SPED 305 – Behavior Management
Fall Semester 2011
Instructor: Jackie C. Jones
Phone: 434-547-2800 (cell)
Class: W 6:00-8:45 Rm. Comm.205
Email: jonesjc@longwood.edu
Course Description
Strategies for developing positive behavior intervention plans and supports from behavioral,
cognitive, ecological, psycho educational, and psychodynamic theories. (3 credits).
Textbooks
Albert, Linda. (2003). Cooperative Discipline. Circle Pines, MN: American Guidance Services.
Rhode, Ginger; Jensen, W.; and Reavis, H. (2010). The Tough Kid Book: Practical Classroom Management Strategies.
Longmont, CO: Sopris West.
Rhode, Ginger; Jensen, W.; and Reavis, H. (2010). The Tough Kid Tool Box. Strategies. Longmont, CO: Sopris West.
Course Objectives
The teacher of children and youth with social-emotional difficulties must be prepared to evaluate
conflicting conceptual models of classroom management in a wide array of treatment settings. In
addition, the teacher must critically judge the appropriateness and effectiveness of behavior
intervention strategies and supports to meet the needs of students with diverse behavioral
characteristics. This course is designed to strengthen the management skills of prospective teachers
of children and youth with learning disabilities, emotional/behavioral disorders, or mild-moderate
mental retardation. Course objectives will be met through lecture, group discussion, field trips,
videotapes, readings, and a research paper.
Upon completion of this course, the educator as a reflective citizen leader will have the following
knowledge, skills, and dispositions:
Knowledge
1. Describe the underlying premises and limitations of the major theoretical perspectives
regarding behavior and its "treatment” (ERCL #5; CEC 1)
2. Identify and describe major approaches and materials for teaching appropriate social skills
and behaviors to children and youth with behavior problems (ERCL #5, 6; CEC 1, 5).
3. Describe expectations held and classroom management models often used by regular
classroom teachers (ERCL #5; CEC 1, 10).
Skills
4. Develop positive behavior intervention plans and supports that integrate behavioral,
ecological, psychodynamic, and psycho educational methodologies (ERCL #6; CEC 5).
Dispositions
5. Explain his/her philosophy of behavior management for students with learning disabilities,
emotional/behavioral disorders, or mild-moderate mental retardation (ERCL #1, 6, 8 & 10; CEC 1, 3, 9).
Non-content Objectives and Competencies
1. Use appropriate written communication skills in terms of vocabulary, grammar, spelling
and sentence construction.
2. Use appropriate verbal communication skills in terms of fluency of expression, grammar
and appropriate active listening skills.
3. Use appropriate social skills in terms of monitoring their own behavior and the perceptions
of others related to their behaviors.
4. Use communication skills in formal and simulated presentations.
Class Schedule
Topic
Assignment
Introduction & Overview
Three-Tier Model of Behavior
8/31 & 9/1
The Basics of Behavior: Choice & The Need to Belong
Albert, Ch. 1-2
The Four Goals of Misbehavior
Albert, Ch. 3
9/7 & 8
Characteristics of Attention Seeking
Preventions and Interventions
Albert, Ch. 4-5
9/14 & 15
Learning Team Assignment: Role Plays
9/21 & 22
Characteristics of Power & Revenge Seeking Behavior
Albert, Ch. 6-7
Defusing Confrontations - Power or Revenge: Interventions
Albert, Ch.8-9
9/28 & 29
More About Revenge Seeking Behaviors
Albert, Ch.10
Characteristics of Avoidance-of-Failure Behavior
Albert, Ch. 11-12
Interventions
10/5 & 6
Setting the Tone
Albert, Ch. 13-15, and 18
10/12 & 13 Test 1
10/19 & 20 The Tough Kid
Rhodes, Ch. 1
What does he/she look like?
The Critical Role of Classroom Management
Rules and procedures
`
10/26 & 27 Unique Positive Procedures
Rhodes, Ch. 2
About Disciplinary Intervention
Teacher-Student Relationships
11/2 & 3
Reductive Techniques
Rhodes, Ch. 3
Mental Set
The student’s Responsibility
11/9 & 10
Advanced Systems
Rhodes, Ch. 4
Getting Off to a Good Start
Management at the School Level
11/16 & 17 School Action Plan Due
11/23 &24
Holiday – No class
11/30 & 12/1 Management at the School Level
Rhodes, Ch. 5
Mainstreaming and Inclusion
Research Paper Due
Date
8/24 & 25
12/7 & 8
Final Exam
Course Requirements
1. Tests. Students will complete one Test and one cumulative exam covering
class activities, notes and all text readings.
2. Research paper. Students will complete a research paper on one of the following three
topics: 1.) Life Space Crisis Intervention; 2.)Reality Therapy/Choice Theory; 3.)Cognitive
Restructuring: Rational Emotive Behavior Therapy.
We will "sign up" for the topics in class and only 6-10 students may choose any given topic.
Papers will have three sections: one thoroughly describing the model, one giving information
regarding research on the effectiveness of the model, and one explaining why you do or do not
feel comfortable accepting all or parts of the model into your personal philosophy for dealing
with the behavioral/social-emotional problems of children and youth with learning disabilities
emotional/behavioral disorders, or mild-moderate mental retardation.
Papers will be in APA 6th Ed. style, double-spaced, typewritten, approximately 5-8 pages,
and free from errors. Papers are due on November 30th/December 1st and are worth 15% of
your overall grade. Papers will be graded according to the following criteria:
Technical Adequacy
 On time
 Typewritten and free from
grammar/spelling errors
 A minimum of five references in
APA style (in reference list at
end of paper and also cited in APA
style in body of paper)
Content of Paper: Three Sections
 Thorough description of model
 Information regarding effectiveness
 Rationale for accepting/rejecting
3 points
5 points
5 points
10 points
3 points
4 points
3. School Action Plan
Each student is expect to complete a Cooperative Discipline School Action Plan. The students will
pinpoint and describe the student’s behavior, determine the goal for that behavior, select an
intervention to stop the behavior, select encouragement strategies, develop plans to involve parents,
students, and other partners and include a “Tool” model.This assignment is due November 16/17,
2011.
4. Student Participation
Each student is expected to participate in both Learning Team Activities: Role Playing throughout
the course and class discussions. The students will have an opportunity to respond to the Four
Goals of Misbehavior with the goal being to correctly identify the goal of the behavior, engage in
an appropriate intervention, and discuss and receive feedback with regards to the role play scenario
5. Grading (The final grade scale is: 95-100 =A, 89-94=B, etc. Uniform Program Policy)
Assignment
1 Test
Research Paper
School Action Plan
Participation
Attendance
Final Exam
Date Due
See syllabus
12/ 1/10
11/03/10
Rolling
Rolling
Exam Week
Points
20%
15%
15%
15%
10%
25%
6. Attendance
Students are expected to attend all class sessions. If you must be absent for legitimate purposes
(i.e., death in the family or a recognizable illness or emergency), notify the instructor before the
class session in question if possible. Late work will not be accepted without prior approval from
the instructor and reasonable justification for lateness. A grade of "F" may be assigned if you miss
more than 25% of the class sessions for any combination of excused or unexcused absences. If you
miss more than 10% of the class sessions for unexcused absences, your grade may be lowered by
one letter.
7. Honor Code
Students are expected to abide by the Longwood College Honor Policy. All tests and
assignments are to be pledged.
8. Disability Policy
Please inform the instructor immediately if you require modifications in instruction or testing
according to a disability plan filed with the Academic Support Center.
Suggested Reading List
Beyond Behavior (Special Issue) (2001). 10(3), 6-34 (a series of 5 short articles on service
learning for students with E/BD).
Cullinan, D. (2002). Students with emotional and behavior disorders: An introduction for teachers
and other helping professionals. Upper Saddle River, NJ: Merrill-Prentice Hall.
Cullinan, D., Osborn, S., & Epstein, M.H. (2004). Characteristics of emotional disturbance among
female students. Remedial and Special Education, 25, 276-290.
Curwin, R.L., & Mendler, A.N. (1999). Discipline with dignity. Upper Saddle River, NJ: Pearson.
Duckworth, S., et al. (2001). Wraparound services for young schoolchildren with emotional and
Behavioral disorders. Teaching Exceptional Children, 33(4), 54-60.
Jones, V. (2002). Creating communities of support: The missing link in dealing with student
Behavior problems and reducing violence in school. Beyond Behavior, 11(2), 16-19.
Katsiyannia, A., & Smith, C.R. (2003). Disciplining students with disabilities: Legal trends and
the issue of interim alternative education settings. Behavioral Disorders, 28 (4), 410-418.
Kerr, M.M., & Nelson, C.M. (2002). Strategies for addressing behavior problems in the
Classroom(4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Lewis, T.J., Hudson, S., Richter, M., & Johnson, N. (2004). Scientifically supported practices in
emotional and behavioral disorders: A proposed approach and brief review of current
practices. Behavioral Disorders, 29, 247-259.
Long, N.J., Wood, M.M., & Fescer, F.A. (2001). Life space crisis intervention: Talking with
students in conflict (2nd ed.). Austin, TX: Pro-Ed.
Marzano, Robert. (2009) A Handbook for Classroom Management that Works. Upper Saddle
River, New JerseyMerrill/Pearson.
Meese, R.L. (1996). Strategies for teaching students with emotional and behavioral disorders.
Pacific Grove, CA: Wadsworth/Brooks Cole.
Montgomery, D.J. (2005). Communicating without harm: Strategies to enhance parent-teacher
communication. Teaching Exceptional Children, 37 (5), 50-55.
Pavri, S. (2001). Loneliness in children: How teachers can help. Teaching Exceptional Children,
33(6), 52-58.
Ryan, J.B., & Peterson, R.L. (2004). Physical restraint in school. Behavioral Disorders, 29 (2),
154-168.
Schoen, S.F., & Nolen, J. (2004). Action research: Decreasing acting-out behavior and increasing
learning. Teaching Exceptional Children, 37 (1), 26-29.
Snider, V.E., Busch, T., & Arrowood, L. (2003). Teacher knowledge of stimulant medication and
ADHD. Remedial and Special Education, 24(1), 46-56.
Sprick, R., Booher, M., & Garrison, M. (2009). Behavioral Response to Intervention: Creating a
continuum of problem-solving & support. Eugene, OR: Northwest Publishing,
Sridhar, D., & Vaughn, S. (2000). Bibliotherapy for all: Enhancing reading comprehension, selfconcept, and behavior. Teaching Exceptional Children, 33(2), 74-82.
Wolfgang, C.H. (2001). Solving discipline and classroom management problems: Methods and
models for today’s teachers (5th ed.). New York, NY: John Wiley & Sons.
Zirpoli, T.J. (2005). Behavior management: Applications for teachers (4th ed.). Upper Saddle
River, NJ: Pearson.
Rubric for SPED 305 Research Papers
Name___________________________________________________
Topic____________________________________________________
I. Technical Adequacy
On time
Typewritten and free from
grammar/spelling errors
A minimum of five references in
APA style (in reference list at
end of paper and also cited in APA
style in body of paper)
II. Content of Paper: Three Sections
Thorough description of model
3 points
5 points
5 points
10 points
Information regarding effectiveness
3 points
Rationale for accepting/rejecting
4 points
Total Points _______/30 Converted to a Letter Grade 27/30=90=AComments:
SPED 305 Research Paper Topics
Please put your name, your local telephone and e-mail under your chosen topic:
Life Space Crisis Intervention
Name
1.
2.
3.
4.
5.
6.
Local Telephone and e-mail
Reality Therapy/Choice Theory
Name
Local Telephone and e-mail
1.
2.
3.
4.
5.
6.
Cognitive Restructuring: Rational-Emotive Behavior Therapy
Name
Local Telephone and e-mail
1.
2.
3.
4.
5.
6.