DEPARTMENT OF EDUCATION
EDU 425 001: BEHAVIORAL MANAGEMENT
Spring 2008
INSTRUCTOR: Dr. Judy M. Pounds Phone Number (919) 546-8537
Office Location:
Office Hours: Mondays -
Tuesdays
Wednesdays
Thursdays
Conceptual Framework Theme
The theme/purpose of the conceptual framework undergirding the Department of Education’s programs is: to produce graduates who are critical thinking problem solvers with the knowledge, pedagogical, and technological skills, and professional dispositions needed to function as effective teachers in a diverse world.
Department of Education
The Shaw University Department of
Education builds on the knowledge, skills, and values that students acquire
through their liberal arts and science foundations. Candidates graduating from the department
will have the specialty area knowledge, professional skills, and experiences
that will enable them to function as competent and effective teachers who think
critically and demonstrate effective problem-solving skills.
Departmental
majors may choose a specific concentration from four different specialty
areas. Each student is encouraged to
choose one of the specialty areas listed below by the end of his/her sophomore
year.
Birth through Kindergarten Education (B-K)
Elementary Education (K-6)
Graduate
students may pursue a Master of Science in Curriculum and Instruction with a
concentration in Early Childhood Education.
[The
Secondary English Education (9-12) and Secondary Mathematics Education (9-12)
programs are housed in the content areas.
The University suspended the Special Education: General Curriculum
(K-12) Program, effective in fall 2006.]
Department of Education Goals
The goals of the Department of Education are:
1. to align the institutional mission and goals with state, regional, national, and departmental standards and requirements;
2. to prepare candidates to work in schools as teachers who know and can demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all P-12 students learn;
3. to implement an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs;
4. to collaborate with school partners to design, implement, and evaluate field experiences and clinical practice so that teacher candidates develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn;
5. to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn;
6. to maintain a qualified faculty that models best professional practices in scholarship, service, and teaching; and
7. to maintain the leadership, authority, budget, personnel, facilities, and resources for the preparation of candidates to meet professional, state, and institutional standards.
NOTE: The mission
statement and goals of the Department of Education are aligned with the mission
statement and goals of each of its programs.
Required Text(s)
Cangelosi, James S. Classroom Management Strategies: Gaining and Maintaining Students’ Cooperation 6th Ed. John Wiley and Sons, Inc. 2007
Technical Support: Blackboard/Livetext
General Course Description
An introduction to operant and other behavior management techniques focusing on their application in the special education and integrated setting. This course is designed to provide students with knowledge and understanding of behavioral assessment and intervention strategies. Student will learn to (a) identify and assess problem behavior, (b) design and implement behavioral intervention, (c) design learning environments that will prevent and remediate problem, and (d) apply behavioral procedures.
Student Learning Outcomes
After successful completion of this course, students will be able to:
procedures related to target behavior;
and evaluation of students’ academic and social performance in the classroom;
community setting;
Specific NCDPI Standards and Indicators
The students will
demonstrate that they meet the following state standards:
Core Standards
1.1
Teachers
have a broad knowledge of content
Diversity Standard:
6.0 Reflective
practitioners who are committed to educational equality
Technology Standards:
1.1
Demonstrate
introductory knowledge, skills related to technology
1.5
Use
technology to enhance productivity and professional practice
Elementary Education
Standards:
1.5 Know and
understand that reading is taught as a process of constructing meaning through
interaction of existing knowledge, information, and context
1.6 Understand
importance of literacy for personal and social growth
1.8 Understand
written and oral composition process
English Education
Standards:
1.0
Know and
understand and English language
2.0
Know and
understand written and oral composing processes
2.1 Understand skills and strategies that enhance reading
2.2 Understand comprehension strategies
6.4 Model effective learning and
problem-solving
8.0 Use assessment as an integral part of
instruction and learning
Mathematics Education
Standard:
4.6
Use
appropriate technology to interpret data
Assignments
1. Weekly Activities: Students will be
asked to complete activities related to the chapter readings. Weekly
assignments will be due in the digital dropbox by
2. Threaded Discussions (TDs): Students will be required to participate in
threaded discussions on the Blackboard course homepage. As this course is fully online, threaded
discussions are an important means to connect and interact with your
classmates. For the TDs
you will be required to contribute at
least one original post and respond to at least two of your classmates’ posts
(for a total of three posts) a week. You will also be responsible for reading your
classmates comments which means you will need to visit
the TD more than once. Please remember
to be respectful in your posts.
3. Library Component. The librarian (Mrs. Mair) from the
To provide feedback on this library component, students will be asked to complete an evaluation form.
Core 1.1; Technology
1.1, 1.5; Mathematics 4.6
4. Evaluating
Professional Dispositions
Students will complete a Professional Dispositions Paper, which will be sent via Blackboard/
LiveText. You are to read the syllabus and write a reflection paper on your thoughts about the Professional Disposition and the Course Expectations. Why do you think they are important to have in a learning environment? How can this information benefit you?
Core 1.1; Diversity 6.0; technology 1.1,
1.5; English Education 1.0, 2.0,.2.2.6.4, 8.0;
Mathematics 4.6; Special Education 1.2
Elementary Education 1.6; 1.8
5. Reflective Journal: You will record your experiences in the
classroom, course discussions, and
reactions to
readings in the textbooks and related articles. On the due dates, submit a
journal of your
learning
experiences for the previous week. Use the following format:
a. Narrative summary of classroom events and text
readings and activities
b. Your reaction (agree,
disagree, surprise, confusion, questions, etc.)
c. Application (how I will use the information)
Core Standards 1.1 Diversity Standards 6; Technology
Standards 1.1, 1.5; English Education 2.0,2.1;
6. Interview: Interview an in-service teacher. Ask him/her how having students with mild to moderate
special education classifications in their classrooms impacts their behavior management strategies.
Also ask about the extent of their participation on these students’ IEP teams.
Core 1.1; Diversity 6.0; Technology 1.1; Elementary
Education 1.6, 1.8; English Education 2.0,2.1,2.2,8.0
7. Professional Journal Article: Choose a study from a professional journal such as those listed in the
reading section of the syllabus that uses a behavioral approach to change or modify a behavior.
Review the
study according to
Identify the behavior targeted for change
1. Identify the intervention used by the investigator(s)
2. State whether a functional relationship between the two was established
Core 1.1; Diversity 6.0; Technology 1.1,
1.5; English Education 1.0, 2.0,2.1.2.2.6.4, 8.0;
Mathematics 4.6; Special Education 1.2
8. Article Reviews:
Read and report on five current behavior management journal
articles using the
following Shaw
University Department of Education format:
A. Title of Article:
B. Author:
C. Journal:
D. Synopsis:
E. Subjects:
F. Instruments:
G. Findings:
H. Implication/Application:
I.
Reaction:
Copies of all journal
articles must be attached to the article review. Articles will be discussed in class.
Core 1.1; Diversity 6.0; technology 1.1,
1.5; English Education 1.0, 2.0,2.1.2.2.6.4, 8.0;
Mathematics 4.6; Special Education 1.2
Elementary Education 1.6
Demonstration Teaching and Microteaching.
Demonstration Teaching: There will be discussions on
and/or use of the evaluation instruments used in
Microteaching: Each student will be given an opportunity to plan and teach
one brief lesson to his/her peers. This activity will provide an invaluable
experiential opportunity to learn how to teach, as well as to consolidate
teaching knowledge and skills. The six-point lesson plan format will be used in
developing the lesson. Microteaching is a scaled down teaching situation in
which a 10-15 minute mini-lesson is taught to a few students. NCDPI standards
and indicators must be included with the presentation. This must also be sent
to me in Live Text. (20 points)
Directions:
1.
Select topics from
your discipline for the two lessons you will teach.
2. Prepare lesson plans for the lessons you plan to present to the class. Use the Lesson Plan Format presented in class as a guide for preparing the microteaching and demonstration-teaching lessons.
3. Make sure you incorporate instructional technology into your presentations.
4. Turn in details of how you plan to teach each lesson, such as lesson plans, questions, materials, etc., at least one week prior to the scheduled teaching.
5.
An evaluation
instrument based on a set of criteria established to judge mastery of the
desired skills or behaviors will be used. This analysis will help to identify
specific teaching skills that need improvement, as well as to develop the
skills needed to study teaching behavior for purposes of self-improvement. The
microteaching and demonstration teaching activities will be videotaped. You are
expected to view the videotapes and evaluate your teaching. Turn in your
completed self-analysis of each teaching activity to the instructor.
Core
2.2,2.6,2.7, 2.8, 2.11; Core 3.2, 3.4; Diversity 1.1, 1.2, 1.4; Diversity 2.1,
2.2, 2.3; Diverdity 6.2; Technology, 2.1; B-K 6.1,
6.2, 6.3, 6.4, 6.5, 6.6; B-K 7.1, 7.2, 7.3, 7.4, 7.7; 8.2, 8.3, 8.4, 8.5
All papers should contain correct grammar and spelling. Be sure
you have complete sentences, and
demonstrate a logic flow in your
thoughts.
Homework /Project
Evaluation
Grading Scale
A = 100- 90 (Target)
B =89-80 (Acceptable)
C = 79-70 (Acceptable)
D= 69-60 (Unacceptable)
F = Below 60 (Unacceptable)
Final
Grade Composition: for purpose
of determining your final grade
Quizzes 20 pts.
Reflective Journals 10
Interview 10
Professional Journal Article 10
Article Reviews 10
Threaded Discussions 20
Classroom Management Plan 20
Professional
Dispositions
Standards of Professional
Conduct
Respect the dignity and worth of each individual; help students reflect on their learning and apply learning to their experiences through observations, field experiences, and oral presentations; foster development through all students by nurturing and providing feedback; creating a challenging learning environment by allowing group discussions and solving problems related to child development issues; committed to contributing learning by allowing students to present oral reports; discussions of the Conceptual Framework and classroom dispositions are ongoing
Reflected
through attendance and punctuality, preparedness, attitude towards the
university policies, dress code, respect and caring for students, leadership
skills, implementing policies that reflects excellence, the ability to design
and deliver instructions that will help the students to develop the skills in
order to think critically and solve problems, upgrading by attending workshops,
meeting timelines, avoid stereotyping by race, gender, age, religion,
ethnicity, disability, physical appearance or social status, invite dialogue,
research to increase knowledge, open mindedness, shows empathy
Advisement of student, daily operation of the program, student conferences, plagiarism,
coursework evaluation, accountability. The educator shall not engage in conduct involving
misrepresentation in the performance of professional duties.
Course Requirements
·
For all assignments involving children
the Code of Ethics developed by the
National Association for the Education of Young Children and the state of
· All written assignments must be typed, double-spaced using a 12 font. Assignments should include a cover page with the student’s name, date, assignment title, course number, and semester. Each assignment should be proofread and free of grammatical errors.
· Blackboard/Live Text will be used to assess all assignments. Common rubrics will be used for each assignment.
Course Expectations
1. Course
2. Class Attendance Policy/Excuses from Class:
The class attendance policy of the University is as follows:
Class
attendance is required for all
unexcused absences per semester as the class meets per week. For example, in a three-credit
hour course, which meets three times per week, the student is allowed three unexcused
absences per semester. Students are allowed two unexcused absences per semester for classes
that meet twice per week. For classes that meet once per week, students are allowed only one
unexcused absence.
Student
Responsibility:
Students are responsible for adhering to the University’s Class Attendance Policy. It is the
responsibility of students to make-up, in a timely fashion, scheduled class work missed because of
a class absence(s).
Absence from unannounced quizzes, tests and other assignments may be
made.
up at the discretion of the faculty member. Students who exceed the maximum number of absences may receive a failing grade for the course. It is your responsibility to provide an explanation and a university excuse to the instructor
3. Written assignments and Projects. All projects are expected to be completed and
turned in by the assigned due date. Assignments turned in late will be accepted
only if your instructor has been notified and agrees to the late submission.
4. Tests. If you miss a test, you must produce a university excuse. A day at the end of the semester will be scheduled for make-up tests.
5. Cheating/Plagiarism. Cheating is the practice of fraudulent and deceptive acts for
the purpose of improving a grade or obtaining course credit. Plagiarism is a
specific form of cheating that consists of the misuse of the published and/or
unpublished works of another by representing the material so used as one’s own
work. The acts of Cheating and/or plagiarism will lead to receiving an “F” on the
assignment and the filing of a report with the Dean.
Adaptive Behavior
ADHD Report, The
Aggressive Behavior
American Educational Research Journal
American Journal of Evaluation
American Journal of Psychology
American Journal on Mental Retardation
Analysis of Verbal Behavior, The
Applied Behavioral Science Review
Applied Cognitive Psychology
Applied Developmental Science
Applied Measurement in Education
Applied Psychology
Behavior Analyst
Behavior and Philosophy
Behavior Modification
Behavior Research Methods, Instruments, & Computers
Behavior Therapist
Behavioral Disorders
Behavioral Interventions
Behavioral Change
Beyond Behavior
Child Development
Cognition & Instruction
Cognitive and Behavioral Practice
Cognitive Development
Journal of Mind and Behavior
Journal of Applied Behavior Analysis
Journal of the Experimental Analysis of Behavior
Bibliography of Suggested
Alberto, P.A., & Troutman, A.C. (1995). Applied behavior
analysis for teachers (4th ed.).
Artesani,
A.J., & Mallar, L. (1998). Positive
behavior supports in general education settings: Combining person-centered
planning and functional analysis. Intervention in School and Clinic, 34(1),
33-38.
Beck, S.J., Tapscott, K.E., & Savner, J.L. (1998). Suspension
and expulsion: Effective management for students? Intervention in School
and Clinic, 34(1), 50-52.
Cangelosi, James S. Classroom Management Strategies: Gaining and Maintaining Students’ Cooperation 5th Ed. John Wiley and Sons, Inc.
Cartledge,
G., & Milburn, J.F. (1995). Teaching social skills
to children and youth: Innovative approaches.
Cipani, E.O. (1995). Be aware of negative
reinforcement. Teaching Exceptional Children, 27(4), 36-40.
Cooper, J.O., Heron, T.E., & Heward,
W.L. (1987). Applied behavior analysis.
Elksnin,
L.K., & Elksnin, N. (1998). Teaching social skills to students with learning and behavior
problems. Intervention in School and Clinic, 33(3), 131-140.
Epanchin,
B.C., Townsend, B., & Stoddard, K. (1994). Constructive
classroom management: Strategies for creating positive learning environments.
Evans, E.D., & Richardson, R.C. (1995). Corporal
punishment: What teachers should know. Teaching
Exceptional Children,27(2), 33-36.
Handwerk,
M.L., &
Kameenui, E.J., & Darch, C.B. (1995). Instructional
classroom management: A proactive approach to behavior management.
Meese, R.L. (1997). Student fights: proactive
strategies for preventing and managing student conflicts. Intervention in
School and Clinic, 33(1), 26-29.
Odom, S.L, McConell, S.R., & McEvoy, M.A. (Eds.). (1992). Social competence of
young children with disabilties: Nature, development,
and intervention.
Schloss,
P.J., & Smith, M.A. (1994). Applied behavior
analysis in the classroom.
Sweeney, D.P., Forness, S.R., Kavale, K.A., & Levitt, J.G.
(1997). An update on psychopharmacologic medication: What teacher,
clinicians, and parents need to know. Intervention in
School and Clinic, 33(1), 4-21.
Walker, H.M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in schools; Strategies and best practices.
Wolery,
M., Bailey, D.B., & Sugai, G.M. (1988). Effective teaching: Principles and procedures of applied behavior
analysis.
Zuroski,
J.K., Kelley, P.S., & Griswold, D.E. (1998). Discipline
and IDEA 1997: Instituting a new balance. Intervention in School and
Clinic, 34(1), 3-9.
Supplementary Website
Material:
http://www.nichy.org
Search Engines
TENTATIVE COURSE OUTLINE
|
Date |
Topic |
Readings/Assignment Due |
|
|
Introduction to Class Conceptual Framework/ Course Syllabus Professional Disposition |
Professional Disposition Discussion |
|
|
The Complex Art of Teaching |
Chapter 1 Professional Disposition Paper Due |
|
|
Establishing a Favorable Climate for Cooperation
|
Chapter 2 Article Review 1 |
|
|
Establishing Cooperative Relationships
|
Chapter 3 Reflective Journal |
|
|
Standards for Conduct, Routine Procedures, and Safe-School Policies
|
Chapter 4 Reflective Journal |
|
|
Working with Individual Differences Among Students
|
Chapter 5 Article Review 2 |
|
|
Approaching Off-Task Behaviors Systematically |
Chapter 8 Reflective Journal |
|
|
Modifying Off-Task Behavior Patterns |
Chapter 9 Interview Paper |
|
|
Mid-term |
|
|
|
Dealing with Nondisruptive Off-task Behaviors |
Chapter 10 Article Review 3 |
|
|
Dealing with Disruptive Behaviors |
Chapter 11 Article Review 4 |
|
|
Easter and Spring
Break |
Article to Read on
Behavior |
|
|
Motivating, Directing, and Monitoring Engagement |
Chapter 6 Reflective Journal |
|
|
Designing and Conducting Engaging Learning Activities |
Chapter 7 Article Review 5 |
|
|
Incorporating Classroom Strategies Into Your Teaching
Style |
Chapter 12 |
|
|
Article to Read Online |
Will be an attached Article |
|
|
Review |
Work on Classroom Management Plan (CMP) |
|
|
Final Due |
Classroom Management Plan |