CFD 475:
Promoting Behavior Support and Classroom Organization in Early Childhood Settings (3)
Department of Child and Family Development
College of Education ~ Spring 2016
San Diego State University
Instructor: Shulamit N Ritblatt
Email: ritblatt@mail.sdsu.edu
Phone: 619-594-5312
Office Location: Room 427 Education Business Administration
Office Hours: Tuesday 2:45- p.m. 3:45
Class Meeting Time/Location: 4:00 – 6:40 p.m. GMCS 310
Schedule Number: 20601
Technology Support: http://www-rohan.sdsu.edu/~students/stylesheet.cgi?main.htm
Student Disability Services: http://www.sa.sdsu.edu/sds/index.html
Prerequisites: CFD 353A, 353B, 353C, 375A, 375B, 375C, and two units selected from CFD
378A, 378B, 378C, or 378D. Please upload your transcript onto blackboard
“prerequistes” by Feb1, 2016.
Unless someone like you cares a whole awful lot,
nothing is going to get better. It's not. ~Dr. Seuss
COURSE DESCRIPTION
Individual and systems-level approach to supporting young children’s behavior
including: strategies for self-regulation including 3-tier intervention in both early
education settings and at home to support all children, a targeted-group of children
who require additional support, and individual children who require intensive support,
and class organization and environment assessment to enhance positive interactions.
This course requires that students find an early childhood education program serving
children between 0-8 years of age to observe at least twice over the course of the
semester and develop primary, secondary and Tertiary behavior support following In
the Circle program. These programs can include early care and education centers,
elementary schools, or Family Child Care homes. If you need assistance finding a
program to observe, please let me know.
STUDENT LEARNING OUTCOMES
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The National Association for the Education of Young Children (NAEYC) has
implemented Professional Preparation core standards for Professional Teaching
Standards for PreK-3 teachers. This course utilizes these standards in identifying course
goals/objectives, course instructional activities, assigning course requirements, and
creating assessments. The following outline identifies how these standards are
incorporated in this course.
The following table identifies how these Student Learning Outcomes are aligned with
course assignments and activities.
Learning Outcome
1. Explain how appropriate behavior
guidance and support promotes
autonomy, self-discipline, and life-long
socio-emotional skills in children.
STANDARD
NAEYC 1, 4
2. Understand how to collect and analyze
behavioral data using a variety of
methods including anecdotal records,
checklists, and interviews.
NAEYC 3
3. Design and implement a learning
environment that promotes positive
student behavior and encourages active
participation by learners in a variety of
early childhood learning activities and
settings.
4. Demonstrate knowledge of behavior
support strategies for promoting behavior
that is positive and self-regulatory.
NAEYC 5
5. Utilize a variety of proactive strategies
to prevent the occurrence and/ or
escalation of problem behavior.
NAEYC 4
6. Design a positive behavioral support
plan and interventions based on
functional analysis assessments.
NAEYC 3, 5
7. Describe strategies for involving families
in behavior support planning
8. Understand legal, ethical and cultural
issues in behavior support.
NAEYC 2, 4
NAEYC 4
NAEYC 6
ASSIGNMENT/ACTIVITY
Classroom Design and
Primary and Secondary
Support Plan
Tertiary Behavior Support
Plan
Classroom Design and
Primary and Secondary
Support Plan
Tertiary Behavior Support
Plan
Classroom Design and
Primary and Secondary
Support Plan, CSEFEL
activities
Classroom Design and
Primary and Secondary
Support Plan, Tertiary
Support Plan
Tertiary Behavior Support
Plan
Classroom Design and
Primary and Secondary
Support Plan
Tertiary Behavior Support
Plan
Classroom Design and
Primary and Secondary
Support Plan
Tertiary Behavior Support
Plan
Reading Quizes, selected
articles
Reading Quizes, selected
articles
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PLEASE NOTE: The Classroom Design and Primary and Secondary Support Plan is one of
the 7 Signature Assignments required for the completion of the Reflective Learning
Portfolio (CFD 598) and can be used to demonstrate competency towards meeting
Goal three:
Goal 3: Students uses his/her understanding of and relationships with children and
families to design, implement, and evaluate experiences that promote positive learning
and development for all children (NAEYC 4, NCATE, 3, NCFR area 10).
COURSE FORMAT
This course will employ multiple methods to assist students in accomplishing the course
objectives listed above. These methods include inquiry-based investigations;
participation in individual, small group and large group problem-based lessons; studentled and instructor-led presentations, and out of class fieldwork experiences.
Expectations:
You can expect me to:
 Plan the course AND alter that plan as needed.
 Offer you feedback, both written and oral
 Support you in your efforts to complete the assignments
 Treat you, as adult learners, with the related style of respect
I can expect from you:
 Attendance
 Participation in class
 Completion of assignments including readings
 College-level quality writing
 Honesty
 Courage – to challenge what you read or hear (even from me) and courage
to talk with me if there are concerns before they become burdensome.
Student work samples: Your work may be selected by me to keep on file. The work that
is selected will be used solely for the purposes of evaluation from higher education
accreditation institutions (e.g. NAEYC, NCATE).
REQUIRED TEXTS AND MATERIALS
Kaiser, B., Rasminsky, J. (2017). Challenging Behavior in Young Children: Understanding,
Preventing, and Responding Effectively. Pearson.
Ritblatt, S.N. (2013). In the Circle. A Music-based Socio-Emotional and Behavior Support
Program. Please purchase online: http://circleofeducation.com/productcategory/academic-material/
Four (4) peer-reviewed articles focusing on understanding, preventing and responding
to challenging behaviors in the classrooms and homes.
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American Psychological Association. (2009), Publication Manual of the American
Psychological Association (6th Ed.). Washington, D.C., ISBN NO: 978-1-4338-0561-5.
TaskStream: Everyone enrolled in this course will need to have a TaskStream electronic
portfolio subscription, and be enrolled in the appropriate TaskStream "Program" which
contains your program portfolio. The code for this spring is CFD-475-S16. More
information about purchasing a TaskStream subscription and enrolling into a TaskStream
Program is available in the “CFD Portfolio” section of the CFD
website: http://coe.sdsu.edu/cfd/portfolio/index.php
Purdue online writing lab: http://owl.english.purdue.edu/owl/section/2/10/
Supplemental Materials:
Stormont, M., Lewis, Timothy J., Johnson, Nancy W., & Beckner, R. (2008). Implementing
Positive Behavior Support Systems in Early Childhood and Elementary Settings. Corwin
Press.
The Center on the Social and Emotional Foundations for Early Learning - CSEFEL
Infant-Toddler Modules and Preschool Modules
http://www.csefel.vanderbilt.edu/
The Incredible Years – Parents, teachers and children training series
www.incredibleyears.com
Blackboard Account: All students are required to have a blackboard account.
https://blackboard.sdsu.edu/webapps/login/
COURSE ASSIGNMENTS, EXAMS AND PARTICIPATION
Additional guidance and grading rubrics will be provided for all written assignments.
1. Reading Quizes: Over the course of the semester 4 quizzes will be completed at the
start of class, each worth 25 points. These quizzes cannot be made up. Total 100 points
2. Summary of selected (4) articles and review in student led small group discussions.
Students will summarize the professional literature and discuss their views on issues
related to behavior support in early childhood ages birth to eight. Students will work in
groups to present their review of literature to the class. 25 points each-100 points total
3. Classroom Design and Primary and Secondary Support Plan: Students will design an
early childhood classroom organizational plan and write a 4-5 page paper describing
their proposed classroom primary and secondary behavior support plan. The plan must
clearly articulate specific ways that families will be involved in positive behavior support
both in the classroom and at home. Use In the Circle program to guide your support
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plan. This is a Signature Assignment that will be used for your Reflective Learning
Portfolio (CFD598). 50 points
4. Tertiary Behavior Support Plan: Students will work in groups to design a
comprehensive behavior support plan for a selected child between the ages of birth-8
to address the problem behavior and encourage more appropriate behavior. The plan
must clearly articulate specific ways that families will be involved in positive behavior
support both in the classroom and at home. Use In the Circle program to guide your
support plan. The plan should be described in 4-5 pages. 50 points
GRADING
Grades will be determined on a point basis as follows:
Quizzes: 4 total, cannot be made up
100 points
Review of the Literature (4 articles) on Child Behavior Issues
100 points
(25 points each)
Classroom Design/ Primary & Secondary Support Plan
50 points
Tertiary Behavior Support Plan
50 points
___________________________________________________________________________
Total Points
300 points
GRADING SCALE
100%-93%=A (300-280)
92%-90%=A- (279-270)
89%-87%=B+ (269-260)
86%-83%=B
(259-250)
82%-80%=B- (249-240)
79%-77%=C+ (239-230)
76%-73%=C (229-220)
72%-70%=C- (219-210)
69%-67%=D+ (209-200)
66%-63%=D (199-190)
62%-60%=D- (189-180)
Less than 60%=F
Grading is based on a 300-point total score. To check your grade over the course of
the semester please visit the grade center in Blackboard.
Points commensurate with the following grades on assigned papers reflect the following
criteria:
A = exceeds expectations in both quality and quantity
B = exceeds expectations in some areas
C = meets minimum expectations
D = fails to meet minimum expectations
F = drastically fails to meet minimum
Written Assignment Requirements: It is expected that students will turn in written work
that has been proofread for correct grammar, syntax and sentence structure. Points
will be deducted for errors. In addition all references and quotations will be correctly
cited using APA style (6th edition). It is the position of the CFD department to deduct
points possible for a given assignment if these requirements are not observed.
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Additional Support for your Learning: Students wishing assistance with assignments may
use the Mentor Center located in the Department of Child and Family Development Room 409 in the Education Business Administration Building.
Academic Honor
Cheating
Instances of cheating may result in failure of the course and referral for disciplinary
procedures that may result in dismissal from the university.
Plagiarism
Plagiarism is simply the use of others’ words and/or ideas without clearly acknowledging
their source. As students, you are learning about other people’s ideas in your course
texts, your instructors’ lectures, in-class discussions, and when doing your own
work. When you incorporate those words and ideas into your own work, it is of the
utmost importance that you give credit where it is due. Plagiarism, intentional or
unintentional, is considered academic dishonesty and all instances will be reported to
SDSU’s Office of Judicial Procedures. To avoid plagiarism, you must give the original
author credit whenever you use another person’s ideas, opinions, drawings, or theories
as well as any facts or any other pieces of information that are not common
knowledge. Additionally quotations of another person’s actual spoken or written words;
or a close paraphrasing of another person’s spoken or written words must also be
referenced. Accurately citing all sources and putting direct quotations – of even a few
key words – in quotation marks are required. For further information on plagiarism and
the policies regarding academic dishonesty go to the Course Catalog section on
Standards for Student Conduct (41310).
Counseling and Psychological Services
The goal at Counseling & Psychological Services (C&PS) is to help students benefit fully
from their college experience by supporting the personal, social, and emotional wellbeing of all students at SDSU. The services for students include short-term individual,
couples and group counseling, as well as crisis intervention. Counseling & Psychological
Services is open Monday through Friday, 8 am - 4:30 pm call (619) 594-5220, during
business hours. After hours, students can call the San Diego Access and Crisis 24-hour
Hotline (800) 479-3339. Other emergency services include: Student Health Services Nurse
Advisory Line (888) 594-5281 or University Police, (619) 594-1991
Message to students from CFA
"The California Faculty Association is in the midst of a difficult contract dispute with
management. It is possible that the faculty union will call a strike or other work
stoppage this term. I will inform the class as soon as possible of any disruption to our
class meeting schedule."
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CLASS SCHEDULE
TOPICS
ASSIGNMENTS
DUE
Week
#1 –
1/26/16
Orientation/Introduction (syllabus)
#2 2/2/16
Detailed explanation of assignments
In the Circle-Introduction
Understanding Children’s behavior
The Hourglass model and BEFRIEND
strategies
CBYC Ch. 1
#4 2/16/16
Risk and Protective Factors
Behavior and the Brain
In the Circle-Self Awareness
Read: CBYC CH 2-4
In the Circle-Self Awareness
Quiz 1
#5 2/23/16
#6 3/1/16
Individual Study
Library assignment: Literature
review assignment
Read: CBYC CH 5-7
In the Circle-Friendships &
Diversity
Quiz 2
Bring 4 articles to class
#7 3/8/16
Preventing Challenging Behavior: Physical
Space, Routines, Transitions, Teaching
Strategies
In the Circle- Dealing with Change
Guidance & Teaching Behavioral
Expectations in ECE and at Home
In the Circle-Controlling My Temper
#3 2/9/16
#8 3/15/16
#9 3/22/16
#10 3/29/16
#11 –
4/5/16
Challenging Behavior—A Reflective
Approach
Preventing Challenging Behavior: The
Social and Cultural Context
In the Circle- Friendships and Diversity
Functional Assessment and Positive
Behavior Support
In the Circle
Spring Break
CSEFEL
In the Circle-Introduction
pp.5-27
Read: CBYC CH 8
In the Circle-Dealing with
Change
Read: CBYC CH 9-10
In the Circle-Controlling My
Temper
Quiz 3
Due: Literature Review
(articles 1&2)
Read: CBYC CH 11
Due: Literature Review
(articles 3 & 4)
Due: Primary/Secondary
Support Plan Due
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#12 4/12/16
#13 4/19/16
Group work on tertiary behavior support
plan
Working with Families and other experts
Read: CYBC CH 12
#14 4/26/16
Bullying and Building Foundations for Small
Group and Individual Supports.
Read: CBYC CH 13
Quiz #4
#15 5/3/16
Current Issues in Positive Behavior Support
Due: Tertiary Behavior
Support Plan
#16
5/10/16
Final week of classPresentations of tertiary Behavior Support
plans
COURSE POLICIES
Professional Behavior
It is expected that students exhibit professional behavior inside the classroom, during
fieldwork experiences, and working with other students outside of the class on
assignments related to this class. With regard to fieldwork experiences, students are
expected to demonstrate behavior as specified in the NAEYC Code of Ethical Conduct
at all times. Any violation of professional and ethical conduct will result in removal of the
student from the remainder of the course and referral to the appropriate offices.
It is expected that all pagers, wireless phones, games, players or other electronic
devices that generate sound and/or pictures must be turned off during class.
Attendance and Participation
The emergent and personalized nature of this professional preparation course makes
attendance and participation crucial. Thus, full preparation and participation in each
class is expected to insure understanding of each topic presented.
Late and Missing Assignments
Assignments are due on the date and time specified in the syllabus. Late assignment
policy: 5 points will be deducted for each day (weekends included) the assignment is
late. Make-up Exams will not be allowed except for serious and verifiable reasons. These
make up exams will be essay exams and scheduled during the last week of classes.
DISABILITY ACCOMMODATIONS FOR STUDENTS
If you are a student with a disability and believe you will need accommodations for this
class, it is your responsibility to contact Student Disability Services at (619) 594-6473. To
avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are not
retroactive, and that I cannot provide accommodations based upon disability until I
have received an accommodation letter from Student Disability Services. Your
cooperation is appreciated.
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RELIGIOUS ACCOMMODATIONS FOR STUDENTS
Students who need to be absent from class due to the observance of a religious
holiday or participate in required religious functions must notify the faculty member in
writing as far in advance of the holiday/obligation as possible. Students will need to
identify the specific holiday or obligatory function to the faculty member. Students will
not be penalized for missing class due to religious obligations/holiday observance. The
student should contact the class instructor to make arrangements for making up
tests/assignments within a reasonable time.
MILITARY PERSONNEL STATEMENT
A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces
branch and is unable to complete classes because of military activation may request
complete or partial administrative unrestricted withdrawals or incompletes depending
on the timing of the activation.
HARASSMENT PROHIBITED
SDSU policy prohibits harassment on the basis of race, sex, gender identity, age, religion,
national origin, disability, sexual orientation, Vietnam era veteran status and other
protected veteran status. Violations of this policy may result in disciplinary action,
including termination of employees or expulsion of students. Contact the Office of
Employee Relations and Compliance:
(http://www.oerc.sdsu.edu/discrimharasstoc.html) if you feel another student or an
SDSU employee is harassing you based on any of the factors above.
GRADE APPEALS
The professional responsibility for assigning grades is vested in the instructor of the
course, and requires the careful application of professional judgment. A student wishing
to appeal a grade must first meet with the instructor who assigned the grade to try to
resolve the dispute. If the dispute cannot be resolved directly with the course instructor,
contact the Office of the Ombudsman at SDSU Student Affairs at:
http://www.sa.sdsu.edu/ombuds/index.html.
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