CFD 671:
Seminar in Early Childhood Mental Health: Positive Behavior Support and Early Interventions
~ 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: 7:00 – 9:40 p.m. Physics 149
The greatest good you can do for another is not just to
share your riches but to reveal to him his own.
~Benjamin Disraeli
Course Description
CFD 671 is designed to prepare prospective and practicing early childhood
professionals (i.e., teachers, psychologists, social workers, early childhood mental health
consultants) to implement developmental guidance practices and positive behavior
support interventions for young children from birth through age 8. This course
emphasizes current best practice in providing appropriate environments and designing,
implementing, and evaluating individual interventions to promote emotional
development, social skills, and appropriate behavior in the context of home-and centerbased early care and education programs. This course provides a foundation in RTI
(Response to Intervention) to promote developmentally appropriate environment and
relationship-based program for young children to reduce the probability of behavioral
and emotional problems.
The student learning outcomes are aligned with the California Training Guidelines and
Personnel Competencies for Infant-Family and Early Childhood Mental Health
Practitioners (2011). http://cacenter-ecmh.org/professional-development/trainingguidelines-and-personnel-competencies/
Student Learning Outcomes
Upon successful completion of this course, students will be able to:
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1. Discuss and apply principles and processes of emotional development in young children and
problems that may arise due to disabilities, delays and at risk conditions.
2. Discuss and apply principles and processes of social development in young children and
problems that may arise due to disabilities, delays and at risk conditions.
3. Identify and analyze biological and environmental correlates of challenging behaviors most
frequently displayed by young children from birth to age eight.
4. Implement developmental guidance practices to create physical and social environments that
support early social-emotional development and self-control.
5. Conduct functional behavior assessments to identify critical aspects of behavior.
6. Develop, implement, and evaluate individualized behavior support interventions that are
age-appropriate for young children, utilize positive programming practices, and include
proactive, educative, and reductive approaches.
7. Describe mental health interventions for young children and families as a support to
educational interventions.
Course Format
This course will employ multiple methods to assist students in accomplishing the course
objectives listed above. These methods include participation in individual, small group and
large-group activities, case studies, lectures, and out-of class fieldwork experiences. Students
will be expected to apply concepts and knowledge gained from the course experiences to their
field experience setting.
Course Materials
Required Readings and Materials
Riffel, L. (2011). Positive behavior support at the tertiary level: Red zone strategies. Corwin
Press. (ISBN-13: 9781412982016)
Sailor, W., Dunlap, G., Sugai, G., & Horner, R. (2009) (EDs).Handbook of Positive Behavior
Support.Springer. Chapters: 2, 3, 5, 6, 8, 11, 13, 16, 17, and 28.
Additional Readings will be posted on Blackboard during the semester (see assignments).
Blackboard Account: All students are required to have a blackboard account.
https://blackboard.sdsu.edu/webapps/login/
American Academy of Pediatrics (2011). Technical Report: The lifelong effects of early childhood adversity and
toxic stress. http://pediatrics.aappublications.org/content/129/1/e232
Clarkson-Freeman, P. A. (2014). Prevalence and relationship between adverse childhood experiences and child behavior
among young children. Infant Mental Health Journal, 35(6), 544-554.
Horenczyk, R. P., Cohen. S., Ziv, Y., Achituv, M., Asulin-Peretz, L., & Blanchard, T. R. (2015). Emotion regulation in
mothers and young children faced with trauma. Infant Mental Health Journal, 36 (3), 337-348.
Schoppe-Sullivan, S., Altenburger, L. E., Settle, T. A., Kamp-Dush, C. M., Sullivan, J. M., & Bower, D. J. (2014). Expectant
fathers’ intuitive parenting: Association with parent characteristics and postpartum positive engagement. Infant
Mental Health Journal, 35(5), 409-421.
Koegel, L. K., Anjileen K. Singh, A. K., Robert L. Koegel, R. L., Hollingsworth, J. R., & Bradshaw, J. (2014). Assessing and
improving early social engagement in infants. Journal of Positive Behavior Interventions, 16(2), 69–80.
Duckworth, A.L., & Steinberg, L. (2015). Unpacking self-control. Child Development perspectives, 9(1), 32-37.
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Mantymaa, M., Puura, K., Luoma, I., latva, R., Salmelin, R.K., &Tamminen, T. (2015). Shared-pleasure in early motherinfant interaction: Predicting lower levels of emotional and behavioral problems in the child and protecting against the
influence of parental psychopathology. Journal of Infant Mental Health, 36(2), 223-237.
Madigan, S., Atkinson, L., Laurin, K., & Benoit, D. (2013). Attachment and internalizing behavior in early childhood:
A meta-analysis. Developmental Psychology, 49 (4), 672–689
Huber, A., Mcmahon, C. A., & Sweller N. (2015). Efficacy of the 20-week Circle of Security intervention: Changes in
caregiver reflective functioning, representations, and child attachment in an Australian clinical sample. Infant Mental
Health Journal, 36(6), 556–574.
McLaughlin, T. W., Denney, K. M., Snyder, P. A., & Welsh1, J. L. (2012). Behavior support Interventions implemented by
families of young children: Examination of contextual fit. Journal of Positive Behavior Interventions 14(2), 87–97.
Conroy, M. A., Sutherland, K. S., Vo, A. K., Carr, S., & Ogston, L. P. (2014). Early childhood teachers’ use of effective
instructional practices and the collateral effects on young children’s behavior. Journal of Positive Behavior
Interventions 16(2), 81–92.
Hill, D. A., & Flores, M. M. (2014). Modeling positive behavior interventions and supports for preservice teachers. Journal
of Positive Behavior Interventions. 16(2), 93–101.
Fettig, A., Schultz, T.R., & Sreckovic, M. A. (2015). Effects of coaching on the implementation of Functional Assessment–
Based parent intervention in reducing challenging behaviors Journal of Positive Behavior Interventions 17(3) 170–180.
Stormont, M., Reinke, W. M., Newcomer, L., Dana Marchese, D., & Lewis, C. (2015). Coaching teachers’ use of social
behavior interventions to improve children’s outcomes: A review of the literature. Journal of Positive Behavior
Interventions 17(2), 69–82.
Freeman, J., Simonsen, B., McCoach, B., Sugai, G., Lombardi, A., & Horner, R. (2016). Relationship between school-wide
Positive Behavior interventions and supports and academic, attendance, and behavior outcomes in high schools.
Journal of Positive Behavior Interventions, 18(1), 41–51.
Letourneau, N., Tryhonopoulos, P., Giesbrecht, G., Dennis, C.L., Bhogal, S., & Watson, B. (2015). Narrative and metaanalytic review of interventions aiming to improve maternal-child attachment security. Infant Mental Health Journal,
36(4), 366–387.
Recommended Text:
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/
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 at SDSU.
Assessment and Grading
This course will employ multiple methods to assist students in accomplishing the course
objectives listed above. These methods include class attendance and participation, application
assignments, an FBA/ BSP Plan, and a poster proposal and presentation.
Assignment List
Assignment
Points possible
Due Date
Class Attendance and Participation
33 points (11 classes
@3 points each)
Ongoing
throughout
semester
3
Assignment
Points possible
Due Date
Student Introduction
7 points
Feb 2, 2016
Three (3) Applied Assignments
30 points (3 @ 10
points each)
Feb. 23, March 15,
April 12.
FBA/ BSP Signature Assignment and presentation
100 points
Due: April 19,2016
Poster Proposal and Presentation
30 points (Proposal
@ 10 points; Poster
and Presentation @
20 points)
Proposal Due:
March 23, 2016
To be Completed in Work Groups
To be Completed in Work Groups
Total Possible Points in Class
Poster Due: May
5, 2016
200
Final Grades
TOTAL POINTS EARNED AND LETTER GRADES:
(A = 186-200 points)
(A- = 180-185 points)
(B+ = 174-179 points)
(B = 166-173 points)
(B- = 160-165 points)
(C+ = 154-159 points)
(C = 146-153 points)
(C- = 140-145 points)
(D+ = 134-139 points)
(D= 126-133 points)
(D- = 120-125 points)
(F = 119 points and
below)
Late and Missing Assignment Policies


Assignments are due on the date and time specified. Late assignment policy: 10% will
be deducted for each week or portion of a week papers are late.
Missing assignments will be counted as zero.
Course Activities and Schedule
Date
Topic
1/26
Overview of Course
Review of Syllabus
Readings
Assignments
Form work groups
4
Date
Topic
Readings
2/2
Early childhood adversity and
toxic stress
Assigned readings –
Leading Group # 7
Assignments
1. American Academy of Pediatrics (2011).
Technical Report: The lifelong effects of early
childhood adversity and toxic stress.
http://pediatrics.aappublications.org/content/129/1/
e232
2. Clarkson-Freeman, P. A. (2014). Prevalence and
relationship between adverse childhood
experiences and child behavior among young
children. Infant Mental Health Journal, 35(6), 544554.
3. Horenczyk, R. P., Cohen. S., Ziv, Y., Achituv,
M., Asulin-Peretz, L., & Blanchard, T. R. (2015).
Emotion regulation in mothers and young children
faced with trauma. Infant Mental Health Journal,
36 (3), 337-348.
4. Schoppe-Sullivan, S., Altenburger, L. E., Settle,
T. A., Kamp-Dush, C. M., Sullivan, J. M., &
Bower, D. J. (2014). Expectant fathers’ intuitive
parenting: Association with parent characteristics
and postpartum positive engagement. Infant Mental
Health Journal, 35(5), 409-421.
5. Koegel, L. K., Anjileen K. Singh, A. K., Robert
L. Koegel, R. L., Hollingsworth, J. R., &
Bradshaw, J. (2014). Assessing and improving
early social engagement in infants. Journal of
Positive Behavior Interventions, 16(2), 69–80.
Due: Student’s Introduction
Due: Class Participation Reading Response
#1
2/9
2/16
The Hourglass model and
the reflective circle
In the Circle
Due: Class Participation Reading Response
#2
Unpacking self control
Assigned readings
1. Duckworth, A.L., & Steinberg, L. (2015).
Unpacking self-control. Child Development
perspectives, 9(1), 32-37.
2. Mantymaa, M., Puura, K., Luoma, I., latva, R.,
Salmelin, R.K., &Tamminen, T. (2015). Sharedpleasure in early mother-infant interaction:
Predicting lower levels of emotional and behavioral
problems in the child and protecting against the
influence of parental psychopathology. Journal of
Infant Mental Health, 36(2), 223-237.
3. Madigan, S., Atkinson, L., Laurin, K., & Benoit,
D. (2013). Attachment and internalizing behavior
in early childhood: A meta-analysis.
Developmental Psychology, 49 (4), 672–689
Leading Group # 5
Due: Class Participation Reading Response
#3
2/23
Group work focusing on a
specific intervention.
Due: Application assignment #1
5
Date
Topic
Readings
Assignments
3/1
Positive Behavior support
Overview
Handbook Chapters: 2,
3, 5, 6, 8,
Due: Class Participation Reading Response
#4
Leading Group #3
3/8
Primary and secondary
intervention
Handbook Chapters:
11, 13, 16, 17 and
assigned readings
Leading Group
(Handbook) # 6
Leading Group (on
articles) #2
1. McLaughlin, T. W., Denney, K. M., Snyder, P.
A., & Welsh1, J. L. (2012). Behavior support
Interventions implemented by families of young
children: Examination of contextual fit. Journal of
Positive Behavior Interventions 14(2), 87–97.
2. Conroy, M. A., Sutherland, K. S., Vo, A. K.,
Carr, S., & Ogston, L. P. (2014). Early childhood
teachers’ use of effective instructional practices
and the collateral effects on young children’s
behavior. Journal of Positive Behavior
Interventions 16(2), 81–92.
3. Hill, D. A., & Flores, M. M. (2014). Modeling
positive behavior interventions and supports for
preservice teachers. Journal of Positive Behavior
Interventions. 16(2), 93–101.
Due: Class Participation Reading Response
#5
3/15
Functional Behavior
Assessment
Riffel – Chapters 1-8
Leading Group # 4
Due: Application Assignment #2
Due: Class Participation Reading Response
#6
3/22
Responding to Problem
Behavior
Riffel – Chapter 9-14
Leading group #1
Due: Poster Proposals
Due: Class Participation Reading Response
#7
3/29
Spring Break
6
Date
4/5
Topic
Readings
School-wide interventions
Handbook CH 28
Assigned articles
Leading Group (on
Handbook) #6
Leading Group (on
articles) #2
Assignments
1. Fettig, A., Schultz, T.R., & Sreckovic, M. A.
(2015). Effects of coaching on the implementation
of Functional Assessment–Based parent
intervention in reducing challenging behaviors
Journal of Positive Behavior Interventions 17(3)
170–180.
2. Stormont, M., Reinke, W. M., Newcomer, L.,
Dana Marchese, D., & Lewis, C. (2015). Coaching
teachers’ use of social behavior interventions to
improve children’s outcomes: A review of the
literature. Journal of Positive Behavior
Interventions 17(2), 69–82.
3. Freeman, J., Simonsen, B., McCoach, B., Sugai,
G., Lombardi, A., & Horner, R. (2016).
Relationship between school-wide Positive
Behavior interventions and supports and academic,
attendance, and behavior outcomes in high schools.
Journal of Positive Behavior Interventions, 18(1),
41–51.
Due: Class Participation Reading Response
#8
4/12
4/19
Group Work
Finalizing BSP Plan
Working on poster
Experiences with PBS
Due: Application Assignment #3
Leading Group #5
1. Letourneau, N., Tryhonopoulos, P., Giesbrecht,
G., Dennis, C.L., Bhogal, S., & Watson, B. (2015).
Narrative and meta-analytic review of interventions
aiming to improve maternal-child attachment
security. Infant Mental Health Journal, 36(4), 366–
387.
2. Huber, A., Mcmahon, C. A., & Sweller N.
(2015). Efficacy of the 20-week Circle of Security
intervention: Changes in caregiver reflective
functioning, representations, and child attachment
in an Australian clinical sample. Infant Mental
Health Journal, 36(6), 556–574.
Due: FBA/ BSP
Due: Class Participation Reading Response
#9
4/25
4/26
Poster presentations at the
Health Awareness Students
conference
Due: Poster Presentations
Personal Perspectives:
Experiences with PBS
Due: Class Participation Reading Response
#10
7
Date
5/3
Presen
tations
5/10
Topic
In class PBS presentations.
Readings
Assignments
Due: Class Participation Reading Response
#11
In class PBS presentations
Course Assignments
Class Attendance & Participation
There are many readings for this class. Because I will be using a “read-discuss-and-apply”
approach, you will need to read all required readings prior to the respective class and also to
bring them to class (electronic or hard copy). For the required readings posted on Blackboard, it
is best to download and save or print them. Activities, lectures, and in-class discussion will be
dependent upon the completion of these reading assignments. Your ability to actively
participate in these discussions will be part of your participation grade. In-class participation
means that you read the assignment and that you frequently (in at least half of the classes)
offered comments in class related to assigned readings – whenever you are called on in class
you give meaningful responses. Students will prepare a brief (~ ½ page double-spaced) typed
response to one of the reading response questions provided. The readings will be assigned to
the groups. The responses are individual. These will be collected at the beginning of each class.
This cannot be made up or turned in late. A list of possible response questions is provided in
the Assignments section of the course Blackboard site.
Student Introductions
During the first class session we will start working on the introductions. Students will complete
the Student Introduction Assignment, located in the Assignments section of the course
Blackboard site. Students will answer 10 questions to both introduce themselves to the
instructor as well as help the instructor design class activities based on student interests and
level of experience. Included in the introductory assignment is submission of a picture (in .jpg
format). A simple picture of you to use is needed for identification purposes. These photos will
not be shared with others.
Functional Behavior Assessment – Behavior Support Plan
Functional Behavior Assessment-Behavior Support Plan (FBA-BSP) (100 points): This is the
signature assignment for this course. Select a learner who demonstrates problem behavior(s).
You will complete a functional behavior assessment (in Dr. Rieth’s course) and then use that
functional assessment to develop a behavior support plan. A full description of the assignment
as well as a grading rubric is provided in the Assignments section of the course Blackboard site.
You will present your plan in class.
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Application Assignments (3)
Throughout the semester there will be class application activities. Each will build on adding to
your research on the assigned intervention program you are assigned to. There will be three
such assignments that will count for 30 course points. Assignments will be posted on
Blackboard one week before they are due and will be completed during class time (although
you may work ahead since you have the assignment in advance). Students will complete them
in teams. Teams will write the answer together but only send one response for the team; the
team will receive the same grade and all members are expected to contribute equally. List on
the assignment only the team members who have participated (not any who were absent). We
will form work teams the first class.
Poster Presentation
In your work teams, you will create a poster proposal and presentation about one of the major
available intervention programs: Incredible years, Second Step, Circle of Education, Circle of
Security, Floor Time, and PATHS. Each poster will follow a format, which is provided on
Blackboard in the Assignments section. Additional information on the date and location of
presentations will be provided to students during the semester. The presentations will take
place at the Health Awareness Conference on April 25th during lunchtime.
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Course Policies
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).
Collection of Student Work Samples
Your work may be selected to keep on file. The work that is selected will be used solely for the
purposes of evaluation from higher education accreditation institutions (NAEYC, NCATE, etc.). If
an assignment is to be used as an example for future classes, you will be asked individually for
that and names will be removed.
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
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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://oerc.sdsu.edu/discrimharasstoc.htm) 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.
Students with Disabilities
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.
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 well-being 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) 5945281 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."
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
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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.
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