SPED 565
Behavior Management
Spring 2011
Christopher D. Jones
Phone: 395-2375
E-mail:
jonescd@longwood.edu
Office: Hull
Office Hours: Daily by Appt
Class:
Class Web Address:
http://blackboard.longwood.edu
COURSE DESCRIPTION
This course is designed to provide students with an overview of
techniques used in the management of behavior. The principles
and practices of behavior modification and applied behavior
analysis for teachers will be stressed.
(3 credits)
TEXTBOOKS
Sprick (2006) Discipline in the Secondary Classroom.
Eugene, Oregon: Pacific Northwest Publishing
Sprick, Booher, Garrison (2009). Behavioral Response to
Intervention. Eugene, Oregon: Pacific Northwest Publishing
Rhode, Jenson, Reavis (2010). The Tough Kid Book
Oregon: Pacific Northwest Publishing
COURSE OBJECTIVES
Conceptual Framework Codes
Code Meaning
V1 = Educators as Reflective Citizen Leaders
TC 1 = Planning
TC 2 = Implementation and Management of Instruction
TC 3 = Evaluation and Assessment
TC 4 = Knowledge of Subject
TC 5 = Classroom Behavior Management
TC 6 = Communication Skills
TC 7 = Professional Responsibilities
TC 8 = Technology
TC 9 = Diversity
(V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7, TC 8, TC 9)
Eugene,
Knowledge
1. Select, define, and measure appropriate behavior change
targets. (TC 1, TC 3, TC 4, TC 5, TC 6, TC 7,)
2. Correctly label research using applied behavior analysis
techniques including reversal and multiple baseline designs.
(V1, TC 3, TC 4, TC 5, TC 7)
3. Select and describe behavioral techniques for increasing
existing behaviors and for developing new behaviors. (TC 3, TC 4, TC 5,
TC 7)
4. Select and describe nonaversive behavioral techniques for
decreasing inappropriate behaviors and discuss ethical issues
arising from the use of aversive techniques. (TC 3, TC 4, TC 5, TC 7)
5. Discuss behavioral theory and its special applications in the
classroom. (V1, TC 4, TC 5, TC 6, TC 7)
6. Distinguish the difference between positive and negative
reinforcement, and punishment. (TC 4, TC 5)
7. Correctly utilize positive behavior interventions. (TC 4, TC 5)
8.
Reflect on student behavior in order to identify the
possible antecedents and consequences that serve to reinforce
the target behavior. (V1. TC 4, TC 5)
9.
Distinguish between FBA’s, BIP’s, and BCP’s (TC 4, TC 5)
10. Correctly identify the steps involved in constructing
legally correct FBA’s and BIP’s. (TC 4, TC 5)
Skills
1. Write the results from a behavior change project using
correct APA professional style. (TC 3, TC 4, TC 5, TC 6)
2. Utilize single subject design in establishing a functional
relationship between behavior(s) and treatment. (TC 3, TC 4, TC 5,
TC 6)
3. Work collaboratively with a current public school teacher
by implementing a behavior change project for a student
(TC 1, TC 3, TC 4, TC 5, TC 6, TC 7,)
4. Manipulate inappropriate variables identified by an ABC
analysis (TC 1, TC 3, TC 4, TC 5, TC 6, TC 7,)
5. Formulate positive treatment plans to address noxious
behaviors (TC 3, TC 4, TC 5)
6. Submit a final report to the cooperating teacher that
summarizes the behavior change project on the target
student (V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7)
7. Disseminate a presentation to peers based upon the target
student data (TC 6, TC 7)
8. Work collaboratively with Instructional support teams to
construct legally binding and effective FBA’s and BIP’s.
(TC 4, TC 5, TC 6)
Dispositions
1.
2.
3.
4.
5.
Demonstrate an appreciation of the importance of positive
classroom interventions (V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7 )
Demonstrate an appreciation for quantitative and
qualitative data (V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7)
Demonstrate an appreciation for evaluating both
qualitative and quantitative data in formal child
evaluation situations.( V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7)
Demonstrate a professional attitude when working with
“tough kids”( V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7)
Demonstrate a commitment to disseminating data to peers
(V1. TC 1, TC 2, TC 3, TC 4, TC 5, TC 6, TC 7)
Class Schedule
Date
Topic
1-18
1-25 FBA
Assignment/FORMS
Introductions/assignments
Concept Map of Behavior
CBM Benchmark 1
Phase I. Collecting Historical and Background Data
FBA Report page 64-65
Archival Records Review 67
Bring a copy of Interview 71
Phase II.
Determining the
Target Behavior
Phase III. Making Direct Bring Copy
Observations Bring Copy
Bring Copy
Bring copy
Phase IV.
Generating a
Hypothesis
Phase V.
Verifying the
Hypothesis
Phase VI.
Determining the Function
of the Behavior
of
of
of
of
Permission 66
Scatter Plot 72
ABC 73
PHI 74-75
FBA
CASE STUDIES
FBA in Various Settings
Review of FBA
2-1
BIP
Download
Review of FBA
Intro to BIP
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
copy of BIP forms from Blackboard
ID the function of the behavior
Select a Replacement Behavior
Design a Teaching Plan
Arrange the Environment to
Facilitate Success
Develop Consequences for Desired
and Undesired Behavior
Writing Behavioral Objectives
2-8
2-15
OVERVIEW of ABA
Download ABA notes before class
Download SSD notes before class
Data Collection Day No formal class
Behavior RTI
2-22 Behavior RTI
Chapters 1, 2, 3, 4
* Thinking big
Tough Kid
* Universal Prevention
Chapter 1 and 2
* The Framework
* Develop a Process
Tough Kid
* What does a Tough Kid look like?
* Unique Positive Procedures
3-1
Behavior RTI
* Data Driven Decisions
* The Interventionist
* Teacher Interventionist
Behavior RTI
Chapters 5 6 7,
Tough Kid
Chapter 3 4
3-8
Behavior RTI
Behavior RTI
* 25 minute planning process
* Multidisciplinary Team Approach Chapters 8 and 9
3-15 Spring Break No class
3-22 Disc in Sec. class
Disc in Sec Class
chapters 1, 3, 4



Vision
Organization
Expectations
3-29 Disc in Sec. class
Disc in Sec Class
chapters 1, 3, 4



4-5
Vision
Organization
Expectations
Discipline in the Secondary
Classroom

Rules and Consequences

Motivation

Preparation and Launch
Disc in Sec. class
Chapters 5, 6, 7, 8

Implementations
4-12
Discipline in the Secondary
Classroom

Preparation and Launch

Implementations
4-19
Make up day
4-26
Presentations
BIP/BCP due
Assignment
Behavior Intervention Case study
* B-RTI (Tier 1 - 2)
FBA
*
*
*
*
*
*
*
ARS
Interview
Perm to Observe
Scatter Plot
ABC
Post-Hoc
Flow-Chart
Percent
25
35
5
5
5
5
5
5
5
BIP/BCP


Disc in Sec. class
Chapters 7, 8
30
Behavior Plan
Behavior Intervention
(Single Subject Design)
Exam
10
20
10
100-95 = A
94- 89 = B
88- 83 = C
82- 77= D
76 or lower = F
Attendance
Students are expected to attend all class sessions.
You must notify
the instructor in advance if you must miss a class for illness, participation
in a University sponsored activity, or for a recognizable emergency. Your
absence from class must be excused by a written note from your doctor or
other appropriate person if make-up privileges are to be granted. Late work
will not be accepted without prior approval from the instructor and
reasonable justification for lateness. If you miss over 10% of the class
sessions for unexcused absences, your grade may be lowered by one letter. A
grade of F may be assigned if you miss 25% of class sessions for any
combination of excused or unexcused absences.
Honor Code
Students are expected to abide by the Longwood University Honor Policy.
All tests and assignments are to be pledged.
Disability Policy
Students requiring modifications may submit a plan from the Longwood
University Learning Center. The instructor will provide necessary
accommodations to assist students with disabilities.