CFD 475:
Promoting Behavior Support and Classroom Organization in Early Childhood Settings (3)
Department of Child and Family Development
College of Education ~ Spring 2015
San Diego State University
Instructor: Sascha Longstreth
Email: slongstreth@mail.sdsu.edu
Phone: 619-594-1999
Office Location: 414 - Education Business Administration
Office Hours: Tuesday 12-2 p.m.
Class Meeting Time/Location: 4:00 – 6:40 p.m. HT-022
Schedule Number: 31340
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.
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 inclusive program serving children between 010 years of age to observe at least twice over the course of the semester. 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
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.
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Learning Outcome
1. Explain how appropriate behavior
guidance and support promotes
autonomy, self-discipline, and life-long
socio-emotional skills in children.
2. Understand how to collect and analyze
behavioral data using a variety of methods
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.
STANDARD
NAEYC 1, 4
ASSIGNMENT/ACTIVITY
Inclusive Classroom
Program Review
NAEYC 3
Inclusive Classroom
Program Review, Classroom
Design and Primary and
Secondary Support Plan
Classroom Design and
Primary and Secondary
Support Plan, CSEFEL
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.
NAEYC 4
7. Describe strategies for involving families
in behavior support planning
8. Understand legal, ethical and cultural
issues in behavior support.
NAEYC 2, 4
NAEYC 5
NAEYC 4
NAEYC 3, 5
NAEYC 6
Inclusive Classroom
Program Review, Classroom
Design and Primary and
Secondary Support Plan,
Tertiary Support Plan
Classroom Design and
Primary and Secondary
Support Plan
Classroom Design and
Primary and Secondary
Support Plan, Tertiary
Support Plan, CSEFEL
activities
Reading Quizes, Review of
Literature, CSEFEL activities
Reading Quizes, Review of
Literature
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 578) 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.
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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. (2012). Challenging Behavior in Young Children: Understanding,
Preventing, and Responding Effectively. Pearson.
Stormont, M., Lewis, Timothy J., Johnson, Nancy W., & Beckner, R. (2008). Implementing
Positive Behavior Support Systems in Early Childhood and Elementary Settings. Corwin
Press.
One small children’s book for bibliotherapy, to be described in class.
American Psychological Association. (2009), Publication Manual of the American
Psychological Association (6th Ed.). Washington, D.C., ISBN NO: 978-1-4338-0561-5.
Ritblatt, S.N. (2012). In the Circle. A Music-based Socio-Emotional and Behavior Support
Program Please purchase on line and materials will be delivered to you in class.
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-S15. 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
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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/
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 10 quizzes will be completed at the
start of class, each worth 10 points. These quizzes cannot be made up.
2. Review of Literature and student led small group presentation project on issues in
behavior support in early childhood:
Students will summarize the professional literature and discuss their views on issues
related to behavior support in early childhood ages birth to ten. Students will work in
groups to present their review of literature to the class. 25 points
3. Inclusive Classroom Program Review: Each student will observe one (1) early
childhood inclusive classroom and describe the extent to which it fosters
social/emotional development and implements individualized behavior support
interventions for young children with special needs and challenging behaviors. 25
points.
4. 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. This is a Signature Assignment that will be used for
your Reflective Learning Portfolio (CFD 598).
50 points
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5. 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-10
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. The plan should be described in 4-5
pages.
25 points
6. Final Exam: The final exam will cover materials from the textbook as well as class
lectures and presentations made by guest speakers. 75 points
GRADING
Grades will be determined on a point basis as follows:
Reading Quizzes: 10 total, cannot be made up
Review of the Literature on Child Behavior Issues
Inclusive Classroom Program Review
Classroom Design/ Primary & Secondary Support Plan
Tertiary Behavior Support Plan
Final Exam
Total 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)
100 points
25
25
50
25
75
300
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. 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 400 in the Education Business Administration Building.
Plagiarism
Plagiarism is taken very seriously in this class. Plagiarism is six or more words in succession
without quotation marks and proper citation. Instances of plagiarism may result in
failure of an assignment, failure of the course, and referral for disciplinary procedures
that may result in dismissal from the university.
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TENTATIVE COURSE SCHEDULE
TOPICS
Week
Orientation/Introduction
#1 –
Overview of Behavior Support and
1/27/15
Classroom Organization
22/3/15
ASSIGNMENTS DUE
Research overview with Ms. Linda Muroi
What is Challenging Behavior?
A Proactive Approach to Behavior
Management
Risk and Protective Factors
Supporting Systems Change
Online Class
Read: CBYC Intro and CH 1;
IPBS CH 1
42/17/15
Behavior and the Brain & Relationships
52/24/15
Culture
Team Leadership
Cultural Competence
Preventing Challenging Behavior: The
Social Context
Jigsaw Groups: In the Circle Program
Preventing Challenging Behavior: Physical
Space, Routines, Transitions, Teaching
Strategies
Read: CBYC CH 4 & 5
Quiz # 2
Lit Presentations
Read: CBYC CH 6, IPBS CH 3
Quiz # 3
Lit Presentations
Read: CBYC CH 7 & 11
Lit Presentations
32/10/15
63/3/15
73/10/15
83/17/15
Guidance & Teaching Behavioral
Expectations
93/24/15
The Inclusive Classroom
Please bring children’s books to class
Bibliotherapy: Terri Kraszewski
Spring Break – Enjoy!
Functional Assessment and Positive
Behavior Support
3/31
10 4/7/15
11 –
4/14/15
Content Review
Catch-Up Material
Questions/ Open-Class Forum and
Activities
12 4/21/15
Corrective Consequences
Read: CBYC CH 2 & 3
IPBS Chapter 2
Quiz # 1
Read: CBYC CH 8
IPBS CH 4 Quiz # 4
Inclusive Classroom Program
Review Due
Read: CBYC CH 9
IPBS CH 5
Quiz # 5
Read: CBYC CH 11
Quiz #6
Read: CBYC CH 10
Quiz # 7
Primary/Secondary Support
Plan Due
Special Topics Article Posted
on Blackboard
Quiz # 8
Read: IPBS CH 6
Quiz # 9
7
13 4/28/15
14 5/5/15
15 5/12/15
Working with Families and Other Experts
Data Based Decision Making
Bullying and Building Foundations for Small
Group and Individual Supports.
Read: CBYC CH 12 & 13
Quiz # 10
Tertiary Behavior Support Plan
Due
Current Issues in Positive Behavior Support
FINAL EXAM
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. 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.
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.
Academic Integrity/Plagiarism
The highest standards of academic integrity are expected of all students. The failure of
any student to meet these standards may result in suspension or expulsion from the
university and/or other sanctions as specified in the academic integrity policies of the
individual academic unit. Violations of academic integrity include, but are not limited
to, cheating, fabrication, tampering, plagiarism, or facilitating such activities. For this
course, a violation of academic integrity will result in a course grade of F. In addition, a
professional attribute referral will be submitted to the appropriate department chair for
further review and possible sanctions beyond the failing course grade.
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
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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.
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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