SPED 6761
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SPED 6761
CLASSROOOM BEHAVIOR MANAGEMENT
3 Semester Hours
Semester/Year:
Fall 2006
Instructor:
Janet Goodman, Ed.D.
Office Location:
108 Education Annex
Office Hours:
Monday 4:30-5:30, Tues 10-12, 2-4 & Thurs 9-12, 2-4
Others by appt.
Telephone:
678-839-6161
E-mail:
jgoodman@westga.edu
Fax:
678-839-6162
COURSE DESCRIPTION
Prerequisite: None
Theoretical formulation and practical applications of behavioral techniques, especially as they
apply to management and control of behavior in the school.
CONCEPTUAL FRAMEWORK
The conceptual framework of the College of Education at UWG forms the basis on which
programs, courses, experiences, and outcomes are created. By incorporating the theme
“Developing Educators for School Improvement,” the College assumes responsibility for
preparing educators who can positively influence school improvement through altering
classrooms, schools, and school systems (transformational systemic change). Ten descriptors
(decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive,
empathetic, knowledgeable, proactive, and reflective) are integral components of the conceptual
framework and provide the basis for developing educators who are prepared to improve schools
through strategic change. National principles (INTASC), propositions (NBPTS), and standards
(Learned Societies) also are incorporated as criteria against which candidates are measured.
The mission of the College of Education is to develop educators who are prepared to function
effectively in diverse educational settings with competencies that are instrumental to planning,
implementing, assessing, and re-evaluating existing or proposed practices. This course’s
objectives are related directly to the conceptual framework and appropriate descriptors,
principles or propositions, and Learned Society standards are identified for each objective. Class
activities and assessments that align with course objectives, course content, and the conceptual
framework are identified in a separate section of the course syllabus.
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COURSE OBJECTIVES
Students will:
1. acquire an understanding of the broad area of behavior management with traditional and
multicultural exceptional students (Alberto & Troutman, 2006; Kerr & Nelson, 2005; Jones
& Jones, 2004; Zirpoli, 2005)
(D6 Culturally Sensitive, D8 Knowledgeable, D10 Reflective; NBPTS* 3; NBPTS-EN* 1, 2,
4, 8, 9, 10, 11, 12, 13, 14; CEC CC* 1, 2, 3, 4, 5, 6, 7, 8, 9, 10);
2. examine different management systems appropriate for classroom implementation with
traditional and multicultural exceptional students (Jones & Jones, 2004; Kerr & Nelson,
2005; Zirpoli, 2005)
(D3 Lifelong Learners, D4 Adaptive, D5 Collaborative, D6 Culturally Sensitive, D8
Knowledgeable, D10 Reflective; NBPTS 3, 4, 5; NBPTS-EN 1, 2, 4, 5, 8, 9, 10, 11, 12, 13,
14; CEC CC* 1, 3, 4, 5, 8, 9, ); and
3. demonstrate knowledge of alternative management systems and their practical applications in
regular and special education classrooms (Kerr & Nelson, 2005; Jones & Jones, 2004;
Zirpoli, 2005)
(D5 Collaborative, D6 Culturally Sensitive, D7 Empathetic, D8 Knowledgeable, D10
Reflective; NBPTS 3, 5; NBPTS-EN 1, 2, 3, 4, 6, 8, 9, 10, 11, 13, 14; CEC CC* 4, 5, 7, 8,
10).
*CEC CC refers to the CEC Common Core of Knowledge and Skill Standards for Beginning
Special Education Teachers of Students with Special Needs; NBPTS refers to the National Board
for Professional Teaching Standards; and NBPTS-EN refers to the National Board for
Professional Teaching Standards - Exceptional Needs.
TEST, READINGS, AND INSTRUCTIONAL RESOURCES
Required Text:
Zirpoli, T. J. (2005) Behavior management: Applications for teachers (4th ed.). Upper Saddle
River, NJ: Merrill/Prentice Hall.
References:
Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7th ed.). Upper
Saddle River, NJ: Merrill/Prentice-Hall.
Breen, M.J. & Fiedler, C.R. (Eds.) (2003). Behavioral approach to assessment of youth with
emotional/behavioral disorders: A handbook for school-based practitioners (2nd ed.).
Austin, TX: Pro-ed.
Brooks, B.L. & Sabatino, D.A. (Eds.) (1996) Personal perspectives on emotional
disturbance/behavioral disorders. Austin, TX: Pro-ed.
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Jones, V.F., & Jones, L.S. (2004). Comprehensive classroom management: Creating Positive
learning environments for all students (7th ed.). Boston: Ally & Bacon.
Kauffman, J. M., Mostert, M. P., Trent, S. C., & Hallahan, D. P. (2006). Managing classroom
behavior: A reflective case-based approach (3rd ed.). Boston: Allyn & Bacon.
Kazdin, A. E. (2001). Behavior modification in applied settings (6th ed.). Belmont, CA:
Wadsworth.
Koegel, L. K., Koegel, R. L., & Dunlap, G. (1996). Positive behavioral support: Including
people with difficult behavior in the community. Baltimore: Brookes.
Kerr, M. M. & Nelson, C. M. (2006). Strategies for addressing behavior problems in the
classroom (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Lee, C. (1997). Behavior management: Keeping up with the times. Learning. 25(4), 28-34.
Luiselli, J. K., & Cameron, M. J. (1998). Antecedent control: Innovative approaches to
behavioral support. Baltimore: Brookes.
Simpson, R.L. (1996). Working with parents and families of exceptional children and youth:
Techniques for successful conferencing and collaboration (3rd ed.). Austin, TX: Pro-ed.
Zionts, P. (1996). Teaching disturbed and disturbing students (2nd ed.). Austin, TX: Pro-ed.
Zirpoli, T. J., & Melloy, K. J. (2005). Behavior management: Applications for teachers (4th ed.).
Upper Saddle River, NJ: Merrill/Prentice Hall.
Recommended Journals:
Behavioral Disorders
Developmental Psychology
Education and Training in Developmental Disabilities
Educational Leadership
Exceptional Children
Focus on Exceptional Children
Intervention in School and Clinic
Journal of Abnormal Child Psychology
Journal of Applied Behavior Analysis
Journal of Educational Psychology
Journal of Emotional and Behavioral Disorders
Journal of Learning Disabilities
Journal of School Psychology
Journal of Special Education
Learning Disabilities Research and Practice
Teacher Education and Special Education
Teaching Exceptional Children
ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING POLICY
Link to Conceptual Framework
This course focuses on the theoretical formulation and practical applications of behavioral
techniques specifically for the management and control of behavior in schools. The overall
evaluation for this course consists of observation of candidate participation in in-class
discussions as well as formative evaluations of examinations and written products. All
candidates are required to demonstrate their ability to effect positive child change through the
development, implementation, and evaluation of a child-change project. At the completion of the
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course, candidates will have demonstrated competence in the areas of lifelong learners: be
active problem solvers to assist their students by providing appropriate behavioral interventions
and understand the importance of remaining current in the field to remain aware of and
competent in best practices (assignments 1, 2, 3, 4); adaptive: demonstrate flexibility and
strategic planning appropriate to a wide variety of learners for effectively meeting students’
behavioral needs (assignments 2, 3, 4); collaborative: develop skills to work effectively with
various other professionals involved in the processes required for addressing the behavioral
needs of students (assignments 1, 2, 3, 4); culturally sensitive: develop awareness and
understanding of individual and group differences when diagnosing and prescribing for
behavioral needs (assignments 2, 3, 4); empathetic: develop the sensitivity for individual, family,
and institutional needs that will most effectively meet the behavioral needs of students
(assignments 2, 3, 4); knowledgeable: demonstrate a specific knowledge of functional behavior
assessment and behavioral intervention techniques (assignments 2, 3, 4); and reflective:
demonstrate reflective, critical thinking skills in order to effectively plan and implement
appropriate behavioral intervention techniques (assignments 1, 2, 3, 4).
Assignments:
1. Journal Article Critiques: (4 @ 10 points each, 40 points total)
Students will read and critique four (4) articles related to behavior modification or behavior
management. Article must be recent (i.e., within the past 5 years, 2001-2006) and published
in professional journals. Each critique should include
a) a brief summary of the content of the article,
b) a paragraph on how it is applicable to special education and/or your classroom, and
c) your interpretation, reactions, comments, and analysis of the article (this should make
up the major portion of the critique).
You must complete at least one critique for each of the following topics:
Functional Behavior Assessment
Positive Behavior Support
Behavior Intervention Plans
Your choice (behavioral focus)
This is the suggested order, but you can do them out of order if you would like. The
critique should be a minimum of one page and a maximum of two pages, and should follow
APA 5th edition guidelines.
(Objectives 1-3; rubric)
2. Behavior Change Project: (50 points)
Students will demonstrate knowledge of course material by designing a behavior change
project. The plan should be based on a behavior observed in your classroom or other current
environment. Plans will include goal(s), specific behavioral objective(s), assessment
technique(s), and intervention(s). This assignment will include the collection of baseline data,
the implementation of an intervention, and the collection of data, graphing of data, and
analysis/evaluation of data. The plan will follow one of the single-subject research designs
described in the text and/or class.
The written document is to include the following sections:
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Participant characteristics – age; educational background; other relevant background
information; and physical, academic, and social levels.
II. Long-term goals and short-term objectives (the latter written in behavioral terms).
III. Description of baseline behavior (i.e. current level) and hypothesis of function of the
behavior (escape or attention).
IV. A written description of the intervention, which is to include copies or pictures of any
materials used (this is a description of the procedure)
V. Written description of how the individual responded to the intervention
VI. Evaluation/analysis/reflection – evaluate the program’s effectiveness, give suggestions
for future use, describe what you learned, what you might do to help the person maintain
behaviors and what you would do differently if you were to do it again, or if it didn’t
work this time.
VII. Graphic representation – a sample graph depicting the appropriate format will be
distributed.
(Objectives 1-3; rubric)
I.
3. 5 Weekly quizzes: (20 points)
The lowest quiz grade will be dropped. Quizzes cannot be made up, if you miss one, that will
be the one dropped. Format will include multiple choice, true/false, short answer, matching,
and analysis/application questions. Material will include text, class discussion and
assignments, and lecture.
(Objectives 1-3; exam key)
4. Midterm & Final Exam: (50 points each)
Will include multiple choice, true/false, short answer, matching, and analysis/application
questions. Material will include text, class discussion and assignments, and lecture.
MIDTERMS AND FINALS WILL ONLY BE GIVEN ON THE EXAM DATE, make
sure you are in class to take them.
(Objectives 1-3; exam key)
Evaluation Procedures:
Assignment/Activity
Journal Article Critiques
Points
10
10
10
10
Behavior Management Plan Rubric
50
Quizzes
Exam key
3@ 20
(lowest score dropped)
=60
Midterm
Final Exam
Assessment Tool
Rubric
Exam key
Total Points Possible
Due Date
9/11/06
9/25/06
10/23/06
11/13/06
11/20/06
8/26/06
9/18/06
11/06/06
11/20/06
50 10/02/06
50 12/04/06
250
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Grading Policy:
A = 225-250
B = 200-224
C = 175-199
F = <174
CLASS POLICIES
1. WebCT is a supplement to this course and will be used to access email, grades, notes,
assignments and on-line sessions. A brief overview will be done in class, if you need further
assistance contact the distance learning center.
2. Attendance is expected. In-class assignments will be done that directly reflect exam
questions. Two tardies and/or leaving early will count as one absence.
3. Late assignments will NOT be accepted. If there is an emergency, the grade on the late
assignment will be dropped by 10% each day, ie. one week late equals 70% reduction in
grade, therefore emailing your assignment as an attachment BY 5:00 p.m, or putting in
assignment drop box on WebCT Vista the day it is due would be the best way to avoid a
reduction in the grade.
4. Each student is to come to class prepared. This includes having the text available and having
done the assigned readings for that day and any other assignments.
5. Student work will be returned as promptly as possible, but if you are absent when the work is
handed back, you must pick up your work at the instructor’s office.
6. Students who miss class (or any portion of class) are responsible for the content, including
any announcements. Any student who misses class has the responsibility for obtaining copies
of notes, handouts, assignments, etc. If additional assistance is necessary, an appointment
should be scheduled with the instructor.
7. Submission of work taken directly from another source (e.g. lesson plan copied from a book,
the internet, or material developed by another student) will be considered plagiarism and
grounds for no credit on the assignment. However, students are encouraged to use a variety
of resources in obtaining ideas and illustrations to help complete assignments. See the APA
Guide for the correct methods for citing other authors’ work.
8. It is not appropriate or acceptable to submit for credit an assignment, project, or paper that
was submitted for credit in another class without prior approval from the instructor.
9. Students are not to bring guests to class, no exceptions.
ACADEMIC HONESTY
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs
when a student uses or purchases ghost-written papers. It also occurs when a student utilizes the
ideas of or information from another person without giving credit to that person. If plagiarism or
another act of academic dishonesty occurs, it will be dealt with in accordance with the academic
misconduct policy as state in The Uncatalog, Undergraduate Catalog, and Graduate Catalog.
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COURSE OUTLINE
Date
Topic and assigned reading (READ CHAPTER BEFORE
CLASS)
8/14/06
Review syllabus and course requirements, Foundations for
understanding a managing behavior, chapter 1
8/21/06
Formal behavioral assessment and functional behavior
assessment, chapters 2 & 6
8/26/06
Data collection techniques, chapter 3
APA format review
9/04/06
Labor Day, NO CLASS
9/11/06
Single-subject design, chapter 4
9/18/06
Curriculum-based assessment: the relationship between
classroom curriculum and student behavior, chapter 5
9/25/06
Positive Behavior Support (PBS), handout
Assignments Due
For class and for
behavior change
project
Quiz 1 (Ch. 1, 2, 6)
Hypothesis for
behavior change,
target behavior and
operational definition
Critique #1
Data collection sheet
Design being used
and intervention
Quiz 2 (Ch. 3,4)
Critique #2
Baseline data
10/02/06 MIDTERM
10/09/06 NO CLASS/Fall break
10/16/06 Establishing a reinforcement program, chapter 7
10/23/06 Cognitive behavior modification, chapter 8
10/30/06 Behavior reduction strategies, chapter 9
Critique #3
Intervention data
11/06/06 Specific behavior challenges, chapter 10
Quiz 3 (ch. 7, 8, 9)
11/13/06 Disciplining students: legal issues for schools and Adolescent
behavior issues, chapters 11 & 13
Critique #4
11/20/06 Special considerations: early childhood and cultural and family
issues, chapters 12 & 14
Quiz 4 (ch. 10, 11, 13)
Behavior change
projects DUE
Presentations
11/27/06 Final exam review & behavior change project presentations
12/04/06 FINAL EXAM
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