Maawanji´idiwag "They Come Together"

Eni–gikendaasoyang "Moving Towards Knowledge Together"

Center for Indigenous Knowledge and Language Revitalization

Department of Education – Collge of Education and Human Service Professions

Sped 3109 Working with Challenging Behavior in Young Children (3 cr)

Class meeting time
Friday, 8:00 – 12:00, Montague Hall 121
Instructor
Kim Riordan, M.Ed.
Office & phone
111 Montague Hall (218) 726-7251
Office hours
(F) 12:00 – 1:00 (and by appointment)
e-mail
kriordan@d.umn.edu
Class alias
Sped3109-450-ss2006
Instructor's Web Page
www.d.umn.edu/~kriordan

Course Description

This course provides information needed to evaluate and implement behavior change programs that are appropriate for young children who exhibit challenging behaviors. A key element will be functional behavioral assessment procedures and a range of preventative behavioral interventions.

Course Texts/Readings & Resources

Standards

INTASC Standards & MN Standards of Effective Practic and Conceptual Framework Themes

INTASC Standards & MN Standards of Effective Practic and Conceptual Framework Themes
INTASC Standards & MN Standards of Effective Practice 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
  • Diversity (D)
  • Reflection (R)
  • Empowerment (E)
  • Collaboration (C)
  • Technology (T)

Course Outcomes

Course Outcomes
Learner Outcomes MN Board of Teaching -Standards of Effective Practice & INTASC Early Childhood Education Subject Matter Early Childhood Special Education Subject Matter ISTE Dept of Educ Themes

Evidence of Knowledge
1. Candidate will understand the principles of effective classroom management and use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom Subp 6, 5E D, RE
  1. Classroom Management Plan
  2. Exam # 3 Ch 8-10
2. Candidate will understand how participation supports commitment and will include peer relationships as integral to promoting learning Subp 6, 5G & 5I T, R
  1. Classroom Management Plan
  2. Exam #4 Ch 11-14
3. Candidate will establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole Subp 6, 5H
  1. Classroom Management Plan
  2. Exam #5 Boynton Text (Re: Primary Grade Behavior Management)
4. Candidate will design and manage learning communities in which students assume responsibility for themselves and one another, participate in decision making, work both collaboratively and independently, and engage in purposeful learning activities Subp 6, 5L
  1. Classroom Management Plan
  2. Exam #5 Boynton Text (Re: Primary Grade Behavior Management)
5.    
  1. Crisis Intervention Plan
6.        
  1. Mental Health Assessment
7.
  1. Functional Behavioral Assessment and Behavioral Intervention Plan
  2. Exam #2 Ch 5-7
8.
Dispositions:
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).

In this course, the following dispositions (characteristics) will be targeted for education majors:

  1. Establish rapport with colleagues
  2. Demonstrate positive response to professional responsibilities
  3. Accept constructive supervision for professional growth
  4. Attendance and punctuality indicate professional attitude
  5. Take initiative in performing expected duties
  6. Demonstrate flexibility and adaptability
  7. Has a sense of humor and friendly disposition
  8. Demonstrate poise and confidence in teaching environments
  9. Show enthusiasm reflecting a positive attitude
  10. Show sensitivity to the needs and feelings of others
  11. Engage in self-reflection to improve teaching and learning
  12. Show sensitivity to differing family structures and cultural backgrounds Instructional Strategies: Your learning will include small and large group discussion and activities, lecture, videos, textbook reading, reflection, and use of technology

Diversity

  1. Diversity will be addressed through course content and course methodology. The course content will guide the student toward an understanding of learner differences including, but not limited to, special needs, exceptionalities, multiple and emotional intelligences, cultural and ethnic background, sexual orientation and socioeconomic status.
  2. The instructional methods will be designed to be varied in order to meet the needs of all learners.

Course Requirements/Expectations

Attendance:
Attendance is mandatory due to the nature of this course. As an adult learner in this class, you are a co-creator of the content of the course. To bring meaning to the course content you will be asked to participate in discussion, group work, presentations and other class activities. A variety of class activities, discussions and presentations will be conducted throughout the course. These cannot be made up; therefore your absence forfeits the opportunity to learn from the activities. Additionally, your absence represents a limitation in the ability of others to learn from you. Missing more than 6 hours of class (one week of class) will result in your earned grade being dropped one full letter grade. Missing more than 12 hours of class (2 class sessions) will result in your earned grade being dropped two full letter grades. Missing 18 hours of class will result in a failing grade for the course. Please note: Your participation in webx accounts for two hours per week of class time (for 6 weeks). Not completing weekly webx not only jeopardizes points, but also counts against attendance.
Assignments:
Assignments are due at assigned dates and times. Due dates are listed on the Class Schedule. Any late work must be negotiated with me.
Formatting:
Unless otherwise specified, all assignments must be submitted in typed, paper copy. Assignments will be graded for appropriate writing and formatting conventions, including grammar and spell check. 10% of the overall grade for each assignment will be related to grammar/appropriate writing.
Academic Dishonesty:
Dishonesty in any form such as, but not limited to, plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit another act of dishonesty will receive a failing grade for the course.
Attendance Exclusion:
Students required to attend university events that conflict with class time must present documented evidence of the meeting/event demonstrating (a) that the individual is required to attend and (b) the date and specific times required for attendance. Students will be expected to make arrangements with the instructor to make up class absences and to turn in work ahead of time.
Cancellation:
If classes are cancelled at UMD because of inclement weather or other emergency, contact the instructor (or check email) within 24 hours to find out the status of assignments.
Missed Class:
Arrange with a peer to collect handouts for you and to bring you up to date on class assignments/activities. Please do not wait until the next class period.
Email:
Please check your UMD email account regularly in order to receive any class announcements/clarifications.

Assessment

There will be a variety of course activities and assignments in this class. Further details of these will be given in class.

Assignments and point information
Assignment Qty Points Total % of Grade
Mental Health Assessment 1 50 50 5%
Crisis Intervention Plan 1 50 50 5%
Classroom Management Plan 1 50 50 5%
Exams 5 500 500 50%
Functional Behavioral Analysis & Behavior Intervention Plan 1 200 200 20%
Webx/Field Work (2 hours per week) 6 units 25 150 15%
Total 1000 100%

Grading

IMPORTANT:
I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION.

Class Schedule

Class Schedule
Date Topic Reading Assignment Assignment due
Week 1 - 6/9
  1. Introduction to behavior management & Impediments to managing behavior
  2. Review of the guidance approach
  3. Adult behavior & childrens behavior
  4. Intro to Relationship-Based Teaching
  5. Theories of Behavior and Principles of behavior
 Chapters 1-4
  • Webx/Field Work #1
  • Pretest
Week 2 - 6/16
  1. Exam #1 Ch 1-4 & Week 1 Lecture
  2. Counting & Recording Behavior
  3. Graphing Behavior
  4. Intro to Functional Assessment of Behavior
  5. Relationship-based teaching (cont)
  6. Mental Health/Attachment Issues
 Chapters 5-7
  • Webx Field Work #2
  • Exam #1
Week 3 - 6/23
  1. Exam #2 Ch 5-7 & Week 2 Lecture
  2. Curricular Considerations
  3. Environmental Considerations
  4. Reinforcement Techniques
  5. Addressing the Needs of Young children Bridging Education and Mental Health
 Chapters 8-10
  • Webx Field Work #3
  • Exam #2
Week 4 - 6/30
  1. Exam #3 Ch 8-10 & Week 3 Lecture
  2. Punishment Issues
  3. Teaching Self Management
  4. Mental Health Issues
  5. Cognitive Behavior Management
  6. Promoting Generalization
  Chapters 11-14
  • Webx Field Work #4
  • Classroom Management Plan
  • Exam #3
  • Mental Health Assessment
Week 5 -7/7
  1. Exam #4 Ch 11-14 & Week 4 Lecture
  2. Emotional Intelligence
  3. Social Development Issues
  4. Temperament Issue
  5. Case Studies
 Boynton Text
  • Webx Field Work #5
  • Exam #4
  • Functional Behavioral Analysis & Behavior Intervention Plan
Week 6 - 7/14
  1. Review of Learning
  2. Developing relationships with parents/professionals
  3. Physical Aggression/Crisis Intervention
  4. Reflective teaching
  5. Primary Grade Issues
  6. Exam #5 Week 5 Lecture and Boynton Text
 .
  • Webx Field Work #5
  • Exam #5
  • Crisis Intervention Plan
  • Post test