Understanding and
Managing Children’s
Behavior
ED 408a
Dr. Susan Gately
sgately@rivier.edu
603-897- 8578
Fall, 2005
Course Overview
Theoretical and practical
applications for establishing
behavioral
standards,
designing
learning
environments,
managing
behavior problems, planning
for individual learning styles,
and guiding behavior in the
classroom are explored.
Behavioral, cognitive, and
affective interventions are
examined and compared
through
the
Positive
Behavioral Supports and
Interventions model (PBIS).
Social
skills, problem
solving, conflict resolution
and
moral
education
curricula are presented.
Implications
and
applications for working with
students
from
diverse
multicultural
backgrounds
are discussed. Technology
as it applies to behavior
management is highlighted.
This is a writing intensive
course.
Course Objectives
Students
will
acquire
knowledge of....
...characteristics of
populations
of
students at risk for
disruptive behavior;
...contributions
of
environment
that
contribute
to
management
problems;
...components of a
positive classroom
environment;
...supportive
classroom
and
school-wide
discipline systems,
including PBIS;
...basic principles of
reinforcement;
...basic principles of
functional
behavioral
assessment;
...methods
for
increasing
and
decreasing
desired/undesired
behaviors;
...basic
psychodynamic
behavioral
techniques;
…
basic
self
management,
generalization
techniques and;
… components of
social
skills,
problem
solving,
character education
curriculums
Students
will
acquire
skills of...
...structuring
the
classroom
environment;
...organizing
the
physical space of
the classroom to
support a positive
classroom climate;
...congruent
communication;
...active listening;
...developing guided
discovery lessons;
...positive
limit
setting;
...systematic
and
nonsystematic
classroom
and
individual
observation
techniques
and
displaying
these
with
graphic
software;
...writing
target
objectives
in
observable
and
measurable terms;
...developing
reinforcement
menus
and
reinforcement
schedules;
...developing
an
individual
or
classroom
group
preventive
and
supportive behavior
management plans;
...utilizing
Boardmaker
software
and
graphing software;
… accessing and
using
behavior
management
websites
… using Power
Point to create an
electronic portfolio
… writing effective
lessons,
activity
plans,
philosophy
statement
Required Texts
Aaron, Jane E. (2005) LB
Brief. 2nd ed. NY: Pearson.
Charney, Ruth S. (2002).
Teaching Children to
Care, Greenfield, MA:
Northeast Foundation
for Children.
Rhodes, G., Jenson, W.R.,
Reavis, H.K., (1998).
The Tough Kid Book,
Longmont, CO: Sopris
West Co.
Jones, F. The “Fredism
Planner.
http://www.fredjones.co
m/booksvideo/EffectiveTeaching-Planner.html
Standards Associated with ED 408:
Understanding and Managing Children’s Behavior
1. The ability to base professional practice on an understanding of federal and state law and
local policies that pertain to individuals with disabilities; (see class Oct. 11)
2. The ability to recognize the importance of families in children’s lives, to recognize cultural
diversity, to respect cultural diversity, and to work in partnership with families to promote
their full participation in the educational process; (see requirement 3d; class Oct. 11)
3. Understand how significant variations in development, including, but not limited to,
variations in physical, sensory, language, cognitive, and emotional development,
educational disabilities, and social and cultural contexts impact learning; (see
requirement 3a)
4. The ability to, in collaboration with families, identify resources and supports as necessary
to assist children’s participation in inclusive home, school, and community activities; (see
class Oct.11; Oct 25)
5. Competency in collaboration, advocacy, coordination of family and school educational
efforts, and case management; (see class Oct 11)
7. The ability to administer, as a member of the educational team, appropriate assessments
to:
a. Develop the Individualized Educational Plan/Individualized Family Support Plan
b. Plan instruction;
c. Evaluate progress;
d. Review and revise programs; and
e. Communicate educational results to others; (see assignment 4)
8. The ability, as a member of the educational team, to:
a. Develop the Individualized Educational Plan/Individualized Family Support Plan;
and
b. Identify, design, and promote individualized supports, strategies,
accommodations, and modifications that meet children’s educational needs; (see
assignment 4a; 4b; 4c)
10. The ability to identify and use appropriate instructional methods, curriculum and
technologies that support children’s: (see assignment 4a; 4b; 4c)
a. Interactions with peers, adults, and their environment; (see assignment 1)
b. Demonstration of learning;
11. An understanding of the complex nature of children’s behavior and ability to:
a. Create a positive learning environment; (see assignment 1)
b. Establish supportive relationships with children; and (see assignment 1)
c. Design, implement, evaluate a variety of strategies, including positive behavioral
supports and interventions; (see assignment 4)
12. The ability, in collaboration with others, to facilitate the development of skills that
enhance social interactions between children and adults, and between children with and
without disabilities within various environments; (see class Dec. 8)
a. The ability to promote children’s independence and self-advocacy, respecting;
and (see assignment 1)
13. An understanding of the impact of children’s health status, including medications,
a. nutrition, and fitness, on learning and behavior, and the ability to take these
factors into account in all aspects of educational programming. (see assignment
1a)
Teaching Strategies
A wide variety of teaching strategies are incorporated in this class, as appropriate to the topic.
Strategies include lecture, discussion, "think-pair-share", small group activities and projects, role
play and simulations, activity worksheets, case study presentations.
Course Requirements
1. Attendance and participation in classroom discussions and small group work sessions
and other work assigned in class. Students are expected to attend all classes and
complete assignments on time. The professor reserves the right to administer
assessments during any class. You must be present in class to receive a grade on these
assessments. Some of the activities completed in class will be handed in and graded. If
you are unable to attend class, please call and let me know the reason for your absence.
(10% of grade)
2. Fredisms: reflections on your reading. We will use the Fredisms book to reflect on some
of the ideas that we will be studying in class. Each week you will be asked to write a
short reflection on 2 Fredisms assigned in class. You will keep these reflections together
in a document. Each reflection will be dated. After recording the Fredism, you will write
your reflection which may include: What does it mean to you? Why is it important? How
has it impacted or changed your thinking? Fredisms will be collected twice during the
semester: October 4 and December 1. Please bring your Fredism reflections to all
classes, as we may use these for discussion. (5% of your grade)
In addition you should plan to use at least 3 of the Fredisms and your comments in your
electronic portfolio.
3. First half of semester project: Classroom Management Project. This project will be a
demonstration of your knowledge of some of the principles we have studied in class. You
will develop a plan for setting up your first (ideal) classroom, describing the important
ingredients that contribute to the development of a caring community. You will need to
include the Boardmaker software in some part of your project.
a. Your ideal classroom and overview of the first day of school activities.(5%)Due
September 22
b. Rules, and lesson play for teaching rules (5%) Due October 6
c. Guided Discovery Lesson, behavior matrix for classroom routines, and jobs and job
display (5%)Due October 20
d. Letter to parents. (5%) October 27
e. Portfolio-ready classroom management project (10%) Due November 3. You will
revise all parts of the project and hand in a portfolio-ready classroom management
project.
4. Second half of semester project: Behavior Management Project. This project will contain
the following:
a. Observation and Preventative Plan. (5% of your grade) Due November 17
b. Group Project Supportive Plan. (5% of your grade) Due November 22
c. Token Economy ((5% of your grade) Due with electronic
5. Philosophy of behavior management paper (15% of your grade)
First draft due (5% of your grade) Due December 6
Final copy due (10% of your grade) Due with electronic portfolio
6. Final: Electronic Portfolio. You will be responsible for resubmitting all of your work in an
electronic portfolio format. Your electronic portfolio will clearly demonstrate your voice as
a teacher….your beliefs and your skills about classroom and student managements. You
should be prepared to share some of your portfolio with your classmates on the exam
date. (20% of your grade)
Please check the rubrics for each of these assignments for more specific requirements. Sign the
rubric for each assignment and hand it in with each assignment. Please note that I have office
hours scheduled before each class on Tuesday and Thursday mornings and on Thursday
afternoons, as well as by appointment. I encourage you to use the opportunity of discussing your
assignments with me throughout the course of the semester.
Course Expectations
During the first class of the semester, we will develop classroom norms for behavior. They will be
added to this list of classroom expectations.
1. Students are expected to come to class on time, prepared with assignments and
readings, and ready to actively participate in class activities.
2. Students are expected to hand in assignments on time. There will be a grade reduction
for consistently late assignments.
3. Students are expected to sign the rubric for each assignment and attach the rubric to the
assignment.
4. Students are expected to ensure their access to the internet. If you do not have access
at home, you may want to obtain a Rivier account at the IT Center in Sylvia Trottier Hall.
5. Students are expected to call my office or email me in case of an emergency or illness to
be excused from class.
6. Students are expected to be considerate of classmates and to treat each other with
dignity and respect.
Academic Honesty
Plagiarism and cheating are serious breaches of academic honesty. Please read your Student
Handbook for detailed definitions and consequences of these breaches of academic honesty. If
students are unsure whether a specific course of action would constitute plagiarism or cheating,
they should consult with their instructor in advance. The consequences for plagiarism and
cheating are quite serious.
Statement on Attendance
Regular and punctual attendance at all classes, essential for maximum academic achievement, is
a major responsibility of Rivier College students. Failure to attend and contribute to the
classroom environment significantly and demonstrably reduces the quality of the educational
experience for everyone in the classroom. As a result, absences almost always impact quality
performance. Please review the attendance policy in your student handbook. Whenever a
professor is absent without notification, students are expected to wait fifteen minutes before
leaving and to sign an Attendance List, which a class member delivers to the Office of the Dean.
Please also read the school policy for habitual non attendance.
Accommodations
Rivier College wants to provide reasonable accommodations to students with disabilities. To
accomplish this goal effectively and to ensure the best use of our resources, the College expects
students to provide timely notice of a disability to the Office of Special Services for verification
and for evaluation of available options. Any student whose disabilities fall within the ADA should
inform the instructor within the first two weeks of the term of any special needs or equipment
necessary to accomplish the requirements for the course. To obtain current information on this
procedure, contact the Office of Specialized Student Services at telephone extension 8497.
Tentative Course Outline*
*The professor reserves the right to alter the class outline and assignments to accommodate
students’ learning.
September 8: Overview of the Course and Setting up Classroom Norms
Part I. Building an Inclusive Classroom Community.
September 13: The classroom community.
Assignment: Read Charney, Introduction and Chapter 1. Short assignment: Develop a Getting to
Know You Book (go to http://www.makingbooks.com/whoami.html (Kid Page - Free projects –
Who am I Book?) Be prepared to share with classmates. Also go to
http://www.responsiveclassroom.org and subscribe for their free newsletter. (You will be
responsible for reading the newsletter each month).
September 15: Setting up the caring community
Assignment: Read Charney, Chapter 2. Short assignment: Develop a “get to know you” lesson
for the first day of school. (use the internet for ideas: try www.education-world.com or
http://www.suelebeau.com/firstday.htm or use key words “first day of school.”
September 20: Setting up the caring community: the physical space
Assignment: Read handouts on physical space; also go to http:// www.responsiveclassroom.org
and read articles on physical space.
September 22: Guided discovery and developing routines for the classroom and Introduction to
Boardmaker software.
Assignment:
Review
guided
discovery from
Charney,
Chapter
two;
Go
to
www.responsiveclassroom.org and read about guided discovery.
 Overview of ideal classroom due today and activities for the first day due today.
September 27: Teaching classroom rules and routines
Assignment: Read Charney, Chapter 3.
September 29: Creating a behavior matrix for teaching routines.
Assignment: Read Charney, Chapter 4. Prepare a menu of things that are reinforcing to you
using the Boardmaker software.
October 4: Understanding how to use consequences.
Assignment: Read Charney, Chapter 6.
Short assignment:
consequences you might use in your classroom
 Fredisms due
Develop a sequence of
October 6: Time out
Assignment: Read Charney, Chapter 7. Go to Dr. Mac’s site:
http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/715HomePage.html and
read what he says about time out.
 Rules, rule display, rationale and lesson play for teaching rules due today
Part II. Making Community Work
October 11: Working with Difficult Children – Working on Teams—Laws and Procedures
Assignment: Read Charney, Chapter 8-9.
October 13: Talking to Students: Sending “I” messages
Assignment: Read Charney, Chapter 10-12.
October 18: Talking to Students: Using Active Listening Techniques
Assignment: Read: Short assignment (handout in class) and go to:
http://www.analytictech.com/mb119/reflecti.htm and read the article on active listening.
October 20: Conducting Class Meetings
Assignment: Read Charney, Chapter 13.
 Guided Discovery Lesson and Routines and Jobs due today
October 25: Using Contracts
Assignment: Read Charney, Chapter 14-15
October 27: Clear Positives
Assignment: Read Charney, Chapters 16-17.
 Letter to parents due today
Part III. Helping Students with Difficult Behaviors to Succeed
November 1: Who is the Tough Kid?
Assignment: Read Rhodes, et al, Chapter 1.
November 3: Observing and Graphing behavior
Assignment: Read handout.
 Portfolio-ready classroom management project due today
November 8: Working with Excel
November 10: Increasing appropriate behavior
Assignment: Read Rhodes et al. Chapter 2.
November 15: Simple supportive plans
Work in groups to develop supportive plans
November 17: Decreasing inappropriate behavior
Assignment: Read Rhodes et al. Chapter 3.
November 22: Advanced Systems for Tough Kids.
Assignment: Read Rhodes, et al, Chapter 4.
 Observations and Preventive Plan due today
 Supportive Plans Due today
November 29: Token Economies
Assignment: Read handout; Go to Dr. Mac’s webpage and read what he says about Token
Economies. Come prepared to work in a group to develop a token economy.
December 1: Functional Assessment
Assignment:
Read handout. Go to www.pbis.org and find information about functional
assessment.
 Fredisms due
December 6: Developing a philosophy of behavior management
 First draft due today
December 8: Working with students with autism
Go to Carol Gray’s website and read about social stories and comic strip conversations. Find
information about power cards.
December 13: Presentation of Electronic Portfolios
References
* indicates new books available in the library
Abrams, B.J. & Segal, A. (1998). How to prevent aggressive behavior. , Teaching Exceptional
Children, 30, 4, 10 – 15.
Applestein, C. (1998). No Such Thing as a Bad Kid. Weston, MA: The Gifford School.
Beane, A. (1999). Bully Free Classroom. Minneapolis, MN: Free Spirit Publishing.
Carter, J. (1993). Self-management: education’s ultimate goal. , Teaching Exceptional Children,
25, 3, 28- 32.
Cartledge, G., Kea, C., & Ida, D. (2000). Anticipating differences ---celebrating strengths.
Teaching Exceptional Children, 32,3. 30-37.
Charles, C.M. (2000). The Synergistic Classroom. Reading, MA . Longman Press.
Charles, C.M.. (1999). Building Classroom Discipline. Reading, MA: Longman Press.
Colvin, G. Ainge, D. & Nelson, R. (1997). How to defuse defiance, threats, challenges,
confrontations…, Teaching Exceptional Children, 29, 6, 47 – 51.
Council for Children with Behavior Disorders, (2001). Creating a Curriculum for Caring, Beyond
Behavior, 10,3.
Daniels, V.I. (1998). How to manage disruptive behavior in inclusive classrooms. , Teaching
Exceptional Children, 30, 4, 26 – 31.
Dean, A.V., Salend, S.J., & Taylor, L. (1993). Multicultural education: a challenge for special
educators. , Teaching Exceptional Children, 26, 1, 40 – 43.
Esenberger, J., Conti-D'Antonio, M. and Bertrando, R. (2000). Self Efficacy Raising the Bar for
Students with Learning Needs. Larchmont, NY: Eye on Education.
Evans, E.D., & Richardson, R.C. (1995). Corporal punishment: what teachers should know. ,
Teaching Exceptional Children, 27,2, 33 – 36.
Fecser, F.A., & Long, N. (1997). Life space crisis intervention. Beyond Behavior, 8, 1, 10 – 15.
Garcia, S.B., & Malkin, D.H. (1993). Toward defining programs and services for culturally and
linguistically diverse learners in special education. Teaching Exceptional Children, 26, 1,
52-58.
*Huggins, P. (1997). Creating a Caring Classroom. Greenfield, MA: Northeast Foundation for
Children.
*Huggins, P. (1997). Teaching Cooperative Skills. Greenfield, MA: Northeast Foundation for Children.
*Jenson, W. (1994). The Tough Kid Tool Box. Longmont, CO: Sopris West.
Jones, V., and Jones, L. (2001). Comprehensive Classroom Management, Boston, MA: Allyn and
Bacon.
Lyon, C.S., & Lagarde, R. (1997). Tokens for success: using the graduate reinforcement system.
, Teaching Exceptional Children, 29, 6, 52 – 57.
Maag, J.W. (1991). Oppositional students or oppositional teachers. Beyond Behavior, 2, 4, 7 –
11.
*Maag, J. (2001). Powerful Struggles.
McConnell, M.E. (1999). Self-monitoring, cueing, recording and managing. Teaching Exceptional
Children, 32, 2. 14 –21.
Miller, J. (1999). Making connections through holistic learning. Educational Leadership, 56, 4, 4648.
Mueller, F., Jenson, W., Reavis, K., and Andrews, D. (2002). Functional assessment of behavior
can be as easy as ABC. Beyond Behavior, 11, 3, 23-28.
Muscott, H. (2001). An introduction to service learning for students with emotional and behavioral
disorders. Beyond Behavior, 10, 3, 8-15.
Nelson, J.R., Crabrree, M., Marchand-Martella, N., & Martella, R. (1998). Teaching good
behavior in the whole school, Teaching Exceptional Children, 30, 4, 4 – 9.
Porter, L., (2000). Behavior in Schools, Philadelphia, PA: Open University Press.
Rousseau, M.K., & Poulson, C.L. (1989). Motivation problem or learning problem? , Teaching
Exceptional Children, 21, 4. 18 –19.
Scheuermann, B., & Webber, J. (1996). Level systems: problem and solution. Beyond Behavior,
7, 2, 12 – 17.
Suhor, C. (1999). Spirituality--letting it grow in the classroom. Educational Leadership. 56, 4, 1217.
Weil, Z. (2003). Above All be Kind. Greenfield, MA: Northeast Foundation for Children.
While, R., Algozzine, B., Audette, R., Marr, M., & Ellis, E. (2001). Unified discipline, Intervention
in School and Clinic, 37, 1, 3 -8.
Electronic Sources
http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/715HomePage.html Dr.
Mac’s Amazing Behavior Management Website.
http://www.pbis.org/main.htm The National Center on PBIS.
http://www2.seresc.net/cebis/default.asp?cat=pbis New Hampshire PBIS site.
http://www.responsiveclassroom.org/ The responsive classroom
http://www.theeducatorsnetwork.com/main/toolfeature.htm great links
http://www.pacificnet.net/%7Emandel/ClassroomManagement.html Great ideas!
http://www.pacificnet.net/%7Emandel/ClassroomManagement.html Great links.
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