(EDS 610) Syllabus of Record: Studies in Emotional Impairment
Course Description: Studies of behavior management techniques, which are commonly used by
professionals dealing with students who have behavior/emotional problems.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and Learning
in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our interactions,
liberal education to guide our perspectives, and social responsibility to guide our commitment to
democratic education. We value these ideals in our preparation of candidates, our development
of faculty, and our relationships with the larger community we serve.
Standards and Assessments
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Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Standards for Advanced Programs Preparing Teachers: National Board for Professional
Teaching Standards (NBPTS); Council for the Social Foundations of Education (CSFE);
College of Education Research Standards.
Specialty Program Standards: Council for Exceptional Children
5. Learning Environments and Social Interactions
7. Instructional Planning
8. Assessments
9. Ethical Practice
10. Collaboration
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Course Standards: National Board for Professional Teaching
3. Teachers are Responsible for Managing Student Learning
D. Teachers Regularly Assess Student Progress
E. Teachers Are Mindful of Their Principal Objectives
4. Teachers Think Systematically About Their Practice and Learn from Experience
A. Teachers Are Continually Making Difficult Choices That Test Their Judgment
B. Teachers Seek the Advice of Others and Draw on Education Research and Scholarship to
Improve Their Practice
5. Teachers are Members of Learning Communities
A. Teachers Contribute to School Effectiveness by Collaborating with Other Professionals
B. Teachers Work Collaboratively with Parents
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Common Course Assessment: EI Behavior Change Plan
Major Topics
Classroom Management Models
Cultural and Economic Impact
Crisis Intervention
Positive-Behavior Support
Self-Management Strategies
Wrap-Around Services and Family Partnerships
Course Knowledge Base
Breen, M. J., & Fielder, C. R. (1996). Behavioral approach to assessment of youth with
emotional/behavioral disorders. Austin, TX: PRO-ED.
Brentro, L. K., & Van Bockern, S. (1990). Reclaiming youth at risk. Bloomington, IN: National
Educational Service.
Cipani, E. (1998). Classroom management for all teachers: 11 effective plans. Upper Saddle
River, NJ: Prentice Hall.
Crisis Prevention Institute, Inc. (1987). Nonviolent Crisis Intervention: Participant workbook.
Brookfield, WI: Author.
Danforth, S., & Boyle, J. R. (2000). Cases in behavior management. Upper Saddle River, NJ:
Prentice Hall.
Kerr, M. M., & Nelson, C. M. (1998). Strategies for managing behavior problems in the
classroom (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
Loeber, R., & Stoutamer-Loeber, M. (1998). Development of juvenile aggression and violence:
Some common misconceptions and controversies. American Psychologist, 53, 242-259.
Long, N. J., & Morse, W. C (1996). Conflict in the classroom: The education of at-risk and
troubled students (5th Edition). Austin TX: Pro-Ed.
Lovett, H. (1998). Learning to listen: Positive approaches and people with difficult behavior.
Baltimore: Paul H. Brookes.
Michigan Department of Education (February, 2000). Positive behavior support for ALL
Michigan students: Creating environments that assure learning. Lansing, MI: Author,
Office of Special Education and Early Intervention Services
Morgan, R. K. (1999). Case studies in child and adolescent psychopathology. Upper Saddle River
NJ: Prentice Hall.
Walker, H. M. (1997). First step to success—An early intervention program for antisocial
kindergarteners. Reston, VA: Council for Exceptional Children.
Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and
best practices. Detroit: Brooks/Cole.
Wood, M. (1986). Developmental theory in the classroom. Austin, TX: PRO-ED.
Wood, M., & Long, N. (1990). Life Space Intervention: Talking to children and youth in a crisis.
Austin, TX: Pro-Ed.