ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EEX 4604
Behavior Management of Exceptional Students
This syllabus course calendar and other attending documents are subject to change during the semester
in the event of extenuating circumstances.
Course Prefix:
Section #:
Credit Hours:
Co-requisites:
Pre-requisites:
EEX 4604
3820
Three Credits
EEX 3012
Admission to Elementary Education with Infused ESOL and Reading BS, Exceptional
Student Education with Infused ESOL and Reading BS, Middle Grades General Science
Education BS, Middle Grades Mathematics Education BS
Day, Time and Campus:
Modality:
Professor:
Office Hours:
Office Location:
Office Phone:
Email Address:
Tuesday
Blended
Dr. Dupoux
Posted
St. Pete Gibbs
341-4296
MYCOURSES
2:15pm-4:55pm
Clearwater
http://web.spcollege.edu/instructors/id/2481/
TE 105B
ACADEMIC DEPARTMENT: College of Education
Kimberly Hartman, Ph.D.
Tarpon Springs
Dean:
Office Location & Number:
BB 101
I. COURSE DESCRIPTION
This course is designed to prepare teachers for the educational management of exceptional students with emphasis on
behavior management and consultation skills. Students will gain a basic knowledge of how to create and maintain an ontask, safe and healthy environment for learning in the exceptional education classroom as well as the inclusive
classroom. 47 contact hours.
II. MAJOR LEARNING OUTCOMES
1.
The student will analyze the foundations of behavior management theory by:
a.
b.
2.
researching the history of behavior management theory.
comparing the basic assumptions of behavior management through history.
The student will explain major models of behavior management by:
a.
describing key concepts inherent in each model.
b.
c.
evaluating situations for appropriate choices of behavior models.
describing effective discipline plans for a variety of educational settings in graduated restrictive environments.
Syllabus Coordinator: Dr. Michele Gerent
Spring 2016
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3.
The student will manage methods to increase appropriate behaviors by:
a.
b.
4.
creating a resource file of reinforcement techniques with examples of each technique.
comparing and contrasting reinforcement programs.
The student will manage challenging behaviors by:
a.
b.
c.
d.
designing preventative interventions for the classroom.
creating a visual, oral or creative summary of behavior reduction guidelines.
reflecting on specific behavior challenges and generating possible approaches to meet these challenges.
analyzing case studies to evaluate approaches employed.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s)
Required :
 Behavior Management, 7th Edition, Author: Zirpoli, ISBN: 978013 3917901
Recommended:
 Hoover, J. J., Klingner, J. K., Baca, L. M., & Patton, J. R. (2008). Methods for
teaching culturally and linguistically diverse exceptional learners (on Reserve @
Library). Pearson. ISBN: 9780131720237
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources:
Materials:
Library:
http://www.spcollege.edu/libraries/
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES
continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or
familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to
disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
D. Supplies
>
IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of
School Partnerships.
>
Syllabus Coordinator: Dr. Michele Gerent
Spring 2016
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B. ALL Course Assignments
1. Click here to enter text.
BIP Quiz
Group/Individual Chapter Presentation----No late presentation accepted.
Classroom Behavior Technique
Journal Article Summary (2 articles)
*Behavior Reinforcement/Reduction--No late presentation accepted.
*Behavior Intervention Plan
Final exam
Total
Point Value Assignment
Assignment
&Due Date
100 pts
Group
With a partner or in a small group---due to class size presentation may
Due dates:
Presentation
be done by one student---, as assigned, you will model clear,
same as
acceptable oral and written communication skills. Be sure to review
readings
presentation rubric for all requirements. ---no extension beyond due
dates.
50 points
Classroom
Locate 10 websites that deal with behavior issues. Identify and explain
Behavior
one classroom behavior technique from each website that could be
Techniques
useful for students with special needs in K-12 classrooms (one short
paragraph per technique).
50 points
Journal
Summarize 2 journal articles pertaining to the topics listed below.
Article
Articles are provided by instructor.
Summary
100 points
50 points
100 points
100 pts
100 pts
50 pts
50 pts
50 pts
100 pts
100 pts
550 pts
Where to Submit
Presentation: In class
Jings: MYCOURSES
MYCOURSES
MYCOURSES
* Behavior
Intervention
Plan
*Behavior
Reinforcemen
t/Reduction
Based on the student’s exposure to a student in his/her assigned
classroom setting, the student will complete a Behavior Intervention
Plan.
In small groups produce and present a ‘display’ demonstrating several
ways to manage behavior in a classroom setting. Plan to demonstrate
ways of effectively reinforcing appropriate behavior and reducing
inappropriate behavior thus creating a positive classroom environment
to accommodate the various learning styles and cultural backgrounds
of students. The display should be based on material from chapters 7
and 9 in the Zirpoli text. ---no extension beyond due dates.
FEAP: Submit to
C&W and
MYCOURSES
FEAP: Submit to C
& W and
MYCOURSES
Final Exam
Exam Week--(Zirpoli and Hoover)
MYCOURSES
UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least
75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in
order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’
score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing)
or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in
order to successfully pass the course.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may
have an opportunity (within the term) to work with the instructor to improve the understanding of the concept.
The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the
event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Syllabus Coordinator: Dr. Michele Gerent
Spring 2016
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Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical
Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table below.
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
For courses with lesson planning:
Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use
someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in
your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with
credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers,
checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.
V.
SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUS STATEMENTS
https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
B. SPC SYLLABUS STATEMENTS
http://www.spcollege.edu/addendum/
Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the
syllabus or linked statements, he/she should contact the course instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any
syllabus addendum.
VI. CALENDAR AND TOPICAL OUTLINE
Course Calendar for EEX 4604
Due This Session
Week
Date
Topical Agenda
1
1/12
Review Syllabus & Course Expectations
Introduce Texts
Group/individual assigned
Ch 1: Basic Concepts of Behavior and
Behavior Management
Discussion or Class Activity
Online
Watch Jing General Course Information before class:
All Jings must be uploaded one day before this session.
2
1/19
3
1/26
4
2/02
Ch. 8: Formal Behavioral Assessment
Student presentation and class activity
Ch. 6: Data Collection Techniques
Student presentation and class activity
Online
5
2/09
Online
6
2/16
Ch. 9: Functional Behavioral
Assessment
Student presentation and class activity
Ch. 10: Positive Behavior Supports
Student presentation and class activity
Syllabus Coordinator: Dr. Michele Gerent
http://screencast.com/t/fF4T7fUV
- BIP Quiz
Behavior Intervention Plan discussion-instructor
- Journal Summary 1 & 2
All Jings must be uploaded one day before this session.
Behavior Intervention Plan discussion-instructor
Spring 2016
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7
2/23
Ch. 12: Schoolwide Strategies for PBS
Student presentation and class activity
Ch. 14: Strategies for SBC
Student presentation and class activity
Online
All Jings must be uploaded one day before this session.
8
3/01
9
3/15
- Behavior Reinforcement/Reduction due: upload to MC
and C & W
3/22
Ch. 7: Single-Subject Designs
Student presentation and class activity
Ch. 2: Legal Considerations for Schools
Student presentation and class activity
-Behavior Reinforcement/Reduction
Presentation in class
Online
10
11
3/29
Online
12
4/05
- Behavior Intervention Plan due: upload to MC and C &W
13
4/12
14
4/19
Ch. 11: Cognitive Behavior
Modification
Student presentation and class activity
Ch. 5: Issues in Adolescent Behavior
Student presentation and class activity
-Behavior Reinforcement/Reduction
Presentation
Ch. 3: Diversity in the Classroom
Student presentation and class activity
Ch. 6: Hoover
Methods for Behavior, Classroom, and
Schoolwide Management
Student presentation and class activity
Online
15
4/265/03
Final Exam: Zirpoli and Hoover
Online: From 4/26 @ 8am to 5/03 at 11pm.
All Jings must be uploaded one day before this session.
Classroom Behavior Technique
VII. UNIFORM CORE CURRICULUM ASSIGNMENTS
Assignment Title
C & W Required FEAP ESOL
EEX 4604 Behavior Intervention Plan
Yes
4.f
EEX 4604 Behavior Reinforcement/Reduction
Yes
1.1
EEX 4604 Journal Article Summary regarding assigned topic
No
Syllabus Coordinator: Dr. Michele Gerent
Spring 2016
FSAC ESEDR OE/FSS
4.2, 4.3, 4.4 3
4.5
4.1
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