Department of Child and Family Development
CFD 475: Promoting Behavior Support and Classroom Organization in Early
Childhood Settings (3)
Fall 2014
I NSTRUCTOR AND C ONTACT I NFORMATION
Instructor: Sascha Longstreth
Office Location: EBA 414
Office Hours: Tuesday 1:00-2:30 p.m. and by appointment
Phone: 619-594-1999
Email: slongstreth@mail.sdsu.edu
S ECTION AND E NROLLMENT I NFORMATION
Class Meeting Time/Location: 4:00 – 6:40 p.m.
Schedule Number: 20609
Technology Support: http://www-rohan.sdsu.edu/~students/stylesheet.cgi?main.htm
Student Disability Services: http://www.sa.sdsu.edu/sds/index.html
Prerequisites: CFD 353A, 353B, 353C, 375A, 375B, 375C, and two units selected from CFD
378A, 378B, 378C, or 378D.
C
OURSE DESCRIPTION
Individual and systems-level approach to supporting young children’s behavior including: strategies for self-regulation including 3-tier intervention in both early education settings and at home to support all children, a targeted-group of children who require additional support, and individual children who require intensive support, and class organization and environment assessment to enhance positive interactions.
This course requires that students find an inclusive program serving children between 0-
10 years of age to observe and implement positive behavioral strategies with teacher permission over the course of the semester. These programs can include early care and education centers, elementary schools, or Family Child Care homes. If you need assistance finding a program to observe, please let me know.
S TUDENT L EARNING O UTCOMES
The National Association for the Education of Young Children (NAEYC) has implemented
Professional Preparation core standards for Professional Teaching Standards for PreK-3
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teachers. This course utilizes these standards in identifying course goals/objectives, course instructional activities, assigning course requirements, and creating assessments. The following outline identifies how these standards are incorporated in this course.
The following table identifies how these Student Learning Outcomes are aligned with course assignments and activities.
Learning Outcome
1. Explain how appropriate behavior guidance and support promotes autonomy, self-discipline, and life-long socio-emotional skills in children.
S TANDARD A SSIGNMENT /A CTIVITY
NAEYC 1, 4 Inclusive Classroom
Program Review
NAEYC 3 2. Understand how to collect and analyze behavioral data using a variety of methods including anecdotal records, checklists, and interviews.
3. Design and implement a learning environment that promotes positive student behavior and encourages active participation by learners in a variety of early childhood learning activities and settings.
NAEYC 5
Inclusive Classroom
Program Review, Classroom
Design and Primary and
Secondary Support Plan
Classroom Design and
Primary and Secondary
Support Plan, CSEFEL activities
4. Demonstrate knowledge of behavior support strategies for promoting behavior that is positive and self-regulatory.
5. Utilize a variety of proactive strategies to prevent the occurrence and/ or escalation of problem behavior.
6. Design a positive behavioral support plan and interventions based on functional analysis assessments.
7.
Describe strategies for involving families in behavior support planning
8. Understand legal, ethical and cultural issues in behavior support.
NAEYC
NAEYC
4
4
Inclusive Classroom
Program Review, Classroom
Design and Primary and
Secondary Support Plan,
Tertiary Support Plan
Classroom Design and
Primary and Secondary
Support Plan
NAEYC 3, 5 Classroom Design and
Primary and Secondary
Support Plan, Tertiary
Support Plan, CSEFEL activities
NAEYC 2, 4 Reading Quizes, Review of
Literature, CSEFEL activities
NAEYC 6 Reading Quizes,
Literature
Review of
PLEASE NOTE: The Classroom Design and Primary and Secondary Support Plan is one of the 7 Signature Assignments required for the completion of the Reflective
Learning Portfolio (CFD 578) and can be used to demonstrate competency towards meeting Goal three:
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Goal 3: Students uses his/her understanding of and relationships with children and families to design, implement, and evaluate experiences that promote positive learning and development for all children (NAEYC 4, NCATE, 3, NCFR area 10).
C OURSE F ORMAT
This course will employ multiple methods to assist students in accomplishing the course objectives listed above. These methods include inquiry-based investigations; participation in individual, small group and large group problem-based lessons; student-led and instructor-led presentations, and out of class fieldwork experiences.
Expectations:
You can expect me to:
 Plan the course AND alter that plan as needed.
 Offer you feedback, both written and oral
 Support you in your efforts to complete the assignments
 Treat you, as adult learners, with the related style of respect
I can expect from you:
 Attendance
 Participation in class
 Completion of assignments including readings
 College-level quality writing
 Honesty
 Courage – to challenge what you read or hear (even from me) and courage to talk with me if there are concerns before they become burdensome.
C
OURSE
M
ATERIALS
Kaiser, B., Rasminsky, J. (2012). Challenging Behavior in Young Children: Understanding,
Preventing, and Responding Effectively. Pearson.
Stormont, M., Lewis, Timothy J., Johnson, Nancy W., & Beckner, R. (2008). Implementing
Positive Behavior Support Systems in Early Childhood and Elementary Settings. Corwin Press.
One small children’s book for bibliotherapy, to be described in class.
American Psychological Association. (2009), Publication Manual of the American
Psychological Association (6th Ed.). Washington, D.C., ISBN NO: 978-1-4338-0561-5.
Ritblatt, S.N. (2012). In the Circle. A Music-based Socio-Emotional and Behavior Support
Program.
TaskStream: Everyone enrolled in this course will need to have a TaskStream electronic portfolio subscription, and be enrolled in the appropriate TaskStream "Program" which contains your program portfolio. More information about purchasing a TaskStream subscription and enrolling into a TaskStream Program is available in the “CFD Portfolio”
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section of the Child and Family Development website: http://coe.sdsu.edu/cfd/portfolio/index.php
Blackboard Account: All students are required to have a blackboard account. https://blackboard.sdsu.edu/webapps/login/
Purdue online writing lab: http://owl.english.purdue.edu/owl/section/2/10/
A SSESSMENT AND G RADING
Additional guidance and grading rubrics will be provided for all written assignments.
1. Reading Quizzes: Over the course of the semester 10 quizzes will be completed at the start of class, each worth 10 points. These quizzes cannot be made up.
2. Review of Literature and student led small group presentation project on issues in behavior support in early childhood:
Students will summarize the professional literature and discuss their views on issues related to behavior support in early childhood ages birth to ten. Students will work in groups to present their review of literature to the class. 25 points
3. Inclusive Classroom Program Review: Each student will observe one (1) early childhood inclusive classroom and describe the extent to which it fosters social/emotional development and implements individualized behavior support interventions for young children with special needs and challenging behaviors. 25 points.
4. Classroom Design and Primary and Secondary Support Plan: Students will design an early childhood classroom organizational plan and write a 4-5 page paper describing their proposed classroom primary and secondary behavior support plan. The plan must clearly articulate specific ways that families will be involved in positive behavior support both in the classroom and at home. This is a Signature Assignment that will be used for your
50 points Reflective Learning Portfolio (CFD578).
5. Tertiary Behavior Support Plan: Students will work in groups to design a comprehensive behavior support plan for a selected child between the ages of birth-10 to address the problem behavior and encourage more appropriate behavior. The plan must clearly articulate specific ways that families will be involved in positive behavior support both in the classroom and at home. The plan should be described in 4-5 pages. points
25
6. Final Exam: The final exam will cover materials from the textbook as well as class lectures and presentations made by guest speakers. 75 point
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F
INAL
G
RADES
Grades will be determined on a point basis as follows:
Reading Quizzes: 10 total, cannot be made up
Review of the Literature on Child Behavior Issues
100 points
Inclusive Classroom Program Review
Classroom Design/ Primary & Secondary Support Plan
25
25
Tertiary Behavior Support Plan
Final Exam 75
50
25
300 Total Points
G
RADING
S
CALE
100%-93%=A (300-280) 76%-73%=C (229-220)
92%-90%=A- (279-270)
89%-87%=B+ (269-260)
86%-83%=B (259-250)
82%-80%=B- (249-240)
72%-70%=C- (219-210)
69%-67%=D+ (209-200)
66%-63%=D (199-190)
62%-60%=D- (189-180)
79%-77%=C+ (239-230) Less than 60%=F
Grading is based on a 300-point total score. To check your grade over the course of the semester please visit the grade center in Blackboard.
Points commensurate with the following grades on assigned papers reflect the following criteria:
A=exceeds expectations in both quality and quantity
B=exceeds expectations in some areas
C= meets minimum expectations
D=fails to meet minimum expectations
F=drastically fails to meet minimum
G
RADING
P
OLICIES
Written Assignment Requirements: It is expected that students will turn in written work that has been proofread for correct grammar, syntax and sentence structure. In addition all references and quotations will be correctly cited. It is the position of the CFD department to deduct 10% of the points possible for a given assignment if these requirements are not observed.
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C
OURSE
A
CTIVITIES AND
S
CHEDULE
:
Date
Week –1
08/26/1
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Week 2
09/02
Topic
Orientation/Introduction
Overview of Behavior Support and Classroom
Organization
What is Challenging Behavior?
A Proactive Approach to Behavior
Management
Readings to be completed prior to class
Review syllabus prior to class
Read: CBYC Intro and CH 1;
IPBS CH 1
Week-3
09 /09
Week -4
09/16
Risk and Protective Factors
Supporting Systems Change
Behavior and the Brain & Relationships
Classroom Assessment Scoring System
Week-5
09/23
Team Leadership
Cultural Competence
Week -6
09/30
Week-7
10/07
Week- 8
10/14
Preventing Challenging Behavior: The Social
Context
In the Circle by Dr. Shulamit Ritblatt
Preventing Challenging Behavior: Physical
Space, Routines, Transitions, Teaching
Strategies
Incredible Years
Guidance & Teaching Behavioral
Expectations
Please bring children’s books to class
Bibliotherapy
The Inclusive Classroom
In the Circle by Dr. Shulamit Ritblatt
Week-9
10/21
Week-10
10/28
Week11
11/ 4
Week 12
11/11
Week-13
11/18-
NO CLASS – VETERNS DAY
CAMPUS HOLIDAY
In the Circle by Dr. Shulamit Ritblatt
Corrective Consequences
Week-14
11/25
Working with Families and Other Experts
Data Based Decision Making
Read: CBYC CH 2 & 3
IPBS Chapter 2
Quiz # 1
Read: CBYC CH 4 & 5
Quiz # 2
Review of Lit Presentations
Read: CBYC CH 6, IPBS CH 3
Quiz # 3
Review of Lit Presentations
Read: CBYC CH 7 & 11
Review of Lit Presentations
Read: CBYC CH 8
IPBS CH 4 Quiz # 4
Inclusive Classroom Program
Review Due
Read: CBYC CH 9
IPBS CH 5
Quiz # 5
Read: CBYC CH 10
Quiz #6
Read: IPBS CH 6
Quiz # 8
Reading TBA from In the Circle
Read: IPBS CH 6
Quiz # 8
Primary and Secondary
Support Plan Due
Read: CBYC CH 12
Quiz # 9
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Week-15
12/02
Bullying & Building Foundations for Small
Group and Individual Supports
Read: CBYC CH 13 Quiz # 10
Tertiary Behavior Support
Plan Due
Week 16
12/16 FINAL EXAM
Additional Support for your Learning: Students wishing assistance with assignments may use the Mentor Center located in the Department of Child and Family Development -
Room 409 in the Education Business Administration Building.
C OURSE P OLICIES
Professional Behavior
It is expected that students exhibit professional behavior inside the classroom, during fieldwork experiences, and working with other students outside of the class on assignments related to this class. With regard to fieldwork experiences, students are expected to demonstrate behavior as specified in the NAEYC Code of Ethical Conduct at all times. This will be discussed in detail in class. Any violation of professional and ethical conduct will result in removal of the student from the remainder of the course and referral to the appropriate offices.
Attendance and Participation
The emergent and personalized nature of this professional preparation course makes attendance and participation crucial. Thus, full preparation and participation in each class is expected to insure understanding of each topic presented.
Late and Missing Assignments
Assignments are due on the date and time specified in the syllabus. Late assignment policy:
5 points will be deducted for each day (weekends included) the assignment is late. Make-up
Exams will not be allowed except for serious and verifiable reasons. These make up exams will be essay exams and scheduled during the last week of classes.
Academic Integrity/Plagiarism
The highest standards of academic integrity are expected of all students. The failure of any student to meet these standards may result in suspension or expulsion from the university and/or other sanctions as specified in the academic integrity policies of the individual academic unit. Violations of academic integrity include, but are not limited to, cheating, fabrication, tampering, plagiarism, or facilitating such activities. For this course, a violation of academic integrity will result in a course grade of F. In addition, a professional attribute referral will be submitted to the appropriate department chair for further review and possible sanctions beyond the failing course grade.
R
ELIGIOUS
A
CCOMMODATIONS FOR
S
TUDENTS
Students who need to be absent from class due to the observance of a religious holiday or participate in required religious functions must notify the faculty member in writing as far
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in advance of the holiday/obligation as possible. Students will need to identify the specific holiday or obligatory function to the faculty member. Students will not be penalized for missing class due to religious obligations/holiday observance. The student should contact the class instructor to make arrangements for making up tests/assignments within a reasonable time.
M ILITARY P ERSONNEL S TATEMENT
A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch and is unable to complete classes because of military activation may request complete or partial administrative unrestricted withdrawals or incompletes depending on the timing of the activation.
H
ARASSMENT
P
ROHIBITED
SDSU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin, disability, sexual orientation, Vietnam era veteran status and other protected veteran status. Violations of this policy may result in disciplinary action, including termination of employees or expulsion of students. Contact the Office of Employee Relations and Compliance:
(http://www.oerc.sdsu.edu/discrimharasstoc.html) if you feel another student or an SDSU employee is harassing you based on any of the factors above.
G
RADE
A
PPEALS
The professional responsibility for assigning grades is vested in the instructor of the course, and requires the careful application of professional judgment. A student wishing to appeal a grade must first meet with the instructor who assigned the grade to try to resolve the dispute. If the dispute cannot be resolved directly with the course instructor, contact the Office of the Ombudsman at SDSU Student Affairs at: http://www.sa.sdsu.edu/ombuds/index.html.
S TUDENTS WITH D ISABILITIES
Students who need accommodation of their disabilities should contact me privately, to discuss specific accommodations for which they have received authorization. If you need accommodation due to a disability, but have not registered with Student Disability Services at 619-594-6473 (Calpulli Center, Suite 3101), please do so before making an appointment to see me.
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