities
in classroom environments.
13. Adapt physical environments to provide optimal learning
opportunities for students with disabilities.
14. Identify and implement methods for ensuring individual
academic success in one-to-one, small-group, and largegroup settings.
15. Provide instruction in community-based settings to students
with disabilities.
16. Use and maintain assistive technologies that support student
participation.
I.
II.5
III.
IV.B16
I.
II.5
I.
17. Plan instruction in a variety of educational settings.
18. Teach students with disabilities to give and receive
meaningful feedback from peers and adults.
19. Use skills in problem solving and conflict resolution for
educational plans.
20. Establish consistent and appropriate classroom routines for
students with disabilities.
21. Demonstrate the ability to integrate the IEP within the
classroom routine.
22. Apply appropriate reinforcement techniques in serving
individuals with disabilities.
IV.
CC1K7
CC2K4
CC7S3
CC10S2, 4
CC5K5
CC5S2
CC6S1-2
CC1K2
GC1K2
CC5K6
CC1K2
CC5S5,10,
11
CC10K2
GC4K5
CC5S1,4,9
1k
10d, m, q
IV.B17
GC5K2
IV.B18
GC5K3
3d
7b
3b,j,o,p
I.
IV.B19
GC5S1
I.
IV.B20
GC5S2
CC7S9
I.
II.4
I.2
IV.B21
GC5S3
IV.B22
GC5S4
I.1,2
IV.B23
I.
II.5
I.
II.5
IV.B24
GC5S5
CC10S7
CC5S12
GC5S6
GC5S6
CC7S1
I.
II.5
IV.B26
IV.B25
CC5S11
GC7S1
1a, e
3h,l, q
8m, q
3d, o
7a
10b
3a-b. f, k
3n, p, q, r
7b-c
8c
4g
6i
7k
8n, r
7b-c
8c
3h,o
6q
10a-b,n,r
3d,k
2a-b, h
3a,k
7a
7b
9o
ASSESSMENT
Assessment of each teacher candidate’s level of accomplishment with reference to the course objectives
will be based upon a subset of the following:
1. Written and oral assignments that articulate understanding of terminology
relevant to the population of students with behavior disorders.
2. Create a positive learning atmosphere for students with behavior disorders.
3. Synthesize research findings regarding etiology and best teaching practices
for students with behavior disorders.
4. Modify the psychosocial and academic environment for students with
behavior disorders.
5. Create, implement, and evaluate a functional analysis of behavior.
6. Reflective journal
V. Course Outline
I.
Overview
A. Historical Perspective
B. Definition, Terminology, Legal Mandates
C. Prevalence
D. Classification, Educational Characteristics
E. Family variables
II.
Special Services
A. History and Philosophy of Human Services
B. Community-Based Services
C. Service Delivery Systems
D. Integration of Services
E. Mental Health, Social Welfare, and Legal Correctional Systems
III.
Educational Services
A. Assessment, Referrals, Intervention
B. School Placement
C. Multidisciplinary Services
D. Response to Intervention
E. Prevention of behavior problems
IV.
Applied Behavior Analysis fundamentals
A. Data collection
B. Progress monitoring
C. Behavioral objectives
D. Experimental designs
E. Functional analysis of behavior
F. Linking assessment information to specially designed instruction
V. Intervention strategies
A. Reinforcement
B. Punishment
C. Replacement behaviors
D. Differential reinforcement methods
E. Extinction
F. Social skills instruction
G. Developing and implementing individual behavior support plans
VI.
Positive supports in classroom environments
A. Generalization of behaviors
B. Adaptations in the physical and psychosocial environment
C. Conflict resolution
D. Teaching social skills
E. Creating instructional classroom rules
F. Schoolwide positive behavior support
X.
Current Educational Research Issues, Trends, Implications for the Future
A. Collaboration with school personnel
B. Conferencing with parents
C. Autistic spectrum disorder
D. Synthesizing current best practices
VII. Instructional Resources
Alberto, P.A. & Troutman, A.C. (2007). Applied Behavior Analysis for Teachers (7th ed.). Upper
Saddle River, N.J.: Prentice Hall.
Batshaw, M.L., Pellegrina, L, and Roizen, N.J. (2007). Children with disabilities.
Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle
River, N.J.: Prentice Hall.
Faltis, C. (2000). Join fostering: Teaching and learning in multilingual classrooms (3rd
Columbus, OH: Merrill.
ed.).
Heward, W.L., Heron, T.E., Neef, N.A., Peterson, S.M., Sainato, D.M., Cartledge, G., Gardner, R.,
Peterson, L.D., Hersh, S,B., & Dardig, J.C. (2005). Focus on behavior analysis in education:
Achievements, challenges, and opportunities. Upper Saddle River, N.J.: Prentice Hall.
Kauffman, J.M. & Landrum, T.J. (2009). Characteristics of emotional and behavioral disorders of
children and youth (9th ed.). Upper Saddle River, N.J.: Prentice Hall.
Page, R. M. (2000). Fostering emotional well-being in the classroom (2nd ed.). Austin, TX:
Ed.
Pro-
Pennsylvania Department of Education, Bureau of Special Education. (2001a). Evaluation Report
[(ER) format]. Retrieved April 13, 2003, from
www.pde.state.pa.us/special_edu/site
Pennsylvania Department of Education, Bureau of Special Education. (2001b).
Education Program [(IEP) format]. Retrieved April 13, 2003,
from
www.pde.state.pa.us/special_edu/site
Individualized
Polloway, E. A. (2000). Strategies for teaching learners with special needs (7th ed.).
OH: Merrill
Columbus,
Salend, S. J. (2000). Creating inclusive classrooms: Effective and reflective practices. Columbus,
OH: Merrill.
Schloss J.P. & Smith, M. (1998). Applied behavior analysis in the classroom (2nd ed.). Needham
Heights, MA.: Allyn and Bacon.
Yell, M.L., Meadows, N.B., Drasgow, E., Shriner, J.G. (2009). Evidence-based practices for educating
students with emotional and behavioral disorders. Upper Saddle River, N.J.: Prentice Hall.
Revised 6/2012