SPED4381/SPED 5381 Spring 2013

Classroom & Behavior Management

University of Minnesota Duluth

Instructor/s: Trudie Hughes & Dan Corbett

Office: EduE 117 & EduE 49

Office Phone:Trudie (726-7174) Dan (726-7303) ext, 2 724-4607 (home)

Office email: (Trudie)

Office email:(Dan)

Office hours: by appointment

Class alias:

Class location: Mont 151

Class times: Tuesday 5-8:15

Department Name:Endazhi-gikinoo’amaading" (ehn-dah-zhee gee-kinoo ah-mah-ding)

Place of Teaching and Learning Together: The name of the Education building "Endazhi-gikinoo’amaading" is representative of the tradition of teaching and learning that has existed on the shores of this Great Lake since time immemorial. In the Ojibwe language, education is conceptualized as a tradition of reciprocal teaching and learning. In this new "Place of Teaching and Learning Together" we endeavor to build upon the foundations of our profession in creating new opportunities for the future - explanation by Brian Innes.

Course Overview and Description

Classroom management is a major challenge for teachers today. Large class sizes, limited resources, and a diverse student population require that teachers have the essential skills and tools necessary to create a productive learning environment. The course will review the research related to classroom and behavior management and will introduce theories of human behavior as well as models of classroom and behavior management.

The goal of behavior management is to seek understanding and improvement of human behavior and one of the goals of this course is to systematically describe behavioral analysis and its impact on teachers and students in classroom settings across disciplines. “Behavioral analysis is the scientific investigation of the interaction of organism with the social and physical environment” (Pierce & Epling, 1999). As such, the purpose is to provide students with an opportunity to examine the causes of misbehavior in home, school, and community settings. We will explore the relationship between behavior and environment antecedents and consequences, and examine how environmental variables may be manipulated in order to increase appropriate behavior and decrease inappropriate behavior. We will also examine models of behavior change for students; identification and assessment of problem behavior; strategies for managing disruptive behavior; application of applied behavior analysis to changing behavior; and legal and ethical issues in behavior change.

In addition, this course will examine social-cognitive approaches to behavior remediation with an emphasis on teaching children to modify and manage their own behavior. We will discussissues related to bullying and explore activities and techniques that encourage prosocial behavior and promote cooperation and collaboration, teamwork, mutual respect, and positive teacher-student and peer relationships in the classroom. We will discuss ways to help children recognize, evaluate, and respond to challenging social situations (both in and out of the classroom) with limited adult intervention. Strategies to teach children problem solving, self-motivation, and self-discipline skills will be examined.

Course Goals and Objectives

The goal of this course is to analyze, observe, define, and manage classroom academic and social behavior in special and general education settings as well as to teach teachers how to motivate and empower children to be their own agents of change. In order to do this, the knowledge and skill objectives below will be achieved in this class.

Students will learn about the following:

  • Theories/models related to classroom management, human behavior, behavior management, self-management and cognitive-behavior modification.
  • The merits and limitations of the behavioral and social-cognitive approaches to behavior management.
  • School wide interventions for supporting educationally positive learner environments.
  • Ethical and legal aspects of school-wide discipline.
  • Collaborating with other educators, paraprofessional educators, parents, and student to identify, analyze, and change inappropriate behavior.
  • A continuum of behavior interventions from least intrusive behavior enhancements to increased intrusive behavior reduction procedures.
  • Ethical guidelines of the special education profession in promoting positive behavior change.
  • Analyzing behavior problems and implementing a functional behavior assessment and a behavior intervention plan.
  • Defining behavior, tasks, and objectives for replacing undesirable with desirable behaviors.
  • Methods for integrating behavior principles in program planning of learners exhibiting problem behaviors.
  • Applied behavior analysis theory and procedures including introductory single-subject research design.
  • Basic factors contributing to perceived and actual behavior problems associated with learners from diverse cultural and linguistic backgrounds.
  • Research-based approaches to support students with emotional and behavioral disorders.
  • Organizations and opportunities for professional development in the field of behavior management and behavior disorders.
  • Social skills curricula related to integrating students with behavior problems into general education settings.
  • Conducting functional assessments and functional analysis procedures for defining and remediating problem behaviors.
  • Developing a positive behavior support plan for school and individual classroom environments.
  • Laws and policies governing the discipline of all students and implications for individuals with exceptional learning needs.
  • Implementation of a range of strategies (including monitoring and generalization techniques) that promote positive behavior, crisis intervention, and family involvement and supports.
  • Preventative classroom management strategies.
  • Issues and policies related to bullying and anti-bullying strategies.
  • Self-management strategies in and outside of the classroom.

Texts/Reading Materials

  • Alberto, P., & Troutman, A. (2006). Applied Behavior Analysis for Teachers (7th ed.). Prentice-Hall: Upper Saddle River, NJ.
  • Other book chapters/readings as assigned
  • Web readings

Supplemental resources and readings:
MN Dept. of Children, Families & Learning (2001) Functional Behavioral Assessment.

Standards and Conceptual Framework

The content, teaching methods, activities, and requirements for this course are based on the following:

  • INTASC (Interstate New Teacher Assessment and Support Consortium)
  • SEP (Minnesota Standards of Effective Practice)
  • Council for Exceptional Children Standards
  • ISTE/NET Standards for Teachers
  • Conceptual Framework themes of the Learner-Sensitive Teacher model in the Department of Education at UMD

Standards of Effective Practice & INTASC Standards / Council for Exceptional Children Standards / ISTE/NET Standards for Teachers / Department Conceptual Framework/Themes
Standard 1: Subject Matter
Standard 2: Student Learning
Standard 3: Diverse Learners
Standard 4: Instructional Strategies
Standard 5: Learning Environment
Standard 6: Communication
Standard 7: Planning Instruction
Standard 8: Assessment
Standard 9: Reflection and Professional Development
Standard 10: Collaboration, Ethics, and Relationships / Standard 1: Philosophical, Historical, and Legal Foundations of Special Education
Standard 2: Characteristics of Learners
Standard 3: Assessment, Diagnosis, and Evaluation
Standard 4: Instructional Content and Practice
Standard 5: Planning and Managing the Teaching and Learning Environment
Standard 6: Managing Student Behavior and Social Interaction Skills
Standard 7: Communication and Collaborative Partnerships
Standard 8: Professional and Ethical Practices / Standard 1: Technology Operations and Concepts
Standard 2: Planning and Designing Learning Environments and Experiences
Standard 3: Teaching, Learning and the Curriculum
Standard 4: Assessment and Evaluation
Standard 5: Productivity and Professional Practice
Standard 6: Social, Ethical, Legal, and Human Issues / Social Justice (SJ)
Reflection (R)
Empowerment (E)
Collaboration (C)
Technology (T)
Course Outcome / INTASC / Standards of Effective Practice / CEC / ISTE/NET / Department Themes
Examine theories of human behavior and models/theories of classroom & behavior management. Discuss merits and limitations of various approaches to classroom & behavior management. / 3, 5 / 3, 5 / 1, 6 / R, E
School wide interventions for supporting educationally positive learner environments, (a) select, adapt, and use instructional strategies and materials according to characteristics of learner, & (b) create a safe, positive, and supportive learning environment in which diversities are valued. / CC5:S1 / SJ, E
Ways of collaborating with other educators, paraprofessional educators, parents, and students to identify, analyze, and change inappropriate behavior (a) communicate and consult with individuals, parents, and other school and community personnel & (b)direct the activities of classroom professionals, aides, volunteers or peer tutors. / 10.25 / 10G / CC7:K3
CC7:S2
CC7:S7 / I.A.2 / SJ, C, T
A continuum of behavior interventions from least intrusive behavior enhancements to increased intrusive behavior reduction procedures. / CC6:S2-3 / R, E
Ethical guidelines of the special education and general education professions in promoting positive behavior change (a) teacher attitudes and behaviors that positively or negatively influence behavior of individuals with exceptional learning needs. / 9K
8710.5000
2C(10) / CC7:K5 / R, E
Analysis of behavior problem types / EBD1:K3
LD2:K5 / R, E
Defining behavior, tasks, and objectives for replacing undesirable with desirable behaviors. / 5.25 / 5K / CC6:S4 / R, E
Methods for integrating behavior principles in program planning of learners exhibiting problem behaviors. / CC:3K9 / R, E
Applied behavior analysis theory and procedures including introductory single-subject research design. / 8710.5000 2C(8) / R, E
Basic factors contributing to perceived and actual behavior problems associated with learners from diverse cultural and linguistic backgrounds. / 5.12 / 5B / SJ, R
Research-based approaches to support students with emotional and behavioral disorders. / 8710.5000 2B(6)
2C(1)(2) / EBD4:K3
EBD6:K3
EBD6:S1-3 / R, E
Organizations and opportunities for professional development in the field of behavior management and behavior disorders / E, C
Examine social skills curricula in the integration of students with behavior problems into general education settings / 5.13 / 5C / CC5:S2
CC6:K5-8 / SJ, E, C
Applicable laws, rules, and regulations, and procedural safeguards regarding the planning and implementation of the management of behaviors of individuals with exceptional learning needs. / CC6:K1-6 / R, E
Engage in behavior problem simulations,(a) strategies for crisis prevention/intervention. / CC6:S1-8
EBD4:S7 / R, E
Identify behavior problem types in simulated and real environments / R, E
Analyze culturally and linguistically relevant factors contributing to perceived and actual problem behaviors among a range of students from diverse backgrounds. / CC6:K6 / SJ, R, E
Conduct functional assessments and functional analysis procedures for defining and remediation of problem behaviors (a) effects of various medications on the educational, cognitive, physical, social, and emotional behavior of individuals with disabilities & (b) use of task analysis. / 8710.5000 2C(1)(2)(3)
2C(6)(7) / CC5:S8
EBD6:K1 / SJ, R, E
Develop a positive behavior support plan for school and individual classroom environments. (a) use instructional time properly, (b) design structure, and manage daily routines, effectively including transition time, for students, other staff, and the instructional setting & (c) create an environment that encourages self-advocacy and increased independence. / 5.14-6
5.21
5.31
5.34-7 / 5E-H
5L-O
5R / CC:5K1
EBD4:S8 / SJ, R, E, C, T
Explore the uses of computer and assistive technology for managing behavior and facilitating student educational progress / I.A.2 / R, E, T
Design and use materials for social skills development of learners with behavioral disorders / 5.23 / 5I
8710.5000
2C(5) / SJ, E, T
Use strategies for facilitating maintenance and generalization of skills across learning environments. / R, E
Manage the social, emotional, and behavioral needs of student with learning disabilities or learning deficits / 8710.5000
2A(4) / SJ, E
Explore self-management strategies that can be taught to children. / 5 / 5 / 5, 6 / R, E
Explore preventative classroom management strategies / 5 / 5 / 5, 6 / R, E
Explore issues and policies related to bullying and discuss anti-bullying strategies / 3, 5, 10 / 3, 5, 10 / 5, 6 / 6 / SJ, E, C
Develop a classroom management philosophy / 5 / 5 / 5, 6 / R, E

Dispositions

The IESE Program has adopted the following definition for “disposition”. The dispositions have been selected from the Standards of Effective Practice for Teachers (INTASC) and are aligned with the dispositions encouraged throughout our curriculum.

Disposition: A habitual tendency or inclination. Disposition includes temperament, character, personality, nature, demeanor – these nouns refer to the sum of traits that identify a person which include frame of mind, emotional characteristics, moral and ethical qualities, distinctive traits that give him/her individuality, especially in his/her relationships with others, exhibited behaviors towards others. The American Heritage Dictionary, 2nd College Edition.

The candidate appeared to exhibit the following through their observable demeanor, and behavior:

  • Commitment to lifelong learning and appreciation of multiple perspectives.
  • Appreciation of individual variation and diverse talents of all learners.
  • Sensitivity to community and cultural norms.
  • Values educational technology and flexibility in the teaching and learning process.
  • Belief in establishing a safe and positive learning environment.
  • Understanding of the power of effective and thoughtful communication.
  • Values the planning process.
  • Belief that ongoing assessment is essential to the learning process.
  • Commitment to reflection, critical feedback and assistance in order to develop professionally.
  • Appreciation of collaboration, collegiality, and ethical considerations within the profession.

Class Expectations: Attendance and Participation

  • This class relies on lecture/discussion and in-class and online activities. This means that attendance and participation (in class and online in Moodle) are essential. Students are expected to attend all scheduled classes and are responsible for all material covered in class as well as online in Moodle. Students are also responsible for the required readings (class text and other assigned readings in the syllabus and in Moodle)and assignments.
  • Grades will be lowered for missed days and late assignments. Exceptions will be made for serious illness, accident, or a death in your social network. If you miss a class for any reason, you must make up the work. Make up work will vary depending on the topic covered and what you missed. Contact each of the instructors to find out what you need to do to make up the class.
  • Students are expected to be prepared for each class
  • In order for you to participate fully and effectively in class and online, it is very important that you prepare thoroughly for class sessions by doing the necessary outside work (including reading/listening/viewing and posting in Moodle if required).
  • Read all assigned material before each scheduled class.
  • Classes will be organized around activities based on concepts presented in the assigned reading materials. Students must, therefore, be familiar with the reading in order to maximize acquisition of new skills. Knowledge of terminology and basic concepts from assigned readings will be assumed during classroom instruction.
  • Assignments are due on assigned dates and times
  • For due dates see syllabus, Moodle, or activity sheet by midnight.
  • Late assignments (hard copy or electronic) will result in a lower or failing grade for the assignment.
  • Assignments later than 3 days may not be accepted and will result in a failing grade for the assignment.
  • Assignments will be graded for appropriate writing and formatting conventions as specified.
    General criteria: Written assignments should be on time and prepared using a word processing application that is easily converted by MICROSOFT WORD XP. Writing conventions of the American Psychological Association (APA, 2001) should be used. Assignments should be uploaded in Moodle and/or be attached to an email message and not in the actual email text (depending on the specific requirements for each assignment). It is the student’s responsibility to make sure work is presented in the above format (which ever is required for a particular assignment). Papers should be double-spaced with 12 point font and 2.5 cm margins. Appropriate citations should be noted in the body and a bibliography page at the end. Papers should be within suggested lengths to ensure thoroughness. Please include appropriate headings and figures/graphs. Documentation of sources used and cite using APA (2001) for all citations. APA manuals are available in the library or in your local university bookstore.
  • Behavior Change Project – You will complete 8 individual projects at your practicum cite working with a student with a behavior issue: the following information is a description of the projects.
  • 1. Identification of a participant: You will select a participant with whom to institute a technique to INCREASE a target behavior. This participant should be someone that you have regular, sustained contact. Describe the participant in terms of gender, age, physical description and grade level. Include other pertinent information that you think will be important such as describing some of the students’ behavior issues. Include information about social issues in the classroom – how well do they get along with other students and teachers. In addition, you should describe the setting or settings where you have contact with the participant. This project should be at least 1 page typed. 5 points
  • 2. You will complete an ABC chart that displays several days (at least 3 different days and different times during the day of observational data). You should have at least 8-10 observational sessions. Data will be collected to identify as clearly as possible the antecedents, target behavior, and consequences that seem to maintain the current behavior. Data should be presented in descriptive format using an ABC analysis transcript or equivalent form. The actual observation protocols (instruments) used to collect the data should be included in your submission. You need to include an ABC chart that displays several days and different times during the day of observational data. You should also provide a narrative analysis explaining what was going on during the observations. The narrative should be at least 1 page in length and include the ABC chart. 25points
  • 3. Identify and define the targeted behavior: You will identify a target behavior to INCREASE of the selected participant. The target behavior that you have selected must be observable. Your definition should be very specific in detail so that someone other than you could know exactly what you are looking at. For this project, you will identify the dimensions (frequency, rate, duration, latency, topography, locus, magnitude) of the target behavior and define it so that is can be measured reliably. Explain why you selected the dimensions for your definition and explain why you did not select the rest of the dimensions. Your explanations should address each dimension individually to demonstrate your knowledge of the dimensions. Make sure that you discuss why your chose this behavior and why increasing this behavior will make a difference in the life of the participant. This project should be at least 1 ½ pages in length. You will also complete the Circle of Courage Goal Setting sheet on your student. You will write 1 goal and 1 strength in each of the 4 categories. 15 points.
  • 4. Choose a technique to measure the target behavior: You will measure the target behavior (baseline data) that you have selected and defined for the participant. Using of the techniques discussed in the text, describe how you will measure the target behavior (permanent product, event, interval, time sampling, duration, latency).