American University
College of Arts and Sciences
School of Education, Teaching, and Health
Managing Students with Behavioral Disorders
EDU 502
FALL 2012
Instructor: Sarah Irvine Belson, Ph.D.
Office: 120 Gray Hall
Office Hours:
Tuesdays 1 to 4 pm.
Wednesdays 3 to 5pm
Other times by appointment
Phone: (202) 885.3714
E-mail: sarah@american.edu
IM: drsarah@gmail.com
Course Wiki or Blackboard site: http://sites.google.com/site/edu502site/
Course Description
This course will survey child and adolescent behavior and emotional problems, with attention to how these
problems may manifest themselves in the classroom. Interventions will also be covered, including psychoeducational methods of understanding and managing inappropriate classroom behavior, as well as effects of
medications on various aspects of students’ functioning. This course is designed to provide a knowledge base
and repertoire of skills for managing the behavior of students.
Course Readings:
Required:
 Maag, J. (2004). Behavior Management: From Theoretical Implications to Practical Applications. Cengage
Publications: Boston, MA.

Other readings will be distributed in class or via the course google site.
Recommended
 Pierangelo, R. (2002) A Survival Kit for the Special Education Teacher JosseyBass, New York.
Technology:
We will use three websites for this course. The course google site will be used to share course content and
materials. We will also use a course blackboard site for you to submit the behavior plan and behavior change
project assignments, and get your grades. We will also make use of the goed.american.edu system for you to
submit your portfolio artifacts aligned to this course.
Students may acquire computer accounts providing access to the email system and campus wide network at AU
(Eaglenet) through Computer Accounts in the Office of Information Technology. All students MUST read their
AU email, and are strongly encouraged to forward their AU email to the account they read most frequently. All
AU email accounts are issued free of charge and will expire when you graduate from AU (or shortly thereafter).
Learning Outcomes:
Standard 1 - Foundations
Students will develop knowledge of:
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Laws, policies, and ethical principles regarding behavior management planning and implementation.
Family systems and the role of families in the educational process.
Historical points of view and contribution of culturally diverse groups.
Impact of the dominant culture on shaping schools and the individuals who study and work in them.
Potential impact of differences in values, languages, and customs that can exist between the home and
school.
Standard 2 - Development and Characteristics of Learners
Students will develop knowledge of:
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Typical and atypical human growth and development.
Effects of various medications on individuals with exceptional learning needs.
Standard 5 - Learning Environments and Social Interactions
Students will develop knowledge of:
 Demands of learning environments.
 Basic classroom management theories and strategies for individuals with exceptional learning needs.
 Effective management of teaching and learning.
 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs.
 Social skills needed for educational and other environments.
 Strategies for crisis prevention and intervention.
 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world.

Students will be able to:
 Identify realistic expectations for personal and social behavior in various settings.
 Identify supports needed for integration into various program placements.
 Design learning environments that encourage active participation in individual and group activities.
 Modify the learning environment to manage behaviors.
 Mediate controversial intercultural issues among students within the learning environment in ways that
enhance any culture, group, or person.
Standard 9 - Professional and Ethical Practice
Students will develop knowledge of:
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Personal cultural biases and differences that affect one’s teaching.
Importance of the teacher serving as a model for individuals with exceptional learning needs.
Continuum of lifelong professional development.
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Methods to remain current regarding research-validated practice.
Students will be able to:
 Examine and practice within the CEC Code of Ethics and other standards of the profession.
 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the
profession.
 Act ethically in advocating for appropriate services.
 Conduct professional activities in compliance with applicable laws and policies.
 Demonstrate commitment to developing the highest education and quality-of-life potential of
individuals with exceptional learning needs.
 Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and
sexual orientation of individuals.
 Use verbal, nonverbal, and written language effectively.
Course Assessments
Assigned readings are indicated in the course schedule. The assigned readings are designed to serve as reference
materials for issues and specific technical information with regard to managing student behavior. It is expected
that all students will read the course readings prior to class. Additional readings may be assigned via the course
website.
Applied Assessments and Due Dates
Several applied assessments and activities will be assigned throughout the course. These assessments are
described in the objectives section above. Due dates are listed on the course schedule. Projects will be
objectively assessed with regard to the criteria detailed below. All projects and activities must be completed to
receive a final grade for the course.
There are four specific projects in this course:
 Class Participation and preparation: It is expected that all students will attend and participate in the class
discussion and activities (20% of final grade)
 Behavior plan: Students will be presented with a case student of a child exhibiting disruptive behavior for
which will design a behavior modification program. (20% of final grade)
 Behavior change project: Students will identify, develop, and implement a behavior modification
program. (30% of final grade)
 Behavior Management Program Analyses: Students will participate in a cooperative group project
focusing on an assigned topic. (30% of final grade)
Descriptions of Course Requirements
Class Participation and preparation
Each week, we will discuss a variety of issues and topics related to managing classroom behavior. During our
course meetings, and to some extend via a course wiki site, you will be asked to participate in activities and
discussions. These activities are designed to help give you hands-on experience in thinking about the issues
related to behavior management, and to provide an opportunity for you to articulate your own philosophies and
policies regarding student behavior. The course google site may also be a place for ongoing discussion as well as
resource sharing.
Additional, detailed information about assignment and evaluation procedures should be included here.
Performance Assessment Summary
Achievement of course objectives will be measured through the instructor's evaluation of student participation
in class discussion, out-of-class assignments, written assignments, and projects.
Specific requirements and evaluation procedures are detailed below.
Class Participation and preparation:
Behavior plan:
Behavior change project:
40 points
40 points
60 points
Behavior Management Program Analyses
60 points
Total Points Possible:
200 points
Percent of Total Points available will be used to determine the class grade as follows:
100 - 94%
A
86 - 82%
B
74 - 71%
93 - 90%
A81 - 78%
B70 - 67%
89 - 87%
B+
77 - 75%
C+
66% and below
C
D
F
Attendance
Your attendance is critical for your success in this course, and you are expected to attend all sessions. Students
who miss more than 2 class sessions will receive a “one-half letter grade” (i.e. A- > B+) deduction from the final
grade in the course. Students who miss more than 4 class sessions will receive a “one letter grade” (i.e. A > B)
deduction from the final grade in the course. Students who miss more than 8 class sessions will receive an “F” in
the course.
Only registered students can attend class. Non-registered students or family, children or guests of registered
students cannot attend class. Additionally, only registered students will get credit for the course.
Late Assignments:
Students are strongly encouraged to turn in all assignments on time. Points will be deducted from all
assignments that are turned in after the due date listed in this syllabus. Please note there is no penalty for
assignments turned in early.
Course Schedule:
This course is designed to give you information about and skills related to managing behavior in the classroom,
specifically with students with learning disabilities. The course outline below is designed to guide us through the
semester to meet the objectives of the class as well as give you an opportunity to work with your mentor
teacher at The Lab School to learn more about the practical aspects of behavior management. Topics not
presented below, but of interest to you, are welcome additions to the course.
EDU 502 Class Schedule
Fall 2014
Date
Aug 27
Topic
Welcome!
Assignment
Complete “getting to know you”
Introduction to the course. Planning
for classroom management: Where
does LD intersect with BD?
Sept 1
8
15
The Psychology of Behavior:
Motivation, Cognition, Development
Secret of the Wild Child: Viewing Ideas
Abnormal Development, The Case of
Genie
Forness (2005). The Pursuit of Evidence-Based Practice in
Special Education for Children With Emotional of
Behavioral Disorders
Childhood Behavior Disorders
Sign up for Google Site
Childhood Behavior Disorders
(continued)
Specific Behavior Disorders
course site)
What is Behavior Management?
Maag, Chapter 1.
Theories of Classroom management
Basic Principles of Behavior
Modification
Cognitive Behavior Modification
Maag Chapters 3 – 4 & 13.
22
Behavior Modification Continued
Designing Interventions
Behavior Management Program
Analyses Presentation #1
29 Reinforcement and Punishment
Maag, Chapters 6, 8 - 9
Maag, Chapters 10 & 11
Behavior Management Program
Analyses Presentation #2
Oct 6
13
No Class meeting
Self Management and Generalization
Catch up on readings
Maag, Chapters 12 & 14
Presentations (post to
October
20
Cultural Issues: proactive behavior
management
Behavior Management Program
Analyses Presentation #3
Graczyk, Atkins, Jackson, Letendre, Kim-Cohen, Baumann,
McCoy (2005). Urban Educators’ Perceptions of
Interventions for Students with Attention Deficit
Hyperactivity Disorder: A Preliminary Investigation
Cullinan, Kaufman (2005). Do race of Student and Race of
Teacher Influence Ratings of emotional and Behavioral
Problem Characteristics of Students with Emotional
Disturbance?
27
Nov 3
The Laws and Regulations the Guide
Professional Practice
Ethical issues, Models of Human
Behavior
Assigned court case
Maag, Chapter 2
CEC Code of Ethics
Behavior Management Program
Analyses Presentation #4
10
17
24
Dec 1
8
CEC Knowledge and Skill Base for All Beginning Special
Education Teachers of Students in Individualized General
Curriculums
Psychopharmacology
Behavior Plan Due
Behavior Management Program
Analyses Presentation #5
National Institutes of Mental Health. Medications for
Childhood Mental Disorders
The Link between LD and ED
Blankenship, Ayres, Langone (2005). Effects of ComputerSocial Competence – Development and Based Cognitive Mapping on Reading Comprehension for
Intervention
Students with Emotional Behavior Disorders
Behavior Management Program
Analyses Presentation #6
No Class, Thanksgiving Break
Enjoy!
Managing the Classroom Environment Brophy, J. (1983) Classroom Organization and Management
The Elementary School Journal, Vol. 83, No. 4.
Final exam date
Behavior Change Projects Due
PLEASE NOTE: THIS SCHEDULE MAY BE ADJUSTED. SEE THE COURSE GOOGLE SITE FOR MORE INFORMATION.
Philosophy of the School of Education, Teaching & Health
The School of Education, Teaching & Health (SETH) is committed to advancing theory and professional practice through its
programs and the scholarly activities of our faculty. The faculty recognizes the significance of education in contemporary
life, the potential of education for each individual, and our special responsibilities to produce individuals prepared for the
twenty-first century. The faculty seeks to prepare its graduates to serve as agents of social change through work as
teachers, researchers, education specialists, policy analysts and implementers, health professionals, managers, and
administrators for careers in schools, colleges and universities, federal, state and local government agencies, business, and
community and professional organizations.
The SETH faculty is committed to:

Achieving SETH’s goals though creative teaching, rigorous research, and professional service.
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Ongoing social change, societal improvement, and the advancement of individual welfare and potential.

Working individually and collectively toward excellence, equity, community, and diversity, domestically and
internationally
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Preparing its graduates to initiate and provide leadership in classrooms, educational institutions, and in the public
policy arena by alleviating obstacles to effective learning and to nurture the strengths and potential of the
individuals and groups with whom they work
To achieve these lofty goals, the faculty is committed to celebrating diversity and building a community of learners, and we
seek to accomplish this through these shared beliefs:

We believe that respecting each other's differences and opinions leads to a positive and open environment,

We believe that open discourse promotes reflective and thoughtful educators,
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We believe that equitable treatment of each other is necessary for a positive, sustained, and working community,
and
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We believe that each and every member of the community can make a valuable contribution to the community.
The material below summarizes important policies and services. Students can find more detailed information by
accessing the AU portal. The drop down menu “Academics” contains the text of important documents and
descriptions of various services and how to access them. The on-line information is the authoritative source
university policies and procedures. This information is a brief summary.
General Information for School of Education Courses
Information about the University
There are three University publications you will need to refer to for various academic issues:


The University Catalog
http://www.american.edu/provost/registrar/universitycatalog.cfm
The Academic Regulations
o Undergraduate: http://www.american.edu/provost/registrar/regulations/academicreg.cfm
o Graduate: http://www.american.edu/provost/registrar/regulations/reg55.cfm

The Student Handbook
http://www.american.edu/ocl/studentguide/
Registration (Regulations 25.00.00 and 75.00.00)
Faculty members are expected to deny a place in the class to any person who has not been formally registered,
unless that student is attending a portion of a course for valid academic reasons with the permission of the
instructor and the dean or teaching unit head. Discontinuation of attendance at class or notification to the
instructor does not constitute an official withdrawal. This means only formally registered students can attend
classes. Children and other family members of students are not permitted in class. Formal registration can be
verified through the "Academics" section on the student's <myAU.american.edu> portal account. Class
participation on Blackboard (without formal enrollment in the course) does NOT equal formal registration.
Incomplete Grades [Regulations, p. 21]
To request an incomplete grade, students must have reached an agreement with the individual faculty member
and have a signed agreement about what work must be done to complete the course, what the timetable for
completion will be, and what the default grade will be if the work is not completed and submitted.
Students must be registered at the University when the work for an incomplete grade is submitted. If a student
receives an incomplete grade during the last semester of taking course, the student will need to register for at
least one academic credit during the semester when the work is submitted. This will incur an additional cost to
students.
Academic Integrity Code
http://www.american.edu/academics/integrity/
By registering as a student, you are acknowledging your awareness of the Code, and you are obligated to
become familiar with your responsibilities and rights as defined by the Code. Violations of the Academic Integrity
Code are serious, and have serious penalties. Please consult with the instructor if you have any specific
questions about academic integrity.
One of the most violations of the Code is plagiarism. Plagiarism is the representation of someone else’s words,
ideas, or work as one’s own without attribution. Plagiarism may involve using someone else’s wording without
using quotation marks—a distinctive name, a phrase, a sentence, or an entire passage or essay. Misrepresenting
sources is another form of plagiarism. The issue of plagiarism applies to any type of work, including exams,
papers, or other writing, computer programs, art, music, photography, video, and other media. Other topics
included in the Academic Integrity Code are:
Inappropriate Collaboration
Dishonesty in Examinations (In Class or Take Home)
Dishonesty in Papers
Work Done for One Course and Submitted to Another
Fabrication of Data
Interference with Other Students’ or Scholars’ Work
Bribes, Favors, and Threats
Other Academic Misconduct
Accessing Information about the University and University Polices and Services
University ID and Computer Access
When you register for classes you will be given an ID number and access information about how to log onto the
American University Portal, and enable you to send and receive email, to access the University Library, and
Blackboard (Bb)
Blackboard (Bb)
Blackboard is a tool that allows faculty to add resources for students to access online. Powerpoint, Captivate,
video, audio, animation, and other applications are created outside of Blackboard and added into Blackboard
courses for students to enhance teaching and learning efforts. Many faculty use Bb extensively, and students
who are unfamiliar with how to use it can view an online tutorial.
Specialized University Services
If you experience difficulty in this course for any reason, please do not hesitate to consult with me. In addition to
the resources within your department, a wide range of services is available to support you in your efforts to meet
course requirements.

Academic Support and Access Center (x3360, MGC 243) In addition to using the resources available in this
department, all students may take advantage of individual academic counseling, skills workshops, tutor
referrals, Supplemental Instruction, and writing appointments in the Academic Support and Access Center.
Students with Disabilities: If you wish to receive accommodations for a disability, please notify me with a
letter from the Academic Support and Access Center. As accommodations are not retroactive, timely
notification at the beginning of the semester, if possible, is requested.

Counseling Center (x3500, MGC 214) offers counseling and consultations regarding personal concerns,
self-help information, and connections to off-campus mental health resources.

Writing Center in 228 Battelle-Tompkins offers free, individual coaching sessions to all AU students. In
your 45-minute session, a student writing consultant can help you address assignments, understand the
conventions of academic writing, and learn how to revise and edit your own work. The Center offers
appointments on the hour from 11 a.m. to 9 p.m. Monday through Thursday; 11 a.m. to 4 p.m. Friday, and
3 to 6 p.m. on Sundays.
Call 202- 885- 2991 to arrange a session. www.american.edu/cas/writing.

Center for Diversity & Inclusion is dedicated to enhancing LGBTQ, Multicultural, First Generation, and
Women's experiences on campus and to advance AU's commitment to respecting & valuing diversity by
serving as a resource and liaison to students, staff, and faculty on issues of equity through education,
outreach, and advocacy. It is located on the 2nd floor of Mary Graydon Center: 202-885-3651, email is
cdi@american.edu.
Protection of Human Subjects
http://www.american.edu/irb
Any research involving interviewing, surveying, or observing human beings must be reviewed and approved by
the University Institutional Review Board (IRB). Approval is required prior to beginning the research. The SETH
faculty liaison to the IRB should be consulted about policies and procedures. The liaison is Dean Sarah Irvine
Belson (sarah@american.edu)
Using Appropriate Documentation Formats
SETH permits the use of either of the latest editions of the APA or MLA formats for documentation of citations,
list of references, and format and layout. All written work must adhere to these formats. The University
supports the use of “Endnote”, a software program that can be useful in documenting and formatting sources.
Tutorials are offered throughout each semester in the University library.
Failure to use the format selected appropriately and accurately will result in a grade penalty.
Emergency Preparedness and Cancellation of Classes
In the event of a declared pandemic (influenza or other communicable disease), American University will
implement a plan for meeting the needs of all members of the university community. Should the university be
required to close for a period of time, we are committed to ensuring that all aspects of our educational
programs will be delivered to our students. These may include altering and extending the duration of the
traditional term schedule to complete essential instruction in the traditional format and/or use of distance
instructional methods. Specific strategies will vary from class to class, depending on the format of the course
and the timing of the emergency.
Faculty will communicate class-specific information to students via AU e-mail and Blackboard, while students
must inform their faculty immediately of any absence due to illness. Students are responsible for checking their
AU e-mail regularly and keeping themselves informed of emergencies. In the event of a declared pandemic or
other emergency, students should refer to the AU Web site
Attention students in all graduate degree programs
Comprehensive Examinations
It is University policy that all master’s degree students must complete a comprehensive examination. The term
“comprehensive examination” is broad and can be satisfied in a variety of ways such as oral or written
examinations, a thesis or project, portfolio or completion of a seminar or sequence of courses. Comprehensive
examinations are based on the contents of the entire program, with the content of specific courses
demonstrated cumulatively in the particular format used. Students should consult with the program director or
the graduate student advisor for details and timetables.
Portfolios, Field Experience, and Clinical Practice Standards:
Master of Special education: Learning disabilities candidates at AU progress through field experiences and
collaborative opportunities that are appropriate to the license or role for which they are preparing, as based on
professional standards of the Council for Exceptional Children (CEC). To this end, MA: SELD candidates will
contribute to their culminating electronic portfolio, which is regarded as a comprehensive evaluation for
program completion. There will be X signature assignments from this course that will be required in this
portfolio (X, X). The corresponding CEC professional content standards are addressed in this course below
(optional to list). The complete set of Knowledge and Skill Standards is available at:
http://www.cec.sped.org/ps/perf_based_stds/knowledge_standards.html
(http://www.prepared.american.edu) and the AU information line at (202) 885-1100 for general university-wide
information, as well as contact their faculty and/or respective dean’s office for course and school/ collegespecific information.