OBSERVATION & MANAGEMENT OF BEHAVIOR - KTS
Kirkwood Community College
Spring 2008
Linn Hall 203B & off campus sites
3 credits
TTh 4:00-5:20 pm
Course #: DSV-120
Section #: CRTP4
Synonym #: 076174
Instructor Information:
Name:
Doug Van Oort, Assistant Professor
Address:
Kirkwood Community College, PO Box 2068, Cedar Rapids, IA 52406
Office:
223 Cedar Hall
Office Hours: MWF 10:00-10:50, TTh 12:00-12:50
Office Phone: 319-398-4936 or 1-800-332-2055 x4936
E-mail:
doug.van.oort@kirkwood.edu
Fax:
1-319-398-1021
Contacting the Instructor:
Students are encouraged to contact the instructor immediately with concerns or questions.
 By e-mail:
 Kirkwood staff are instructed to delete suspicious-looking e-mails such as
those without subjects. Therefore:
1. establish a Kirkwood student email account (it’s easy & free) and
use it when communicating with instructor (to establish your
account, go to www.kirkwood.edu, scroll to bottom of home page,
and click on “Student Email”), or
2. include a subject for each email that clearly identifies this as a
legitimate communication (include your first & last name and
course title as the subject, for example).
 If you leave a phone message, clearly state your first & last name, course title,
message, and how and when you can best be reached.
 The instructor’s goal is to respond to student contacts within the same day
received; if you contact the instructor and do not get a timely reply, please
try again using a different method (phone instead of e-mail).
Course Description:
Students develop skills of observation and management of the behavior of others
individually and in groups. Students develop strategies for helping others manage their
own behavior.
Materials:
 Kaplan, Joseph, Beyond Behavior Modification, 3rd edition, Austin, TX: Pro-ED,
1995.
 #2 lead pencil on test days
 calculator
 3 ring binder (optional)
1
Student Objectives:
1.
Describe strategies that are effective in preventing many behavior
problems.
2.
Develop plans based on the instructional environment.
3.
Identify behaviors objectively.
4.
Select appropriate recording methods for various situations.
5.
Utilize selected recording systems.
6.
Write behavioral objectives.
7.
Select appropriate reinforcement procedures.
8.
Identify potential negative consequences of using reinforcement and
describe ways to prevent these consequences when using reinforcement.
9.
Use instructional techniques to change behavior.
10.
Describe methods of stopping inappropriate behavior.
11.
Develop selected self-management strategies.
12.
Measure progress accurately.
13.
Develop and revise a task analysis.
14.
Use a task analysis to evaluate and chart progress.
15.
Describe components of and uses for an individualized behavior plan.
16.
Design an individualized behavior plan.
17.
Describe positive behavior support.
18.
Describe the crisis cycle and strategies for managing oneself and others in
crisis.
19.
Identify potential negative consequences of using physical intervention
and restraint, describe alternatives to the use of physical intervention and
restraint, and identify precautionary measures related to the use of
physical intervention and restraint.
Attendance: Class discussion and activities will be integral components of this course
and important to student learning. Regular attendance and participation will be essential.
If absent, you are responsible for getting notes and any schedule changes from classmates
prior to the next class. Consider exchanging phone numbers or e-mail addresses with
classmates. If you cannot reach classmates, contact the instructor.
Respectful Class Discussions: Voicing of opinions and questions is strongly
encouraged in this course. The instructor will be respectful of your opinions and
questions and will expect you to be respectful of others’ opinions and questions as well.
We may certainly question or disagree with others’ opinions, but only respectfully.
Written Assignments:
1. Assignments are due on the date listed in the syllabus. Late assignments will
NOT be accepted and will result in a grade of zero (0) for that assignment.
 If absent for a legitimate reason on a due date, staple documentation
(doctor receipt, etc.) to the front of your assignment and turn the
assignment in no later than the next class session.
2
 Excuses regarding your printer or computer problems will not be
accepted. Work ahead, use the computer lab in 131 Nielsen Hall, or
use the computer and printer at your off campus site if not taking the
course on main campus.
 If you know in advance that you’ll be absent on a due date, it is your
responsibility to get the assignment to the instructor on or before the
due date by:
 mailing it (postmarked no later than due date);
 giving it to a reliable classmate to turn in;
 bringing it to instructor’s office (if instructor is not in, give
assignment to office staff in 205 Cedar Hall and ask that it be
put in instructor’s mailbox); or
 turning it in early.
2. All written assignments must be of college quality:
 Identifying information in upper left corner (single-spaced)
Student Name
Observation & Management of Behavior
Doug Van Oort, Assistant Professor
Date
 Typed (size 12 with standard margins) unless noted otherwise by
instructor; if not typed, the paper will receive the grade of zero.
 Stapled, not paper-clipped.
 Double-spaced.
 Stay within maximum page requirement (instructor will give a
maximum number of pages allowed for each assignment). FYI – the
maximum number of pages allowed will generally be about the length
of a quality paper. For example, if there is a 4 page maximum, a paper
that appropriately addresses the assignment (an “A” paper) will be
about 4 pages in length, not 2 pages.
 Correct grammar, spelling, punctuation, and capitalization.
 Clear, descriptive language (no “kind of”, “sort of”, “thing”, “stuff”).
 Detailed, with specific examples when appropriate.
 Critically analyzed and clearly stated support for your opinions.
 Use of course terminology.
 Refer to student as “student”, “child”, or “learner” instead of “kid”,
and to individual receiving community services as “individual” or
“consumer”.
3. For support with your writing, go to the Writing Center, 115 Linn Hall.
4. For support with computer issues, go to the computer lab, 131 Nielsen Hall.
5. The instructor offers this apology for any food or beverage stains that may appear
on your graded assignments; grading often gets done during lunch, coffee, etc. 
3
Extra credit: None will be given.
Tests: During tests, no billed hats, no visible cell phones or other devices, no items of
any kind on the desk other than the test and your pen/pencil, and no leaving the
classroom once the test has started until you finish. Any violations will result in the
completion of your test at that point and may result in a zero on the test depending on the
circumstances. Any instances of cheating will be reported (see section on “Student
Behavior”).
Make-up Tests: Make-up tests will NOT be permitted with the exception of
documented or verifiable emergencies.
 If you miss a test, it is your responsibility to contact the instructor immediately,
verify the reason, and make arrangements for the make-up.
 If you know in advance that you’ll miss a test, make arrangements with the
instructor to take the test prior to your absence.
Americans with Disabilities Act: Students with disabilities who need accommodations
to achieve course objectives should file an accommodation application with Learning
Services, Linn Hall 133, during the first week of classes. Application forms are available
at other Kirkwood locations as well, including all county centers and all deans’ offices.
Students should discuss needed accommodations with instructor immediately. Without
an Accommodations Plan, a student is not entitled to receive accommodations.
If you have learning needs but do not have a documented disability, discuss your needs
with the instructor as early as possible in the semester.
Student Behavior:
1. All cell phones, music devices, and other electronics will be kept out of sight and
will be turned off during class. Inform the instructor at the beginning of class if
there is a legitimate need to keep your phone on during a class.
2. Cheating and plagiarism are very serious issues. In cases of cheating or
plagiarism, Kirkwood’s policy will be enforced. Note that offenses are
cumulative during a student’s Kirkwood career.
1st Offense: Score of zero on test or assignment.
2nd Offense: Fail course.
3rd Offense: Suspension from Kirkwood for 1 semester.
According to Webster, to plagiarize is “to steal or pass off the ideas or words of another as one’s
own…to use created productions without crediting the source…to commit literary theft…to present
as new or original an idea or product derived from an existing source.”
Kirkwood students are responsible for authenticating any assignment submitted to an instructor. If
asked, you must be able to produce proof that the assignment you submit is actually your own
work. Therefore,
 keep copies of all drafts of your work,
 make photocopies of research materials,
4




write summaries of research materials,
hang on to Writing Center receipts,
keep logs or journals of your work on assignments, and
save drafts under individual file names on computer or diskette.
The inability to authenticate your work, should an instructor request it, is a sufficient ground for
failing the assignment.
Do your own work!
3. Respectful, professional behavior will be expected. If your learning is being
disrupted by a classmate or other circumstances, tell the instructor immediately;
the instructor will correct the problem.
The following steps will be followed in cases of disrespectful behavior:
 Offending student will receive a written warning from the instructor.
 Subsequent offenses by a previously-warned student will result in the
loss of one letter grade from the final grade for each offense.
 The instructor may require that the offending student meet with the
department dean. The dean may choose to expel.
Academic Calendar:
The course will follow the Kirkwood Community College academic calendar as well
as weather-related closings. Listen to local media for weather-related closings/delays.
Last day to drop this course:
April 11.
Study Tips
1. Complete the Checkpoints in each chapter and the Assessments at the end of each
chapter (unless noted otherwise). Write down questions you have and bring them
to class.
2. Read assigned material prior to class and be prepared to discuss the reading (and
perhaps complete an activity in class based on the reading).
3. Get a study partner or form a study group that meets before or after class.
4. Study right before going to sleep or during the first two hours after waking. Brain
research indicates that doing so results in more information being stored in longterm memory.
5. Start studying early; study several days leading up to a test rather than waiting
until the night before to cram.
6. Review your notes for 5-10 minutes as soon as possible after each class. Write
down questions you have and bring them to class (or your study group). (This tip
partly addresses the tip above.)
7. Take notes every day. Even if the information seems straightforward, taking
notes keeps you active in your learning. Research indicates more positive results
for those who take notes in class.
5
8. Take what you have read about and learned in class and apply it to your daily life
– students you work with, situations you’ve observed in the past, family, friends,
etc.
9. Refer to the test reviews provided elsewhere in this syllabus, and make flashcards
of terminology, lists, steps, etc. Begin memorizing and studying these early.
10. Ask your study partner, study group, family member, etc. to quiz you over your
flashcards, the test review, your notes, etc.
11. Quiz yourself from multiple angles. For example, if studying terminology and
definitions, first quiz yourself by looking at the terms and then producing the
matching definitions. Then, look at the definitions and produce the matching
terms.
12. In addition to rote memorization of information, quiz yourself by putting
information into your own words. This will result in a deeper conceptualization
of the information.
13. Get a tutor through Kirkwood’s Tutoring Center in 133 Linn Hall (398-5425) if
you feel this course will be particularly difficult for you. Each Kirkwood student
is eligible for up to two hours per week of tutoring, free of charge.
For a more extensive list of study tips, go to the following website:
http://www.kirkwood.edu/site/index.php?d=3&p=7120&t=2
To Access Grades Online
1. Go to www.kirkwood.edu & click “Current Students” box along right side of screen.
2. Click “CE6 Login” & login w/your “K” number (User Name) & Eaglenet password.
3. Click course, then scroll down and click “My Grades” along left side of screen.
6
GRADING
1. Your grade will be based solely on points you earn on assignments listed in the
table below. Percentages will convert to letter grades based on the scale below.
2. In the handy table below, keep a record of points you earn.
3. Keep ALL graded papers and tests until receipt of your final grade in the event
there is disagreement regarding that grade.
4. To compute your percentage at any time during or after the course, divide your
points by total points possible up to that point in time (Your Points/Total Points).
Assignment or Test
Possible Your
Points Points
Define, Judge & Replace Assignment
5
Observation Assignment
20
Diagnose Behavior Assignment
8
Strengthen Behavior Assignment
8
Weaken Behavior Assignment
8
Cognitive Behavior Modification Assignment
8
Individualized Behavior Plan (in class)
20
Self-Management Plan Assignment
40
Test 1
50
Test 2
50
Test 3
50
Test 4
30
Random Assessments - 3 pts each; done in class on random days; NO make-ups!:
3
 RA #1
3
 RA #2
3
 RA #3
3
 RA #4
3
 RA #5
3
 RA #6
3
 RA #7
3
 RA #8
3
 RA #9
3
 RA #10
3
 RA #11
3
 RA #12
3
 RA #13
Total Points
336
A
=
93-100%
B=
80-82
D+
=
67-69
A=
90-92
C+
=
77-79
D
=
63-66
B+
=
87-89
C
=
73-76
D=
60-62
B
=
83-86
C=
70-72
F
=
Below 60%
Note: If taking course for Iowa Paraeducator Certification, you must earn at least a C.
Course Schedule
Date/Day
Jan 10 - Th
Jan 15 – T
Topic







Jan 17 – Th 


Jan 22 – T 

Jan 24 – Th 


Jan 29 – T
Introductions
Syllabus overview
Your greatest concerns about behavior
Fundamental beliefs about behavior
Positive behavior support
Prevention/proactive behavior management
Questions about syllabus??
Building relationships
Conceptual models of behavior management
Update your greatest concerns
Defining & judging behavior
Discuss Observation Assignment
Selecting replacement behaviors
Questions about Observation Assignment??
Update your greatest concerns
 Monitoring & recording behavior
 Anecdotal records
Jan 31 – Th  Summarizing data
 Work on Observation Assignment – identify
dimension, sample, summarization method &
recording system
 Update your greatest concerns
Feb 5 – T
 Charting & analyzing data
 Work on Observation Assignment
Feb 7 – Th
Feb 12 – T
Feb 14 –
Th
Feb 19 – T
 Charting & analyzing data practice
 Questions about test??
 Work on Observation Assignment
 Update your greatest concerns
Test 1 (Ch 1, 3, 7, 8, Fundamental Beliefs,
Positive Behavior Supports, Anecdotal Records
 Behavior modification
 Update your greatest concerns
 Questions about behavior modification??
 Diagnosing behavior (functional analysis)
Required
Reading
End of
Chapter
Activities
(optional)
Tests & Due
Dates
p. 19-23
 Ch 1
 Remainder
of syllabus
19-23
 Ch 1
 Ch 3 (5362)
 Ch 3 (6268)
73-81
73-81
 Ch 7 (223- 251-253
242)
 Ch 7 (243- 251-253
249)
 Ch 8 (257- None
261, 280309)
None
None
Bring/email
Proposal A
for Obs
Assign
Define,
Judge &
Replace
Assignment,
Bring
calculator
Bring/email
Proposal B.
Bring
calculator!
Calculator!
Ch 7
homework
Calculator!
Ch 8
homework
Test 1
Calculator!
 Ch 2
45-51
 Ch 4 (8996)
None
8
 Work on Observation Assignment
Feb 21 –
Th
Feb 26 – T
Feb 28 –
Th
Mar 4 – T
Mar 6 – Th
Mar 11 – T
Mar 13 –
Th




Diagnosing behavior (pre-mod analysis)
Discuss Observation Assignment results
Update your greatest concerns
Strengthening behaviors (positive reinforcers
and schedules of reinforcement)
Apr 8 – T
None
 Ch 5 (133151)
 Ch 5 (152- 179
178)
 Weakening behaviors (negative strategies &
hierarchy of escalating consequences)
 Update your greatest concerns
Test 2 (Ch 2, 4, 5, 6)
 Self-management
 Discuss Self-Management Assignment
 Ch 6 (197- 215-219
212)
 More cognitive strategies
 Individualized behavior plans
 Discuss Individualized Behavior Plan
assessment to be done in class
 Update your greatest concerns
 Stress management
Observation
Assignment
Diagnose
Behavior
Assignment
 Strengthening behaviors (strategies for
modeling, teaching & maintaining positive
behaviors)
 Update your greatest concerns
 Weakening behaviors (positive & benign
strategies)
Mar 18&20 No Classes! Spring Break.
Mar 25 – T  Performance objectives
 Behavior contracts
 Review replacement behaviors and monitoring,
recording, summarizing, charting & analyzing
data
 Share subject & behavior you’ve chosen for
Self-Management Assignment
 Update your greatest concerns
Mar 27 –
 Social skills training
Th
 Task analysis
 Update your greatest concerns
Apr 1 – T
 Changing irrational beliefs & thinking
 Share self-assessment phase of SelfManagement Assignment
 Update your greatest concerns
Apr 3 – Th
 Ch 4 (96122)
 Ch 6 (185- 215-219
196)
 Ch 9
 Self-mgmt
assign
directions
357-359
 Ch 3 (6872)
 Review
info on
behavior
contracts
82-83
 Ch 10
377-379
 Ch 11
421-422
 Ch 12
 Review
Ind. Beh.
Plan form
443-445
 Ch 13
467-469
Strengthen
Behavior
Assignment
Test 2
Weaken
Behavior
Assignment
Bring/email
subject &
behavior for
Self-Mgmt
Assignment
Be prepared
to describe
self-assessment phase
in class.
Cognitive
9
Apr 10 –
Th
Apr 15 – T
Apr 17 –
Th
Apr 22 – T
Apr 24 –
Th
Apr 29 – T
 Apply cognitive behavior modification
strategies to your cases
 Questions about Individualized Behavior Plan
or Self-Management Assignment??
 Update your greatest concerns
 Individualized Behavior Plan (done in class)
Behavior
Modification
Assignment
Test 3 (Ch 3 – 68-72, Ch 9-13, Task Analysis,
Behavior Contracts)
 Potential negative consequences of using
reinforcement
 Update your greatest concerns
 Follow-up on potential negative consequences
discussion
 Discuss personal examples from work, home,
etc.
 Praising effort vs praising talent/intelligence
 Discuss results of Self-Mgmt Assignment
 Dealing with people in crisis: violent,
dangerous, threatening or self-injurious
behaviors
 Update your greatest concerns
 Discuss your crisis cases
 Changing our own behavior
Test 3
May 1 – Th  Open discussion of behavior & how to address
it (bring your own difficult cases from work,
home, etc.; bring your questions & ideas
regarding behavior)
May 6 - T
Test 4 (Individualized Behavior Plans, Potential
Negative Consequences of Using Reinforcement,
Praising Effort vs Talent, Crisis, Ch 14)
Self-Mgmt
Assignment
 Ch 14
Be prepared
to discuss
changes
you’d like to
make in
your own
behavior.
Test 4
10
Test Reviews
Test 1
Fundamental Beliefs about behavior – describe them
Positive Behavior Support (PBS)
 define PBS
 describe what this means, “all behavior is communication”
 how people “use” behavior
 goal of PBS
 professional who uses PBS will:
 key ingredients of PBS plan
Ch 1
 Define behavior management
 Rules/guidelines for behavior mgmt.
 difference between reactive vs proactive
 What can educators do to prevent behavior problems? Good job of _____
 2 ways to increase on task behavior & prevent beh prob:
 How can we make curriculum intrinsically rewarding? Make task so
rewarding that… (stimulating, relevant, easy/effective instruction)
 How make stimulating?
 How convince students of relevance?
 Effective teaching practices (make easy to learn)
 Difference between behavior mgmt & Classroom mgmt
 Effective teacher behaviors/practices – Withitness, desist, overlapping, etc.
 Importance/benefits of building relationships with students? How do we build
them?
Ch 3
 Observe behavior objectively – behavior or conclusion?
 Define behavior precisely – Stranger Test
 Judge behavior – change it? So What Test
 define maladaptive behavior
 Pick replacement behavior – Dead Person’s Test
 If we get rid of maladaptive beh. w/out replacing, what usually happens?
 Fair Pair
 Student’s Best Interest, not ours
 Ecological considerations
Ch 7 & Ch 8
 Why measure progress? Shows effectiveness; accountability
 Formative vs summative
 Define monitor
 If able to monitor only one, …
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










Dimensions of measurement – Fr, Dur, Int, Top, Lat
3 methods of monitoring – continuous, int. & momentary time sample
Record immediately
Countoon
4 methods of summarizing data – raw, %, avg, rate
be able to take raw data & decide how to summarize it (raw, %, avg, or rate)
Ethics in monitoring
Why collect data? Measure student progress
Best way to analyze data = chart
Should Do Line
be able to Create a chart, label chart, plot baseline data, & make Should Do
Line
Anecdotal record
 define anecdotal record
 when is it used
 why is it used
 A-B-C method
12
Test 2
Ch 2
 what is behavior modification?
 definition of reinforcement
 within behavior modification, 2 kinds of reinforcers
 positive reinforcement
 negative reinforcement
 within behavior modification, 2 ways to weaken behavior
 punishment
 extinction
 reciprocal relationships
 make sure we do not reinforce maladaptive behavior
Ch 4
 what is the problem with behavioral approach (beh mod)
 why is diagnosis usually necessary when misbehavior occurs?
 Functional Analysis:
 Focus of
 Steps
 Be able to apply FA to a case study (hypothesize, manipulate
variables, evaluate)
 Pre-Mod Analysis
 Premise of PMA
 The 6 pre-requisites
 Steps in PMA
 Be able to apply to a case study
 advantages and disadvantages of each method
Ch 5
 Discuss relevance or importance. Why?
 2 ways to strengthen behavior
 Reinforcement Rules – be able to identify which is NOT one of these rules
 List and describe types of reinforcers
 What are naturally occurring reinforcers & their advantages?
 How to choose reinforcers.
 2 reasons we should use schedules of reinforcement if we are reinforcing
students
 Schedules of reinforcement, when to use each, & how to move from one to
the next
 Define shaping, know when to use it & how to use it (steps), be able to apply
it
 Define fading & be able to apply it to a case
 Define chaining & know steps
 Define modeling & know how to select a model
 Define contingency contracting
 Define token economy & how it is used
13




define level system
Know when it’s appropriate to use negative reinforcement
define generalization & know how to increase probability of generalization
When & How to use praise & encouragement appropriately (what is
encouragement)
Ch 6
 What are BRPs?
 Discuss relevance or importance. Why?
 guidelines for using BRPs
 Define, recognize & apply positive & benign strategies: RI, RA, RO,
extinction, & redirection
 define, recognize & apply negative BRPs: reprimands, response cost,
overcorrection, time-out
 2 situations in which punishment is warranted; rules for using punishment
 Define reprimands, response cost, overcorrection, & time-out
 How to use each
 Time Out Rules
 Understand purpose of hierarchy of escalating consequences & how it is used
14
Test 3
Ch 9
 reasons for teaching self-management
 when is SM appropriate to use?
 3 basic skills of SM
 How to convince student to get “on board” or participate in S-M plan
 Keys to success in self-reinforcement: frequent reinforcement & bonus at
end if overall goal reached
 How to design SM plan
 How to teach SM – small amounts, chaining, request feedback
 ways to keep honest
Ch 10
 negative consequences for social incompetence
 impact of social skills on inclusion
 definition of social skills
 use same methods to teach social skills as academics
 how do we know what social skills our students need?
 steps of the teaching plan
 difference between acquisition & performance deficits; strategy for each
 how to improve generalization
 task analysis definition, purpose & steps
 Examples of cognitive skills & social skills that can be task analyzed.
 Be able to Task Analyze a skill
Ch 11
 define Cognitive Behavior Modification & know its characteristics
 define cognitive restructuring (CR)
 “Not the event, but…”
 rational vs irrational beliefs;
 C. restructuring designed to replace irrational with _______________
 focus on _______________________, not events or behaviors
 advantages of CR
 competencies needed for CR
 understand steps in CR
 Roush’s Core Irrational Beliefs
 strategies for internalizing new belief – listen to tape, index card, etc.
 long-term strategy/takes time
 when is CR needed?
Ch 12
 define & apply to cases:
i. self-instruction
ii. verbal mediation
iii. mediation essay
iv. problem solving
15

how do we get students to use these?
Ch 13
 how stress management relates to behavior management
 basic concepts about stress to teach
 definitions & types of strategies
o somatic – breathing, progressive relaxation, exercise
o cognitive – CR & PS
o social – social skills, time mgmt, goal setting, prioritization inoculation –
combination
Ch 3 (68-72)
 3 components of a behavioral objective or performance objective
 be able to write a behavioral obj. that contains all 3 components
Task Analysis
 Define it
 Steps in TA
 Be able to write a TA for a social skill
Behavior Contracts
 Purpose and benefits of behavior contracts
 criteria for developing behavior contracts
16
Test 4
Individualized Behavior Plans & Team Approach
 purpose
 components
 who develops?
 Advantages
Potential Negative Consequences of Rewards
 explain short-term & long-term effects of using rewards & punishment &
follow that up with discussion of what we truly must change in students if we
are to see long-term changes in behavior
 Instead of using rewards & punishment, Kohn suggests ______ when
students misbehave, fail to complete school work, etc.
 What does “punished by rewards” mean? What can be the negative
consequences of using rewards
 5 core reasons rewards have detrimental effect
 How can we minimize the damage of rewards?
 what about using rewards with those who have little or no intrinsic
motivation??
 How can we minimize the damage caused by praising?
Ch 14
 apply interventions same way on ourselves
 irrational thinking by us causes many of our problems
 what are some specific ways professionals think irrationally?
Crisis Intervention
 # of deaths each year
 no such thing as …
 ways to avoid restraint
 de-escalation skills – define & understand
 only 2 reasons to restrain
 when faced with person in crisis:
 guidelines when restraint IS required:
 what to do after restraint:
 understand liability
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My Greatest Concerns or Needs Regarding Behavior (in my job, family, etc.)
Concern or Need
Strategies or Ideas From Class That Address This Need (include page
numbers, etc. to help locate this information later)
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