Behavior Management Principles and Practices

SPED4381

University of Minnesota Duluth

Fall 2006

Trudie Hughes, Ph.D.

Office: 138 Montague Hall                                      Class times: Wed. 5-8:15 

Office Phone: 218-726-7174                                  Class location:Mont. 121

Office email: thughes@d.umn.edu                                    

Office hours: by appointment

“Behavioral analysis is the scientific investigation of the interaction of organism with the social and physical environment” (Pierce & Epling, 1999). The goal of behavior management is to seek understanding and improvement of human behavior. The goal of this course is to systematically describe behavioral analysis and its impact on teachers and students in classroom settings across disciplines.

Class information

Course description: The purpose of this course is to provide students with an opportunity to examine the causes of behavior in the home, school, and community settings. LDuring the course we will explore the relationship between bahavior and environment antecedents and consequences, and examine how environmental variables may be manipulated in order to increase appropriate behavior and decrease inappropriate behavior. Models of behvior change for students; identification and assessment of problem behavior; strategies for managing disruptive behavior; application of applied behavior analysis to changing behavior; legal and ethical issues in behavior change.

Text: Alberto, P., & Troutman, A. (2006). Applied Behavior Analysis for Teachers (7th ed.). Prentice-Hall: Upper Saddle River, NJ.

Supplemental resources and readings:

MN Dept. of Children, Families & Learning (2001) Functional Behavioral Assessment.

Course Objectives

The goal of this course is to analyze, observe, define, and manage classroom academic and social behavior in special and general education settings. The following knowledge and skill objectives will be achieved in this class:

Students will learn:

     School wide interventions for supporting educationally positive learner environments.

     Ways of 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.

      Analysis of behavior problems, and implementation of 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 introducory 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.

      Examine social skills curricula in the integration of students with behavior problems into general education settings.

      Conduct functional assessments and functional analysis procedures for defining and remediating problem behaviors.

      Develop 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.

Standards

The goal of this course is to observe, define, and manage classroom academic and social behavior in special and general education settings. The following knowledge and skill objectives will be achieved in this class:

Dispositions

The following definition of disposition has been adopted by the Special Education Program.  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, feedback and assistance in order to develop professionally.
• Appreciation of collaboration, collegiality, and ethical considerations within the profession.

Class Expectations

• Students are expected to attend all scheduled classes and are responsible for all material covered in class, in the required text, and other readings or assignments.
• Students are expected to be prepared for each class
• 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 at assigned dates and times
• Due dates are on the syllabus or activity sheet by midnight.
• Assignments later than 3 days will not be accepted and 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 will be attached to an email message not in the actual email text. It is the student’s responsibility to make sure work is presented in the above format. 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.

Course Assignments

• Activities (as assigned on activity list distributed each class session) 5-10 points per activity
• Attendance and enthusiastic professional participation (10 points each session) 140 points
• Online quizzes (12 total) 120 points
• Classes quizzes (2) 25 pts. each
• Behavior Management Project (135pts.)
• Presentation on Project (25pts)

Professional Conduct and Academic Dishonesty

Your conduct in this class will be observed and evaluated (please see grading criteria)

Professional Conduct:

Professional conduct is defined for this course as skills required for successful interactions in educational settings. In addition to fulfilling class assignments, you are expected to participate fully in class activities and to demonstrate a positive, cooperative attitude toward all course participants and course activities. Up to one full letter grade (i.e., 10%) can be added or deducted to your final score at the instructor’s discretion. Extreme acts demonstrating lack of professional conduct, such as academic dishonesty, will warrant a grade of “F” for the course.

ACADEMIC DISHONESTY:

           Dishonesty in any forms 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 and will be recommended for removal from teacher education.

Disability statement:

                    If you have a disability, either permanent or temporary, that may impact your ability to perform in this course; you are encouraged to inform me. I will work with you confidentially and make every effort to appropriately adapt methods, materials, and evaluations as needed to provide for equitable participation. If you have a disability and have not registered with your university Disability Services Center – I recommend that you do so.

Grades

Semester grades will be based on overall performance including course assignments, class participation, attendance, and professional conduct. The following levels of competence are defined:

A = work considered "distinguished", that is, work exemplifying honors level effort in

writing, presentation, assignments, exams, and meeting class expectations. In          

addition to full credit on assignments, the student must attend regularly and make

significant professional contributions to the class. Significant contributions are here

defined as participation and work (in any area including in writing, in-class

discussion, or out-of-class collaboration) that helps others and oneself acquire

standards-based mastery of content and skill.

B = superior work in meeting criteria of assignments and class expectations. Demonstration of high quality writing and presentation will be among the criteria. Work meeting this level of quality merits certification-level mastery of standards-based content and skill (see Standards Alignment tables available on UMD Education’s website or upon request from instructor)

C = work considered acceptable in meeting specified criteria for university credit, but lacks appropriate certification levels of pre-service teacher mastery of standards-based content and skill

D = work that is minimally acceptable requiring major additional work to achieve certification level mastery of standards-based mastery of content and skill

F = unsatisfactory work considered unacceptable.

Grades will be assigned on the following scale for the mean final score:

      Below 65% = F

      66 – 74% = D

      75 – 83% = C

      84 – 92% = B

      93% & above = A

Course Calendar

* quiz questions will be selected from the test bank on the Alberto website.

Caveat

This is a tentative calendar of the course outline subject to change due to circumstances and

instructor discretion.