KEAN UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION
FALL 2009
BUILDING INCLUSIVE ENVIRONMENTS THROUGH POSITIVE BEHAVIORAL SUPPORTS
Course Number:
ID 3163
Semester Hours:
3
Prerequisites:
ID 2052,
Acceptance into TSD Program
Limitation on Enrollment:
30 Petition required
Required:
Dual Majors in Teacher of Students with Disabilities
and K-5; K-5 & 5-8; and K-12 Teacher Certification
Candidate Majors
Catalog Description: This course explores effective management practices for inclusive
classrooms. Behavioral theories, functional behavioral assessment, and development of
positive behavioral intervention plans will be presented.
N.B. In order to ensure full class participation, any students with a disabling condition
requiring special accommodations (e.g., tape recorders, special adaptive equipment, and
special note-taking or test-taking procedures) will be strongly encouraged to contact the
professor at the beginning of the course. For the student’s convenience, both the
professor’s office hours and telephone number will be listed on the syllabus.
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KEAN UNIVERSITY
Union, New Jersey
Building Inclusive Environments Through Positive Behavioral Supports
I.
Course Objectives
Students will achieve growth toward becoming informed, dynamic professionals, as
evidenced by demonstration of proficiencies in knowledge, skill application, and
dispositions needed for implementing classroom management in special and
general education classes. Students will:
II.
A.
Discuss psychological factors that influence student behavior (K)
B.
Assess effective management models for inclusive classrooms (K, S, D)
C.
Develop classroom management skills (K, S, D)
D.
Apply behavioral management principles to address specific classroom
problems (K, S, D)
E.
Design positive behavioral plan (K, S)
F.
Construct functional assessment (K, S)
G.
Evaluate specific techniques to manage student behavior in inclusive
settings (K, S, D)
H.
Analyze the components of inclusive teaching models for behavior
management (K, S, D)
I.
Develop an action plan for classroom management implementation
J.
Evaluate impact of violence and terrorism in sub category schools
Course Content
A.
Psychological factors influencing student behavior
1. Theoretical framework
a. Maslow
b. Dreikurs
c. Erikson
d. Glasser
e. Skinner
f. Elkind
g. Lipsitz
h. Golman
2. Informal assessment approaches
3. Environmental factors
4. Addressing needs for at-risk and multicultural students
B.
Effective management models for inclusive settings
1.
2.
3.
4.
5.
6.
7.
8.
C.
Behavior modification
Assertive discipline
Control theory
Cognitive behavior modification
Reality theory
Brain-based discipline
Discipline with dignity
Emotional intelligence
Classroom management skills
1. Discipline plan
a. Rules
b. Consequences
c. Rewards
2. Procedures
a. Rehearsal
b. Self-monitoring
3. Classroom organization
4. Intervention plans
5. Behavioral contracts
6. Behavior logs
7. Parental involvement
D.
Behavioral management principles addressing specific problems
1.
2.
3.
4.
5.
6.
7.
8.
Attention deficit disorder
Off-task
Noncompliant
Bully
Aggressive
Oppositional defiant
Violent
Social withdrawal
4
9.
10.
11.
12.
13.
14.
15.
E.
Lying
Cheating
Stealing
Tantrums
Verbal abuse
Self-mutilation
Bilingual
Positive behavioral intervention plan (BIP)
1. Behavior analysis
a. Antecedent
b. Behavior
c. Consequences
2. Hypothesis
3. Target behavior(s)
4. Strategies
5. Collection of data
6. Implementation of plan
7. Assessment of plan
F.
Functional assessment
1.
2.
3.
4.
5.
6.
G.
Eye contact
Peer interaction
On task
Transitioning ability
Verbal communication
Observation
a. Structured
b. Unstructured
Specific techniques to manage student behavior in inclusive settings
1.
2.
3.
4.
5.
6.
7.
8.
Planned ignoring
Signal interference
Proximity control
Interest boosting
Humor
Hurdle helping
Restructuring the program
Support from routine
5
9.
10.
11.
12.
13.
14.
15.
16.
17.
H.
Appeal to values
Removing seductive objects
Antiseptic bouncing
Time out
“I” messages
Behavior journal
Praise
Tokens
Mnemonics
a. VENT
b. FOCUS
c. SLANT
Components of inclusive models for behavior management
1. Configurations
a. One teacher and one assistant
b. Station teaching
c. Parallel teaching
d. Alternative teaching
e. Team teaching
2. Goals and objectives
3. Sufficient time for collaboration
4. Teacher attitudes
5. Responsibility for discipline
I. Action in Plan
1. Rubric assessment
2. Reflective strategies
3. Philosophy
J. Violence and terrorism in schools
1.
Gang related violence
2.
Threat of terrorism
3.
School evacuation plans
4.
Protective strategies
5.
Home/School collaboration and connection
III.
Methods of Instruction
A.
Cooperative learning groups
B.
Case studies
C.
CD-ROM (video discs)
D.
Simulations and role playing
E.
Lecture
F.
Guest speakers
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IV.
V.
Methods of Evaluation
A.
Development of behavioral intervention plan (BIP) (K, S, D)
B.
Website assessment (K,S)
C.
Examination (K, S, D)
D.
Cooperative group activity (K, S, D)
E.
Classroom participation (K, S, D)
F.
Construction at Classroom Management (K,S,D) Action Plan
Suggested Text
Jones, V & Jones, L. (2006)
Comprehensive Classroom Management: Creating communications of
support and solving problems.
New York: Pearson.
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BIBLIOGRAPHY
Print
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Seminal
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Freiberg, J. (1999). Beyond behaviorism: Changing the classroom management
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Plenum Press.
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Discipline Advisor, 1, 4-5
Non-Print
Alternative Assessment
Assertive Discipline
Kids Out of Control
Managing Today’s Classrooms
Multiple Intelligences
Performance Assessment
Classroom Management (ASCD)
First Days of School
Last One Picked, First One Picked On
When Chips Are Down
VHS 2838
VHS Kit-27
VHS 2741
VHS 3370
VHS 2565
VHS 2223
World Wide Web
www.teachervision.fen.com/lesson-plans/lesson-2943.html
www.theteachersguide.com
www.proteacher.com
www.education-world.com
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