Department of Child, Family, & Community Sciences

8

University of Central Florida

Department of Child, Family, & Community Sciences

EEX 6612 Methods of Behavioral Management

Fall 2010

Tuesday, 6:00 – 8:50 PM

Instructor: Suzanne M. Martin, Ph.D.

Education Complex 122T

407-823-4260

Co-Teacher: Ms. Krista Vince Garland

Office Hours: Tuesday 1-4 PM ,Wednesday, 1-4 PM

By appointment

(Please email Dr. Martin and Ms. Vince-Garland to meet with either)

Course Description: The course content includes analysis of the principles of behavior management and application of these principles to the solving of classroom management problems.

Intended Audience: Graduate students pursuing a master’s degree in Exceptional Student Education or those seeking certification in Exceptional Student Education

Required Text

Alberto, P. & Troutman, A. (2009) Applied Behavior Analysis for Teachers, 8th Edition. Upper Saddle River, NJ: Pearson Education Inc.

Software Materials:

These materials may be borrowed at no cost

Fitzgerald, G., Semrau, L., & Cepel, C. (2000). Perspectives in Behavioral and Emotional Disorders: Matthew, Zach, and Shawn [Computer Software and CD]. University of Missouri/U.S. Department of Education Grant #H029K70089.

These materials maybe found on-line

KidTools Support System software. These programs will be made available free of charge or as a free download from the web site: .missouri.edu

Course Credit: 3 semester hours

Accommodations for Religious Observances, Academic Misconduct and Sexual Harassment:

University and Department policies will be followed. Students will be allowed to complete examinations or other course requirements that are missed because of a religious observance.

Specifically the UCF “Golden Rule” will be used to address any issues that arise. Please consult the Website at http://www.goldenrule.sdes.ucf.edu/

Participation by Students with Disabilities:

If you need special accommodations in order to meet any of the requirements of this course, please contact us. This request must be made by the second class meeting. You are encouraged to notify the Student Disability Office if you need special accommodations. The office is located in the Ferrell common, Ferrell Commons Room 132, telephone (407) 823-2371/TDD Users Only (407) 823-2116; fax (407) 823-2372. An extensive list of services is available on the website: http://www.sds.ucf.edu

Email:

Grades of Incomplete:

A grade of “I” (Incomplete) may be assigned by the instructor when a student is unable to complete a course due to extenuating circumstances, and when all requirements can be completed in a short time following the end of the term. The student is responsible to arrange with the instructor for the completion of the requirements of the course. An incomplete will only be assigned when:

1. You have done satisfactory work in a substantial fraction of the course requirements prior to grading time and provide the instructor with evidence of potential success in completing the remaining work.

2. Extraordinary circumstances, not related to class performance, such as illness or family emergency, have prevented you from finishing the course requirements on time.

An Incomplete will not be given to enable you to do additional work to improve a grade.

If an emergency arises, please contact your instructor immediately.

Learning Format:

This course uses lecture, research, on-line modules, class activities, written tests, and projects to teach and practice the competencies contained in the objectives below.

Objectives: Competencies and objectives to be mastered and demonstrated by participants in the class that have been aligned with professional competencies. Upon completion of the course, students will be able to:

1.  Identify models and theories of behavior.

CECGC1-K2; CECGC1-K9; ESE 4.5

CECGC1-K2 (Models and theories of deviance and behavior problems);

CECGC1-K9 (Theory of reinforcement techniques in serving individuals with disabilities)

2.  Demonstrate the ability to collect, record, and analyze data and use the analysis to make changes in instructional or classroom management strategies.

CECG8-S1; CECCC5-S6; FEAP1; FEAP7; FPE 1,7; ESE 4.2; ESE 4.4

CECG8-S1 (Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with disabilities)

CECCC5-S6 (Use performance data and information from all stakeholders to make or suggest modifications in learning environments)

FEAP1 PE 1 (Maintains observational and anecdotal records to monitor students’ development)

FEAP7 PE 7 (Recognizes the developmental level of each student as indicated by behaviors, writings, drawings, etc. and other responses)

FPE8-1 (Recognize factors, in and out of school, that contribute to student misconduct)

ESE 4.4 (Identify and interpret the essential elements of a functional behavioral assessment and a behavior intervention plan)

3.  Use technology as a tool for classroom management.

FEAP12 (Uses appropriate technologies to create and maintain database for monitoring student attendance, behavior, and progress toward specified performance standards)

4.  Conduct a Functional Behavioral Assessment.

ESE 4.2-4.5 (Identify data collection strategies to assess student behavior, analyze individual and group data to select and evaluate proactive interventions that foster appropriate behavior, identify and interpret the essential elements of a functional behavior assessment and a behavior intervention plan, recognize the various concepts and models of positive behavior management)

5.  Establish realistic and consistent expectations for students.

CECCC5-S2 (Identify realistic expectations for personal and social behavior in various settings)

6.  Arrange and modify the classroom to facilitate instruction, ensure student safety, manage inappropriate behavior, and accommodate various learning and cultural backgrounds.

ESOL18 (Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students)

CECCC5-S1 (Create a safe, equitable, positive, and supportive learning environment in which diversities are valued)

CECCC5-S4 (Design learning environments that encourage active participation in individual and group activities)

CECCC5-S5 (Modify the learning environment to manage behaviors)

CECCC5-S13 (Organize, develop, and sustain learning environments that support positive intra-cultural and intercultural experiences)

FEAP2 FPE 2(Establishes positive interaction in the learning environment that uses incentives and consequences for students to promote excellence)

FEAP6 FPE 2(Shall make reasonable effort to protect the student from conditions harmful to learning and/;or to the student’s mental and/or physical health and/or safety)

FEAP9 FPE 2(Creates and maintains positive learning environments in which students are actively engaged in learning, social interaction, cooperative learning and self-motivation)

7.  Explain fundamental classroom management principles, including management of routines, transitions, and instructional time.

CECCC5-K2 (Basic classroom management theories and strategies for individuals with exceptional learning needs)

CECGC5-S6 (Establish a consistent classroom routine for individuals with disabilities) CECGC8-S5 (Monitor intra-group behavior changes across subjects and activities) CECCC5-S12 (Design and manage daily routines)

8.  Demonstrate knowledge of specialized behavioral techniques (e.g., cognitive behavior modification, social skills, self-management, etc.).

CECGC4-S9 (Uses a variety of non-aversive techniques to control targeted behavior and maintain attention of individuals with disabilities)

ESE 4.2-4.5

CECGC7-K1 (Integrate academic instruction and behavior management for individuals and groups with disabilities)

9.  Select appropriate research-based behavioral interventions.

CECGC7-S1 (Plan and implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior)

CECCC5-S10 (Use effective and varied behavior management strategies)

CECCC5-S11 (Use the least intensive behavior management strategy consistent with the needs of the individual and exceptional learning needs)

FEAP1 FPE 1(Uses multiple perspectives to diagnose student behavior problems and devise solutions)

ESE 4.2 (Identify data collection strategies to assess student behavior)

10.  Examine ethical, legal, and procedural safeguards regarding the planning and implementation of management of student behaviors.

CECCC1-K1 (Laws, policies, and ethnical principles regarding behavior management planning and implementation)

CECCC9-S4 (Conduct professional activities in compliance with applicable laws and policies)

ESE 1.1

ESE 4.1

11.  Examine the variations in beliefs, traditions, and values across cultures and the effects on behavior.

ESOL 2 (Recognize the major differences and similarities among the different cultural groups in the United States)

ESOL 13 (Evaluate, design and employ instructional methods and techniques appropriate to learner’s socialization and communication needs, based on knowledge of language as a social phenomenon)

12.  Demonstrate the ability to collaborate effectively with students, parents, and agencies to modify student behavior.

CECGC10-K1 (Parent education programs and behavior management guides that address severe behavior problems and facilitation communication for individuals with disabilities)

CECGC10-S3 (Teach parents to use appropriate behavior management and counseling techniques)

13.  Identify strategies for crisis prevention and intervention.

CECCC5-K6 (Strategies for crisis preventions and intervention)

FPE 4-1 (Know and distinguish between typical behavior and severe emotional distress in students)

14.  List effective teacher behaviors and attitudes that influence student behavior.

CECCC5-K4 (Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs)

KEY: CEC = Council of Exceptional Children

ESE = Exceptional Student Education Subject Area Competencies

FEAP = Florida Educator Accomplished Practices

FPE = Florida Professional Educator

ESOL = English for Speakers of Other Languages

General Expectations:

All students are expected to follow the UCF College of Education Code of Professional Conduct which states:

Professional Educator programs at the University of Central Florida’s College of Education expect current and future educators to possess and exhibit those personal attributes deemed essential to success as a professional educator. These attributes include reflective decision making, professional commitment, strong interpersonal and communications skills, an appropriate classroom personality, mature emotional makeup, and academic integrity. These attributes align well with the knowledge, skills, and dispositions required of Florida Educators with respect to each of the twelve Florida Educator Accomplished Practices (FEAP). Those FEAPs are listed below along with indicators that reflect appropriate dispositions/personal attributes and/or behaviors that reflect those dispositions/personal attributes. The indicators come from multiple sources. Indicators in regular print are drawn from the personal attributes descriptions from the Fitness to teach policy that preceded this Code of Professional Conduct. Italicized indicators come from Florida Statutes (F.S. 231.002, Teacher Qualities). Bold indicators are additional indicators based on faculty recommendations. Underlined indicators/terms reflect core beliefs integral to the College’s conceptual framework. (Replaced Fitness to Teach Policy on August 19, 2005)

SPECIFIC COURSE REQUIREMENTS:

1. Case Study (20 points)

For this assignment you will work through a case study. You will be given the case study in class/on-line. A rubric will be provided to assist you in completing your report. You may submit your case study to the professor via an email attachment (Objectives 1, 2, 3, 5, 8, 9)

2. Ecological Assessment (40 points)

Students will complete a classroom observation to determine current practices in classroom management. Forms will be provided. (Objectives 5, 6, 7, 14)

3. Behavior Change Project (100 points)

Students will complete a functional analysis of behavior and develop a positive behavior support plan for a student. You are required to pinpoint a student behavior for change, write a behavioral objective(s), design a data collection form, and research, develop and implement an intervention for a student. You will complete the project in two parts.

Part 1 (50 points) will include: 1) Identifying data; 2) Definition of Behavior; 3) Observation Plan; and, 4) Hypothesis for Behavioral Change.

Part 2 (50 points) will include: 5) Proposed Behavior Plan; 6) Graph of data; and 7) Summary of Project. (Objectives 2, 3, 4, 8, 9, 11, 12, 13)

4. Poster Session Participation (10 points)

Students will attend and evaluate Behavior Change Projects of classmates during the final class. (Objectives 3, 4)

5. Quizzes: Three (3) at 20 point each

6. Final Exam (25 points) Poster presentation of Behavior Change Project. The student will develop a presentation using appropriate technology and present their research. (Objectives 6,7,8,9 & 14)

7. Discussion Board: Three discussion boards at 10 points each

Each post must respond to the situation posted on the discussion board and also respond to the post of two students in the discussion. Responses are expected to be knowledge based and address the issue. Responses such as “I agree” and “I like what you said” will not earn any points. (Objectives 8, 10 & 12)

8. Participation, Attendance and Professionalism

It is the student’s professional responsibility to attend classes, be on-time and participate for the entire class, produce quality work, and adhere to the ethics of the profession. Professional behavior with regards to this course is expected, including being prepared for class, respecting colleagues’ opinions and participating fully in all group activities. During selected class sessions students will monitor their in-class behavior regarding attendance, professional behavior, preparation for class, and participation in daily activities.

Assignments / Point Value / Due Date
Case Study / 20 / September 7
Ecological Assessment / 40 / September 27
Behavior change Project / 100 / Parts 1,2 3, 9/7
Parts 4 & 5, 9/21
Entire Project 11/02
Discussion Board / 30 / On Line – as posted
Quizzes / 60 / On line- as posted
Poster Presentations / 25 / November 30 and December 7
Poster session participation / 10 / November 30 and December 7
Participation, Attendance , Professionalism / 20 / Expected in each class
Total / 295

Grading scale for the course: The state of Florida has adopted the 10-point grading system. In addition UCF will now assign “plus” and “minus” grades to letters as is appropriate. For this class the percentage breakdown is as follows:

95-100% = A / 87-89%= B+ / 77-79% =C+ / 69-67% =D+
90-94%= A- / 83-86%= B / 73-76= C / 66-63% = D
Below 60% = F / 80-82% = B- / 70-72% = C- / 60-62%= D-

*Grades of “D” or “F” in Masters’ courses are grounds for dismissal from the UCF College of Education. Only TWO grades of “C” are acceptable in Masters’ programs.

Attendance:

Students are expected to attend class regularly and actively participate for the entire class period. This course requires a great deal of class participation. Note that four graded assignments are to be completed in cooperative learning groups during a class period. Other unannounced activities will be assigned. Handouts will be available only on the class date unless specific prior arrangements have been made with the instructor. More than one absence will impact final grade in course.

Grading of Assignments:

All assignments (unless otherwise noted by the instructor) must be typed or word processed. Assignments should be neat, clearly written, contain no misspellings or grammatical errors. Refer to the APA reference guide for professional writing. Students are encouraged to make copies for their own records. Points will be awarded as per specific project rubric, including quality of assignment, on time completion, excellent writing format, and adherence to specific project criteria. Points will be deducted if assignments do not adhere to the above criteria.