CFD 475: Department of Child and Family Development

CFD 475:

Promoting Behavior Support and Classroom Organization in Early Childhood Settings (3)

Department of Child and Family Development

College of Education ~ Fall 2015

San Diego State University

Instructor: Lisa Linder, Ph.D.

Email: llinder@sdsu.edu

Phone: (760) 689-2070

Office Location: 422 A Education Business Administration

Office Hours: Tuesday 5:30-6:30; Wednesday 2:30-3:30, or by appointment

Class Meeting Time/Location: 7:00 – 9:40 p.m. / NE 271

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.

C

OURSE DESCRIPTION

Individual and systems-level approach to supporting young children’s behavior including: strategies for selfregulation 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 program serving children between 0-6 years of age to observe within the first 5 weeks of the class. 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 by the second week of class.

S TUDENT L EARNING O UTCOMES

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.

S

TANDARD

NAEYC 1, 4

A

SSIGNMENT

/A

CTIVITY

PBS Paper & PBS group project/brochure, online quizzes, in-class/online

2. Understand how to collect and analyze behavioral data using a variety of methods activities

NAEYC 3 PBS Paper & PBS group project/brochure, online

1

including anecdotal records, checklists, and interviews.

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. quizzes, in-class/online activities

NAEYC 5 PBS group project/brochure, online quizzes, in-class/online activities

5. Utilize a variety of proactive strategies to prevent the occurrence and/ or escalation of problem behavior.

6. Design a positive behavioral support plan and interventions based on functional analysis assessments.

7.

Describe strategies for involving families in behavior support planning

8. Understand legal, ethical and cultural issues in behavior support.

NAEYC 4 PBS Paper & PBS group project/brochure, online quizzes, in-class/online activities

NAEYC

NAEYC

4

3, 5

PBS Paper & PBS group project/brochure, inclass/online activities

PBS Paper & PBS group project/brochure

NAEYC 2, 4 PBS Paper & in-class/online activities

NAEYC 6 PBS Paper, online quizzes, inclass/online activities

PLEASE NOTE: The Classroom Design and Foundations of Positive Behavior Support is one of the 7

Signature Assignments required for the completion of the Reflective Learning Portfolio (CFD 5798) 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).

C

OURSE

F

ORMAT

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; student-led 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



Respectful and professional communications both in class and over email/phone



College-level quality writing



Honesty

2



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).

R EQUIRED T EXTS AND M ATERIALS

Blackboard Articles

American Psychological Association. (2009), Publication Manual of the American Psychological Association

(6th Ed.). Washington, D.C., ISBN NO: 978-1-4338-0561-5.

TaskStream: CFD majors 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:

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/

C OURSE A SSIGNMENTS , E XAMS AND P ARTICIPATION

Additional guidance and grading rubrics will be provided for written assignments.

1. Reading Study Guide/Quiz: Over the course of the semester there will be 12 study guide quizzes offered on blackboard. Each study guide is worth 10 points and is due at the start of class each week. You may take each study guide quiz once. These study guides cannot be made up for points. You will be allowed to drop up to two study guide quizzes. If you choose to complete all the study guide quizzes, your lowest scores will be dropped.

100 points

2. Classroom Design and Positive Behavior Support Paper: Each student will observe an early childhood classroom and respond to the prompts provided in the assignment instructions. You will need to observe the

3

classroom by week 5 of the semester to enable you to participate in the section peer reviews. Due dates for a draft of each section are provided in the course schedule. You will receive ample feedback on your sections to support you in producing the best product possible for your signature assignment. Additionally, this will ensure that you understand the course content, how it fits into your paper, and how to apply it appropriately to a classroom.

For each section review, students can receive 1 extra credit point if they have the section reviewed at the

Mentor Center prior to the peer review. Students will need to have the mentor complete the form attached to the syllabus and turn the form into the professor on the week of the peer review. We will review the final full draft in class towards the end of the semester.

This paper will be submitted on blackboard for the professors final grade towards the end of the semester (see course schedule). For those in the CFD major, you will need to also submit this paper on Taskstream. See information above on Taskstream. This is a Signature Assignment that will be used for your Reflective

Learning Portfolio (CFD598).

110 Points

3.

Peer Review: As posted in the course schedule you will be required to post sections of your PBS paper on blackboard for peer review. Your peer review partner will review and provide feedback on your section draft to address writing, mechanics, APA formatting issues, and content using the rubric and prompts. Towards the end of the semester we will spend time in a computer lab as a class reviewing the entire edited paper with a different peer partner. Each peer review will be worth 10 points for both yourself and your peer reviewer. This means that each time you submit a section draft that shows you made a solid effort you will earn 10 points. When you peer review your partner’s paper (required even if you do not submit your paper) you will earn 10 points if it is clear via your edits on blackboard that you took it seriously and provided thoughtful and useful feedback.

80 points

4.

Secondary & Tertiary Behavior Support Plan (Group Project): Students will form groups of 3-4 individuals and choose from a list of behavioral concerns provided by the professor. The group will need to construct a case study highlighting the behavioral concern assigned to the group. The group will then design secondary and tertiary behavior supports for the child/behavior in question. The support plan will be presented to the class at the end of the semester. Required with the presentation is a flyer or brochure of the behavior category and intervention activities. This will be submitted on blackboard and provide all students with a wide portfolio of activities for future reference. Additional directions will be provided on the group project via blackboard and class discussion.

80 points

5. In-Class/Online Activities & 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 ensure understanding of each topic presented. You will be learning about methods of prevention and intervention and practicing/applying them in class. Participation is crucial to processing and understanding the material. Periodically we will be completeing in-class assginments or activities to support participation and engagement with the material. Additionally, to support your learning on certain topics, online activities will be provided through blackboard.

80 points

4

6. Final Exam: The final exam will cover materials from the textbook as well as class lectures and presentations made by guest speakers. Final exam will support you in applying the knowledge from the seemseter to real life situations.

50 points

G

RADING

Grades will be determined on a point basis as follows:

Study Guide Quizzes: 10 total, cannot be made up

PBS Paper (Signature Assignment)

Peer Reviews

Secondary & Tertiary PBS Group Presentation

100

110

80

80

In-class/online activities & participation 80

Final Exam 50

Total Points

G RADING S CALE

100%-93%=A (500-465)

92%-90%=A- (464-450)

89%-87%=B+ (449-435)

86%-83%=B (434-415)

82%-80%=B- (414-400)

500

76%-73%=C (384-365)

72%-70%=C- (364-350)

69%-67%=D+ (349-335)

66%-63%=D (334-315)

62%-60%=D- (314-300)

79%-77%=C+ (399-385) Less than 60%=F

Grading is based on a 500-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 in APA format. It is the position of the CFD department to deduct points possible for a given assignment if these requirements are not observed.

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 400 in the Education Business

Administration Building.

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. For study guide quizzes, as stated in the assignment description, no make ups will be permitted for points.

5

WK/D ATE

WK 1

1-26

WK 2

2-2

WK 3

2-9

WK 4

2-16

WK 5

2-23

WK 6

3-1

WK 7

3-8

T OPICS

Orientation/Introduction

Overview of Behavior Support and Classroom

Organization Assignments, Expectations, and

Course Structure.

** Find and Observe an early childhood classroom by Week 5.

What is Challenging Behavior?

A Proactive Approach to Behavior Management:

PBS

Understanding Challenging Behavior:

Functional Assessments

Skill deficits or performance problems

Select groups & behavior

The Inclusive Classroom

- IDEA

Understanding Challenging Behavior: The role of trauma & developmental delays in CB

** MUST HAVE COMPLETED CLASSROOM

OBSERVATION

Understanding Challenging Behavior:

Sensory Differences as contributing factors of CB

Environment, Physical Organization, and

Curriculum as antecedent of CB

Physical Space, Routines, Transitions,

Teaching Strategies

Catch up – If needed

Responding to Challenging Behavior:

Responding & Behavioral Guidance

A SSIGNMENTS

D

UE

READ: Check Weekly Module on

Blackboard

Online study guide quiz

DO: Online activity – Knowledge &

Comfort with Challenging Behavior

READ/DO: Check Weekly Module on

Blackboard

Online Study Guide

READ/DO:

Blackboard

Online Study Guide


Blackboard

Online Study Guide

DO: Draft of section 2, Submit draft for peer review by 7pm 2-23


Blackboard

Online Study Guide

DO:

Peer review partner’s Section 2 draft by

7pm 3-1

READ:

Check Weekly Module on

Check Weekly Module on

Blackboard

Online Study Guide

DO: Draft of section 3, Submit draft for peer review by 7pm 3-8

6

WK/D

3-15

3-22

ATE

WK 8

WK 9

OPICS

Culture Online Class

Corrective Consequences

Precorrection, Prompts/Cues, Practice

A

SSIGNMENTS

D

UE


Blackboard

Online Study Guide

DO: Peer review section 3 draft by 7pm 3-15

READ: Check Weekly Module on Blackboard

Online Study Guide

DO: Draft of section 4 , Submit draft for peer review by 7pm 3-22

WK 10

3-29

WK 11

4-5

WK 12

4-12

SPRING BREAK – NO CLASS

Intervention: Individualized Intensive

Interventions in PBS

Preventing Challenging Behavior:

Building Relationships with children through positive, child-directed interactions.

WK 13

4-19

MEET in North Education 278A

Presentations

In class REVIEW of partner’s full edited draft

WK 14

4-26

WK 15

5-3

WK 16

5-10

Presentations

Hobart Shakespeareans

Learning to say goodbye

FINAL EXAM - Online


Online Study Guide

DO: Peer review partner’s draft of section 4 by

7pm 4-5


Online Study Guide

DO: Revise your section drafts to have a final draft for review & submission.


Online Study Guide

DO: Bring Full Edited Draft of Paper & Submit full edited draft on blackboard prior to class by

7pm 4-19

DO: Submit online PBS paper for professors grade by 7pm 4-26

DO: Online study guide – Exam Prep

Online activity – Knowledge & Comfort with

Challenging Behavior

ACADEMIC INTEGRITY EXPECTATIONS

The University adheres to a strict policy regarding cheating and plagiarism

(http://www.sa.sdsu.edu/srr/conduct1.html).

Cheating

Instances of cheating may result in failure of the course and referral for disciplinary procedures that may result in dismissal from the university.

7

Plagiarism

Plagiarism is 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.

Examples of plagiarism include but are not limited to:



Using sources verbatim or paraphrasing without giving proper attribution (this can include phrases, sentences, paragraphs and/or pages of work).



Copying and pasting work from an online or offline source directly and calling it your own.



Using information you find from an online or offline source without giving the author credit.



Replacing words or phrases from another source and inserting your own words or phrases.



Submitting a piece of work you did for one class to another class, unless you have explicit permission from the instructor.



Submitting a piece of work you did earlier in a class for a later assignment.

 Submitting a piece of work that is highly similar or identical to another student’s work.

Plagiarism will not be tolerated in this class and will result in an automatic zero on the assignment in question.

Additional courses of action may include:



Receiving an F in the class



Being reported to the Center for Student Rights and Responsibilities



Disciplinary review by Student Affairs

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. Here are some specific tips:



Reference in quotations another person’s actual spoken or written words, even if just a few key words

(along with the reference)

 Reference a close paraphrasing of another person’s spoken or written words



Accurately cite all sources.

Become familiar with the policy (http://www.sa.sdsu.edu/srr/conduct1.html). If you have questions on what is plagiarism, please consult the policy: (http://www.sa.sdsu.edu/srr/conduct1.html) and this helpful guide from the Library : (http://infodome.sdsu.edu/infolit/exploratorium/Standard_5/plagiarism.pdf)

A

DDITIONAL

C

OURSE

P

OLICIES

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. This will be discussed in detail in class. 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.

D ISABILITY A CCOMMODATIONS FOR S TUDENTS

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

8

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.

R

ELIGIOUS

A

CCOMMODATIONS FOR

S

TUDENTS

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.

M ILITARY P ERSONNEL S TATEMENT

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.

H

ARASSMENT

P

ROHIBITED

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.

G

RADE

A

PPEALS

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.

9

MENTOR CENTER REVIEW FORM

STUDENT NAME: ______________________ SECTION REVIEWED: ___________ DATE: __________

MENTOR NAME: __________________________MENTOR SIGNATURE: ________________________

Did student provide assignment directions and rubric YES NO

















10

CFD 475: Department of Child and Family Development

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib