State University of New York
Graduate School of Education
Fall 2013
SPED 521: Proactive Approaches to Behavior
Management in Special Education
Tuesday 4:25-7:00pm in FA-244
Course Instructor:
Michael Rozalski, Ph.D.
Office: AB-229C
Phone: 607.777.3330
Email: rozalski@binghamton.edu (email is the best way to contact me)
Office Hours: Tuesdays 1-3pm or by appointment (please ask, we will find a time to meet!)
Course Overview:
This course provides students with examples of how behavior is managed in classrooms.
Emphasized in the main portion of the course are the principles that underlie learned
behavior and how they are applied in various settings to modify or change behavior.
Required Texts/Materials
1) Maag, J.W. (2004). Behavior management: From theoretical implications to practical
applications (2nd ed.). Belmont, CA: Wadsworth Cengage Learning.
2) Office of Vocation and Educational Services for Individual with Disabilities. (2008).
Quality indicator review and resource guides for behavioral supports and interventions.
Albany, NY: Author. Available in PDF format at:
http://www.emsc.nysed.gov/specialed/techassist/BehaviorQI.pdf
3) Office of Vocation and Educational Services for Individual with Disabilities. (2010).
Guide to quality Individualized Education Programs development and implementation.
Albany, NY: Author. Available in PDF format at:
http://www.p12.nysed.gov/specialed/publications/iepguidance/IEPguideDec2010.pdf
4) Frequently, you will need to access course material via Blackboard or the internet. Please
plan accordingly.
5) To earn CPI certification, you will need to order the activity book. Details to follow.
6) (Recommended) American Psychological Association. (2010). Publication manual of the
American Psychological Association (6th ed.). Washington, DC: Author.
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Course Objectives
Upon completion of readings, assignments, and study related to the course topics, the student will:
I. Behavioral Model
1. Compare and contrast the assessment and intervention techniques used under the
behavioral and other models.
2. Identify the four types of stimulus events that effect development and how they influence
behavior.
II. Behavioral Assessment
1. Write behavioral objectives which identify: the learner, the target behavior, conditions
under which the behavior is to be displayed, and the criteria for acceptable performance.
2. Analyze a sequence of behaviors and identify antecedents and consequences of
behaviors.
3. Describe and use time delay and task analytic assessments.
III. Collecting and Graphing Data
1. Define, identify and provide an example of each of the following observational methods:
(a) permanent product, (b) frequency, (c) rate, (d) duration, (e) latency, and (f) interval.
2. Select an appropriate data collection system given an example of instruction.
3. Identify and describe the following graphing formats: (a) line, (b) cumulative, (c) ratio,
and (d) bar.
4. Plot a given set of data and label all parts of the graph.
5. Identify the trend of a given set of data and state whether an intervention was necessary/
effective.
IV. Increasing Behavior
1. Define reinforcer and reinforcement.
2. Define reinforcer assessment and describe implementation.
3. Given a specific behavior, establish an appropriate reinforcement procedure, taking into
account all of the following parameters: (a) reinforcement schedule, (b) novelty, (c)
immediacy of delivery, (d) amount, (e) type of reinforcer, and (f) pairing reinforcers.
4. Define negative reinforcement and describe how it affects behavior.
5. Distinguish negative reinforcement from punishment.
6. Explain the purpose of three types of contingency packages (i.e., group contingencies,
contingency contracting, and token economies), describing the advantages and
disadvantages of each.
V. Decreasing Behavior (Extinction, DRL, DRO, DRI/DRA, Response Cost, Time-Out)
1. Define punishment.
2. Discuss ethical issues in the use of punishment.
3. Define and apply extinction, DRL, DRO, DRI/DRA, response cost, and time-out when
given a written description of challenging behavior(s).
4. Define "functional assessment" and "functional analysis."
5. Develop a functional assessment based on examples of students with challenging
behaviors.
6. Develop a positive behavioral support plan.
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VI. Stimulus Control
1. Describe, using a specific example, how to establish an environmental event or stimulus
as a discriminative stimulus (SD).
2. Define, identity and/or implement different types of prompting systems.
3. Implement a time delay strategy.
4. Identify and define different types of stimulus/response prompts.
5. Describe strategies of shaping and chaining using simulated situations.
VII. Generalization and Maintenance.
1. Define and describe implementation of instructional techniques that facilitate
generalization and maintenance.
VIII. Self-Control
1. Describe the use of self-monitoring, imagery, and verbal self-guidance given a specific
situation.
2. Describe and give examples of the use of self-recording using event recording, time
sampling, and permanent product recording.
IX. Learning Environments
1. Describe relationship between physical arrangements, structures, rules, and behavior.
2. Compare and contrast the differences between structured and unstructured learning
environments.
3. Discuss the use of psychotropic medications to manage student behavior.
4. Describe the relationship between school policy and practice and the occurrence of
school violence.
Course Policies and Supports
Assistance with Assignments. If you have questions regarding an assignment or feel that the directions are
ambiguous, please drop by during my office hours or set up an appointment to discuss your concern. Please
note that any questions pertaining to a particular assignment should be addressed well in advance of the due
date. Please do not expect to engage in detailed discussions about any assignment the day before it is due.
Please come prepared with specific questions about the assignment on which you are working. The earlier
you discuss your draft with me, the more extensive the feedback.
Computer Issues. Things go wrong with computers and printers. These issues may be avoided if you
complete and print assignments in advance. Computer issues will not be considered a legitimate excuse for
late work, so please plan ahead.
Contacting the Instructor via E-mail. In all e-mails you send me, please include in the subject line: “SPED
521- name the topic” (e.g., SPED 521- BIP). I check my e-mail frequently but place higher priority on
communications from students; placing “SPED 521- name the topic” in the subject line ensures that I will
read the e-mail sooner. Do not randomly drop by my office outside of office hours hoping that I will be
there; please send me an email so we can confirm a time to meet!
Academic Honesty. Teaching is a noble profession. Attempting to take credit for work that is not yours or is
not adequately cited (e.g., copying word for word from a journal article) is a serious ethical violation.
Violations may result in an automatic failure for the assignment or course and may be cause for further
disciplinary action. Additional details re: the GSE’s policy is below. Please see me if you have questions!
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Web Resources:
1. NYS Office of Special Education has three policy briefs on the topics of: Functional Behavioral
Assessments, Behavioral Intervention Plans and the Use of a Time Out Room:
http://www.p12.nysed.gov/specialed/publications/topicalbriefs/home.html
2. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports:
www.pbis.org
3. WestEd’s Schools Moving Up: http://www.wested.org/cs/we/print/docs/we/home.htm
4. Colorado Blueprints for Violence Prevention: www.colorado.edu/cspv/blueprints/index.html
5. Intervention Central: http://www.interventioncentral.org/
6. Scholastic Classroom Setup Tool: http://teacher.scholastic.com/tools/class_setup/
STUDENTS WITH DISABILITIES
Students who have a documented disability and wish to discuss academic accommodations
should contact me as soon as possible to explore alternative arrangements in completing
assignments or taking exams for this class. Additional assistance also is available through the
Office of Services for Students with Disabilities (SSD) at 777-2686. Their office is at UU119. The SSD office makes formal recommendations regarding necessary and appropriate
accommodations based on your specific diagnosed disability. Information about your
disability will be treated in a confidential manner.
ACADEMIC HONESTY
Binghamton University enforces a Code of Academic Honesty. All members of the University
community have the responsibility to maintain and foster a condition and an atmosphere of
academic integrity. Specifically, this requires that all classroom, laboratory, and written work
for which a person claims credit, is in fact that person’s own work. The University Student
Handbook publication has detailed information on academic integrity and the GS offer this
support: http://www2.binghamton.edu/grad-school/manual/index.html#Academic_Honesty.
Students assume responsibility for the content and integrity of the academic work they
submit. Students are in violation of academic honesty if they incorporate into their written or
oral reports any unacknowledged published or unpublished or oral material from the work of
another (plagiarism); or if they use, request, or give unauthorized assistance in any academic
work (cheating). (GSE Academic Honesty Policies)
Plagiarism and cheating will not be tolerated in this class. Incidents of either will result in a
failing grade for the assignment in question. Please see me if you have questions concerning
what constitutes cheating or plagiarism.
CLASSROOM ENVIRONMENT
The faculty and staff in the Graduate School of Education are committed to serving all
enrolled students. The intention is to create an intellectually stimulating, safe, respectful and
enjoyable class atmosphere. In return, I expect that each of you will honor and respect the
opinions and feelings of your fellow students.
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Course Requirements
1. Participation and Activities
2. Make and Take
3. Behavior QI Evaluation
4. Direct Observations in a “Real” Classroom Setting
5. Final Project
In the Assignments section, some additional details and rubrics are provided for most of the course
assignments. These additional details are provided as a guideline for your work- if you expect to do
well in this course, please follow them. Your grade will be based, in part, on your ability to adhere to
the general requirements outlined in the syllabus and these additional assignment-specific details.
Grading Procedures
Grades are based on the successful completion of all course requirements in a timely manner.
Assignments are due at the beginning of class on the date listed in the course syllabus. Assignments
received by the instructor within 24 hours of the original due date/time (i.e., the start of class) can
earn only 1/2 of the total value of the assignment. After that 24 hour period, I will provide feedback
on the assignments but you will have already earned a grade of 0. No “extra credit” will be offered
so please do not ask! There will be a possible total of 400 points; there will be no extra credit, so
please do not ask. Final grades will be assigned in accordance with the following values:
Performance
Excellent
Very Good
Good
Satisfactory
Minimum Competency
Failure
Grade
A
AB+
B
BC+
C
CF
Percent
98-100%
94-97%
90-93%
87- 89%
84-86%
80-83%
75-79%
70-74%
0-69%
Point Range
390-400
374-389
358-373
346-357
334-345
318-333
298-317
278-297
0-277
Grade Appeal. Upon receiving graded material, please take time to read the instructor’s comments. If
you are concerned about the grade you have earned on an assignment, please write a grade appeal and
plan to see the instructor to discuss the matter during office hours (not before or after class). Grade
appeals (with complete justification for concern) must be submitted to the instructor in writing within one
week of the return of the assignment. After the one week period has passed, grade appeals will not be
considered. Remember, there is no extra credit, so please do not ask.
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ASSIGNMENTS: In More Detail
General Requirements For All Assignments (Unless Otherwise Noted by Instructor in Writing)
1. Assignments are due at the beginning of class on the date listed in the course syllabus.
2. Staple assignments together. Please do not paperclip your assignments.
3. Type and double-space all work. Use 1-1½ margins and 12-point Times New Roman font. Please do
not change the margins or font size to change the apparent length of an assignment.
4. When possible, your assignments should be organized into the sections specified for each assignment.
5. Use a simple heading on all work you turn in. Please do not waste paper on cover pages. Try:
Your Name
Date
SPED 521- Semester and Year
1.
Participation and Activities
Candidates are expected to participate in class activities and discussions. Individual and group activities
will often be assigned during class meetings and most will be completed during that period. Since these
will not always be announced ahead of time (e.g., unannounced quizzes), attendance is encouraged.
Activities may include hands on experiences, quizzes, observations, reading and discussion activities,
concept papers, class presentations, and online assignments. Activities will be assigned point values that
will total 100 points toward your final grade. If you miss an in-class activity or quiz, you will receive a
zero and may not make up the points.
Because this course will continue your professional development, you will be assessed on your
professionalism. Candidates are, therefore, expected to display a professional attitude at all times.
Every candidate is expected to come to each class meeting on time and prepared; that is, having
completed the assigned readings and any other assignments due during that class. Candidates
should turn in assignments on time, and appropriately represent the college and themselves when in
the field. Everyone in the class is expected to participate fully in all activities and discussions. This
includes, but is not limited to, being attentive during class, contributing relevant comments to class
discussions while recognizing and respecting the opinions of others, and being willing to take risks
in the classroom.
GSE Activity: Resume & Assignment List
All students will develop a professional resume, highlighting experience with children in educational and
non-educational settings. The resume should include: name, address, phone number, email address; current
education courses with brief description; previous school placements, including type of school, setting,
level, dates; volunteer work with children; work experience with children; special skills, talents you bring
to the experience; minimum of two (2) goals for the experience.
In addition, students will develop a list (with short descriptions) of ALL assignments (i.e., from every
class) that require fieldwork hours. Due dates must accompany each assignment on the list.
Students will give the resume and assignment list to their cooperating teacher or administrator at your first
meeting. At the meeting, make sure to review the assignments and due dates.
2.
Make-and-Take
In small groups, you will present one behavioral strategy. Prior to the due date, your assigned group
will explore a research-based behavioral strategy using class resources or previous classroom
experience. During the presentation, you will complete a 25-30 minutes demonstration of your
strategy, as well as share handouts, which will include the materials and instructions your
classmates will need to replicate this strategy, and an annotated bibliography of current intervention
research that supports the strategy’s efficacy. The make-and-take will be worth 100 points toward
your final grade.
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1.
2.
3.
4.
5.
6.
Make and Take Rubric
Examine current research on the strategy, and develop an annotated bibliography of at least
three research studies that summarize the use of the strategy. The annotated summary must
include setting (e.g., location of school and classroom), participants (e.g., age/grade, race,
etc.), procedures, a meaningful summary of the data, and a brief discussion of limitations.
Provide an example of how to use the strategy in a real-life setting (specify grade- and skilllevel of likely student users).
Provide directions and tips for using the strategy.
Develop a handout(s) that includes all of the above information. Please bring enough copies
for the entire class and the instructor.
Provide materials for your classmates to design their own version of the strategy.
Your group will have 25-30 minutes to demonstrate your strategy and led the class through
the “make” portion. You will also have time to answer questions and lead a brief class
discussion that should address some of the questions below.
TOTAL
Points
20
10
20
20
10
20
100
Questions to consider as you develop and present your “Make and Take”
1. What are some advantages/disadvantages of this strategy?
2. What types of instructional difficulties will this address?
3. What resources are required?
4. What are some barriers to implementation?
5. How can student choice be integrated into this strategy?
6. In which setting(s) is this appropriate?
7. For which tier(s) is this intervention appropriate?
8. What are three things a teacher needs to know to implement this with fidelity?
3.
Behavior QI Evaluation
Using the Behavior QI, you will evaluate the school in which you are working or visiting. You will
choose one component of the QI (i.e., schoolwide, classroom, small group, individual) and conduct
a critical evaluation, with examples of promising practices, identified areas of need, and
recommendations for improvement. The completed QI is worth 60 points. You will be responsible
for completing and submitting an electronic copy of the document to me. Using the Word document
I provide (Behavior QI Activity Sheet), you must complete all of the components for 3 of the 5 key
questions, per the following guideline: you select either #1 or 2, you must complete #3, and you
select either #4 or 5:
1. Do all students feel accepted and valued in class?
2. Is instruction thoughtfully designed and delivered to be relevant, appropriately
challenging and engaging for all students?
3. Are classroom activities managed in a proactive, positive and predictable manner so that
instructional time is maximized?
4. Do students receive support in learning to manage their own behavior?
5. Are teachers supported in developing and implementing effective classroom management
strategies?
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4. Direct Observations/Interviews in a Classroom Setting
Candidates will conduct two direct observations in a classroom setting and summarize their experience using
the form provided. The direct observations are worth 20 points each for a total of 40 points toward your final
grade. You will complete the second observation after receiving feedback and a grade on your first
observation assignment. Additional details follow:
Candidates will conduct a 30-minute observation in a school setting and write a brief technical summary of
the experience. Do not engage students when observing; you are not a participant-observer!
Directions: Before going to school, review this rubric, print the observation page and bring a watch with you.
1. Before you complete the formal observation sheet, observe the room for 5 minutes and then select a
target student and behavior (can be pro-social or problem behavior).
2. Before recording your start time and completing the observation, complete Section 1.
3. Using the attached formal observation sheet, conduct your observation, complete Section 2, referring
to the rubric criteria and enter the end time. Do not type this or the discussion section!
a.
b.
c.
d.
e.
Criteria
Setting and Participant(s)
i. When- Record the day, date and time. Note any atypical school conditions that may
influence behavior (e.g., Spirit Week, first day back from a break, etc.).
ii. Where- Detail the classroom layout by drawing a picture and labeling where you the
target student and other students were. Also sketch the class and seating
arrangement, label the gender of each student, where teacher is standing (note if
this changes during the lesson), placement of doors, windows, chalkboards, etc.
iii. Who- Describe who is in the environment (e.g., number of students, teacher candidates
and any staff). Include the demographic characteristics of the target student
(gender, age, race), without including the real name of the student. Note and
describe any student who enters/leaves the room after the initial count.
Procedures
i. How- Describe how you conducted your observation. Be specific enough so that any
reader could replicate what you did (e.g., how far away were you, how did you
record the time and behavior, how/when did you use the recording sheet). If you
recorded two activities, explain how long each was (be precise with details).
ii. Include the original data collection sheet(s) that you used. You cannot earn points in
this section if you do not submit the original data collection sheet(s).
Results
i. What- Tell me what you saw.
1. Describe the general activity that occurred (e.g., social studies lecture) and if it
changed (e.g., lecture turned into small group activity).
2. Summarize the behavior of the target student by providing operational
definitions and specific numbers as appropriate (e.g., the duration, average, low,
high and rate of behavior in each different activity).
Discussion/Analysis- In this section you should report your opinion!
i. Why- After "interviewing" your teacher (brief 3-5 minute discussion), analyze the
behavior in a meaningful way by telling me what your observation means.
1. Was this typical behavior from the student and/or teacher? (e.g., Did anything
“odd” happen? Was there reactivity?). Triangulate your observational data by
asking the teacher to discuss your data/conclusions and these questions:
2. What could you do better next time to improve the observation?
3. How would you use this information as a teacher?
4. Hypothesize the function of behavior (i.e., obtain or escape).
Overall Paper Quality. Please summarize the subject, setting, procedure, behaviors and data
without passion or flare (i.e., just report the facts and how you collected them). In the
discussion, you will offer your opinion but support your assertions with data. Essentially,
you are writing to a professional audience, speculating in the discussion section only.
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Points
4
4
4
4
4
Formal Observation Sheet: Name ____________________________
Section 1
Day and Date:
Time Started:
Time Ended:
Target Student ( not real name;
include specific demographics):
Target Behavior:
I recorded the frequency or duration (circle one) of the behavior because the behavior
Type of Data
was:
Collection:
Setting (draw a
picture and
show where you
and the target
student were
located)
Who is in the
Environment?
Procedures:
How did you
conduct the
observation?
Answer the
questions on
the rubric.
Section 2
Data: Record your data here
(e.g., record the duration, tally
the # of behaviors, etc.). If
possible, record two separate
activities (e.g., small and
large group) during the 30minute observation period.
Results:
Summarize.
Answer the
questions on
the rubric. If
you were able
to record two
activities, be
sure to
summarize
"both" periods.
Discussion: On the back of this page, complete this section by answering all questions on the rubric!
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5.
Final Project
Candidates will complete a final project that is worth 100 points toward your final grade. The emphasis on
assessing the report will be upon your concise and clear presentation, not upon length or results. It is more
important to follow the steps for the project carefully rather than to “get good results.” If you follow the
process well, the results often follow. If you just eliminate a problem behavior and do not have a replacement
behavior, you will likely fail. Your final report should be written using the following headings:
Criteria
a.
b.
c.
d.
e.
Introduction and Functional Behavior Assessment
A. Explain the nature of the proposed change; give rationale for why you have chosen to work
on problem. Specifically answer: Why is this project important to the subject?
B. Provide an operational definition of the target behavior; if appropriate, include examples and
non-examples of the behaviors
C. Use a chart to identify the A-B-Cs of the problem and replacement behaviors.
D. Hypothesize the function(s) of behavior.
E. Clearly state the behavioral objective. Check against the 4 elements and tests.
Subject, Setting, and Procedure
A. Describe the subject (include demographics) and setting.
B. Provide description and rationale for data collection procedure. You cannot earn points
here if you do not include the original data collection sheet(s) in your final draft!
C. Describe what you did (or would do) and the materials you needed to do it, along with costs
associated with the project (e.g., how much would the reinforcer cost, etc.).
Results (FACTS)
A. Provide a meaningful summary of the replacement and problem behavior during Baseline
and, if completed, Intervention phases. Report the “numbers” that: 1) show whether or not
your objective was met, and 2) clearly describe the magnitude of change. If you did not
complete the intervention, we will discuss the “data” that you can summarize and discuss.
B. Graph the data, using the web (e.g., http://nces.ed.gov/nceskids/graphing/ ), or Excel.
Include title, axis labels/scales and follow the guidelines from your class notes. Your
graph(s) must be included in the narrative section of the results (not at the end of the paper)
and should 1) show whether your objective was met (think goal line), and 2) provide a
picture that shows the magnitude of change.
Discussion/Analysis (YOUR OPINION BASED ON THE RESULTS)
A. Provide a succinct conclusion regarding the amount of behavior change that occurred and
whether the intervention(s) produced the change. Did it work? How do you know?
B. Discuss any unusual events that occurred during the course of the intervention that may have
influenced the project’s outcome.
C. If the BIP worked, explain what steps (e.g., adjust reinforcement schedule) should be taken
to ensure success (i.e., maintenance and generalization). If the BIP did not work, explain
why and what you would try differently.
D. Provide recommendations regarding how the project might have been improved. What could
you do better next time? Be very specific.
E. Explain how, as a future teacher, you can use what you learned while completing the final
project and summary. How will this help in the future?
Overall Quality of Paper
A. Complete the report in 5-pages maximum, not including original data collection “sheets.”
Type and double-space all narrative work. Use 1-1½ margins and 12-point Times New
Roman font. Please do not change the spacing, margins or font size to change the apparent
length of the assignment.
B. Remember this is a “technical report,” which means that you have summarized the subject,
setting, procedure, behaviors and data without passion or flare. In the discussion, you will
offer your opinion but support your assertions with data.
C. Include all drafts on which I have commented or provided a grade!
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Points
20
20
25
25
10
References
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Course Schedule: ***The course schedule and assignment due dates are subject to change at the instructor’s discretion.***
Topics (italics indicate course objective covered)
Course Overview
The Big Picture
Theories of Behavior
No Class- Religious Holiday
Theories of Behavior (Behavioral Model)
Action Research (Assignments: Observations, Behavior QI)
Week
1
Date
08/27
2
3
09/03
09/10
4
5
09/17
09/24
6
10/01
7
10/08
8
10/15
9
10/22
10
10/29
11
11/05
12
11/12
13
11/19
14
11/26
 Action Research
 Action Research (Behavioral Assessment, Collecting and
Graphing Data)
 Action Research
 Self-Communication
 Practice- Leadership, Instruction and Proactive Structure
(Learning Environments, Stimulus Control)
 Practice- Proactive Structure
 Practice- Strategies to Increase Positive Behavior
(Increasing Behavior, Generalization and Maintenance)
 Practice- Strategies to Maintain Positive Behavior
(focus: PBIS Activities, FBA and BIP; Self-Control)
 Practice- Strategies to Maintain Positive Behavior
 Practice- Strategies to Decrease Problem Behavior
(Decreasing Behavior)
 Make-and-Take Presentations
 Nonviolent Crisis Prevention Training
 Make-and-Take Presentations
 Nonviolent Crisis Prevention Training
 Make-and-Take Presentations
 Nonviolent Crisis Prevention Training
 No Class- Thanksgiving
15
16
12/03
12/10
 Nonviolent Crisis Prevention Training
 Final Thoughts and SOOT






Assignments
Maag: Chapters 1, 2, 3
Blackboard Readings
See Previous Week
Bring to Every Class: syllabus, timer, NYS IEP Guide and Behavior QI
Maag: Chapters 4, 5; Blackboard Readings
Due: Resume and Assignment List
Fieldwork Activity: Begin work on Behavior QI (e.g., notes and pictures)
Fieldwork Activity: Complete Observation #1 (do not type- see details)
Due: Observation #1 and Behavior QI Questions (so you can proceed)
Maag: Chapter 8; Blackboard Readings
Fieldwork Activity: Complete Observation #2 (after Tuesday's class)
Due: Observation #2
Maag: Chapters 9, 14; Blackboard Readings
Due: Behavior QI
Maag: Chapter 7
Blackboard Readings
Maag: Chapter 12, 13
Blackboard Readings
Maag: Chapter 10, 11; Blackboard Readings
Purchase CPI’s Nonviolent Crisis Prevention Training Activity Book
Blackboard Readings
Due: Make-and-Take (if your group presents tonight)
Due: Make-and-Take (if your group presents tonight)
Due: Make-and-Take (if your group presents tonight)
Due: Final Project
None
Blackboard Readings
Blackboard Readings
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