A Course Syllabus
For
EdSp 4360 Behavioral Management Techniques
(2 Semester Hours)
in Special Education
Department of Educational Leadership & Human Services
COLLEGE OF EDUCATION
Course Description:
Prerequisite:
Practical approaches to behavior management for the
classroom teacher, special educator, or clinician.
EdSp 2100 Education of the Exceptional Child
or
Psy 4200 Psychology of the Exceptional Child
UNIVERSITY OF CENTRAL MISSOURI
Warrensburg, Missouri
Special Education
Educational Leadership & Human Development
EdSp 4360
Behavioral Management Techniques
(2 Semester Hours)
Dr. Joyce Anderson Downing
Lovinger 4132
(660) 543-8762
jdowning@ucmo.edu
Office Hours: vary by semester
posted on office door
or by appointment
Catalog Description: Practical approaches to behavior management for the classroom teacher,
special educator, or clinician.
Conceptual Framework:
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise that
all can learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's
Teacher Education Program develops teachers and other school professionals who are well
grounded in theory, display competence in content knowledge and instructional strategies, and
possess the dispositions to ensure success for all learners. The Teacher Education Program
prepares individuals as professional educators for an ever-changing, culturally diverse
population. Faculty and candidates provide support and service to schools in meeting their
present and future challenges by developing communities that learn through research and
scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that
reflects the honor and worth of serving a vital profession.
.
Course Objectives: Upon completion of this course, the students will be able to identify and
describe the following concepts and skills, and apply them to simulated and/or real case studies:
All Special Education Majors and Minors:
MoSTEP 1.2.6 The preservice teacher uses an understanding of individual and group motivation
and behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation
CC1: K2 Laws, policies, and ethical principles regarding behavior management planning and
implementation.
CC1: S1
Articulate personal philosophy of special education.
CC2: K6 Similarities and differences among individuals with exceptional learning needs.
CC2: K7 Effects of various medications on individuals with exceptional learning needs.
CC4: S4 Use strategies to facilitate maintenance and generalization of skills across learning
environments.
CC4:S5
Use procedures to increase the individual’s self-awareness, self-management, selfcontrol, self-reliance, and self-esteem.
CC5: K1 Demands of learning environments.
CC5:K2
Basic classroom management theories and strategies for individuals with exceptional
learning needs.
CC5:K3
Effective management of teaching and learning.
CC5: K4 Teacher attitudes and behaviors that influence behavior of individuals with
exceptional learning needs.
CC5: K5 Social skills needed for educational and other environments.
CC5: K6 Strategies for crisis prevention and intervention.
CC5: S2
Identify realistic expectations for personal and social behavior in various settings.
CC5: S3
Identify supports needed for integration into various program placements.
CC5: S4
Design learning environments that encourage active participation in individual and
group activities.
CC5: S5
Modify the learning environment to manage behaviors.
CC5: S8
Teach self-advocacy.
CC5: S9
Create an environment that encourages self-advocacy and increased independence.
CC5: S10 Use effective and varied behavior management strategies.
CC5: S11 Use the least intensive behavior management strategy consistent with the needs of the
individual with exceptional learning needs.
CC5: S12 Design and manage daily routines.
CC7: S4
Use functional assessments to develop intervention plans.
CC7: S5
Use task analysis.
CC7: S7
Integrate affective, social, and life skills with academic curricula.
CC7: S13 Make responsive adjustments to instruction based on continual observations.
CC7: S14 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes
and actions.
CC8: S1
Gather relevant background information.
CC8: S2
Administer nonbiased formal and informal assessments.
CC8: S3
Use technology to conduct assessments.
CC8: S4
Develop or modify individualized assessment strategies.
CC8: S5
Interpret information from formal and informal assessments.
CC8: S8
Evaluation instruction and monitor progress of individuals with exceptional learning
needs.
CC8: S9
Develop or modify individualized assessment strategies.
CC8: S10 Create and maintain records.
CC9: K2 Importance of the teacher serving as a model for individuals with exceptional learning
needs.
CC9: S8
Uses verbal, nonverbal, and written language effectively.
CC9: S9
Conduct self-evaluation of instruction.
CC9: S10 Access information on exceptionalities.
Crosscategorical Special Education Majors and Minors
GC1: K9 Theory of reinforcement techniques in serving individuals with disabilities.
GC4: S9
Use a variety of nonaversive techniques to control targeted behavior and maintain
attention of individuals with disabilities.
GC5: S5
Use skills in problem-solving and conflict resolution.
GC7: K1 Integrate academic instruction and behavior management for individuals and groups
with disabilities.
GC7: S1
Plan and implement individualized reinforcement systems and environmental
modifications at levels equal to the intensity of the behavior.
Severe Developmental Disabilities Majors
IC1: K7
Theory of reinforcement techniques in serving individuals with disabilities.
IC1: K8
Theories of behavior problems of individuals with disabilities.
IC2: K4
Psychological and social-emotional characteristics of individuals with disabilities.
IC4: S3
Use a variety of non-aversive techniques to control targeted behavior and maintain
attention of individuals with disabilities.
IC4: K3
Adaptation of the physical environment to provide optimal learning opportunities for
individuals with disabilities.
IC5: S3
Structure the educational environment to provide optimal learning opportunities for
individuals with disabilities.
IC5: S10 Use skills in problem-solving and conflict resolution.
IC7: S1
Plan and implement individualized reinforcement systems and environmental
modifications.
IC8: S1
Implement procedures for assessing and reporting both appropriate and problematic
social behaviors of individuals with disabilities.
Monitor intra-group behavior changes across subjects and activities.
IC8: S7
IC9: S1
Participate in the activities of professional organizations relevant to individuals with
disabilities.
IC9: S2
Ethical responsibility to advocate for appropriate services for individuals with
disabilities.
IC10: K1 Parent education programs and behavior management guides that address severe
behavior problems and facilitation communication for individuals with disabilities.
Course Outline:

Models of Human Behavior

Principles of Behavior Modification

Steps in the Behavior Change Process

Measuring Behavior and Summarizing Data

Methods of Increasing Behavior

Methods of Decreasing Behavior

Psychodynamic Behavior Management

Cognitive Behavior Management Techniques

Environmental/Biophysical Interventions

Issues and Concerns in Behavior Management

Crisis Intervention

Case Study – Application
Course Requirements/Assessment of Learning:
1.
Class Preparation, Participation and Discussion – Students are expected to
attend all scheduled class sessions and to participate in discussions as both a
listener and presenter. Students will be expected to have read assigned
material in advance and be prepared to engage in discussion. This course
uses Blackboard; some interaction via the internet is required.
10%
2.
Sniffy activities – Students will work with “Sniffy, the virtual lab rat”
software to complete a set of basic operant conditioning activities. A brief
summary paper is due following completion of each activity (see rubric).
10%
3.
Case study projects – At two points during the semester, students will be
asked to apply behavior management techniques learned in class to a
simulated case study. Each product will be a one- or two-page paper, worth
10% of total course points.
20%
4.
Intervention presentation – Students will select one of their two case study
projects (or the 4361 project) to refine and share with the class using
appropriate technology to develop a power-point presentation.
5%
5.
Classroom management plan – Over the course of the semester, students
will develop a management plan for setting up a classroom, preparing for
the first day of school, encouraging appropriate behavior while preventing
most problem behaviors, and for addressing problem behaviors when they
do occur. The plan will be accompanied by a personal values and
philosophy statement. [Portfolio artifact for SPED majors.]
15%
6.
Examinations – Students will demonstrate their grasp of behavior
management theories, research and techniques via a midterm and final
exam. Each will be worth 20 points, and will include a mixture of true/false
matching, multiple choice and short essay format questions.
40%
Grading: Scoring rubrics will be distributed for all written products in advance of the due date. Grading
standards are as follows:
A = 90-100%
B = 80-89%
C=
70-79%
D = 60-69%
F = < 59%
Differential Requirements for Students Receiving Graduate Credit: Graduate students will
conduct research on a course-related topic approved by the instructor in addition to the
requirements above. Failure to satisfy this requirement may result in a 10-point reduction in the
overall course grade (i.e., a grade no higher than a B).
Text(s) and Related Material:
Walker, J.E., Shea, T.M., & Bauer, A. (2006). (9th Ed.). Behavior Management: A Practical
Approach for Education. Englewood Cliffs, NJ: Prentice-Hall.
Bibliography: Additional readings and resources will be available in class as handouts, from
the library, or on the Internet.
Academic Honesty: This instructor will enforce Central’s Academic Honesty Policy as
described in the Student Calendar/Handbook.
Early Alert: As part of the CoE commitment to building a positive, student-centered learning
community that supports the success of every student, this faculty member participates in the
UCM Early Alert Program.
ADA: Students with documented disabilities who are seeking academic accommodations should
contact the Office of Accessibility Services, Union 222, (V) (TTY) 660-543-4421.
Library Services: Get help @ your library! You may access your library account, the online
catalog, and electronic databases from James C. Kirkpatrick Library’s website at
http://library.ucmo.edu.