ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EEX 4604
Behavior Management of Exceptional Students
This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.
Course Prefix: / EEX 4604Section #: / 1320
Credit Hours: / Three Credits
Co-requisites: / EEX 3012
Pre-requisites: / Admission to Elementary Education with Infused ESOL and Reading BS, Exceptional Student Education with Infused ESOL and Reading BS, Middle Grades General Science Education BS, Middle Grades Mathematics Education BS
Day, Time and Campus: / Wednesday / 5:30-9:25 / Tarpon SpringsBB-206
Modality: / Blended
Professor: / Dr. Emily Hoeh
Office Hours: / http://webapps.spcollege.edu/instructors/id/hoeh.emily / By Appointment and online
Office Location: / Tarpon Springs / Tarpon Springs
Office Phone: / 727-712-5204
Email Address: / MyCourses is preferred
ACADEMIC DEPARTMENT: College of Education
Dean: / Kimberly Hartman, Ph.D.Office Location & Number: / Tarpon Springs / BB 159
I. COURSE DESCRIPTION
This course is designed to prepare teachers for the educational management of exceptional students with emphasis on behavior management and consultation skills. Students will gain a basic knowledge of how to create and maintain an on-task, safe and healthy environment for learning in the exceptional education classroom as well as the inclusive classroom. 47 contact hours.II. MAJOR LEARNING OUTCOMES
1. The student will analyze the foundations of behavior management theory by:a. researching the history of behavior management theory.
b. comparing the basic assumptions of behavior management through history.
2. The student will explain major models of behavior management by:
a. describing key concepts inherent in each model.
b. evaluating situations for appropriate choices of behavior models.
c. describing effective discipline plans for a variety of educational settings in graduated restrictive environments.
3. The student will manage methods to increase appropriate behaviors by:
a. creating a resource file of reinforcement techniques with examples of each technique.
b. comparing and contrasting reinforcement programs.
4. The student will manage challenging behaviors by:
a. designing preventative interventions for the classroom.
b. creating a visual, oral or creative summary of behavior reduction guidelines.
c. reflecting on specific behavior challenges and generating possible approaches to meet these challenges.
d. analyzing case studies to evaluate approaches employed.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s) / Required :· Zirpoli, T. J. (2016). Behavior Management (7th ed.). Pearson. ISBN: 9780133918130
Recommended:
· Hoover, J. J., Klingner, J. K., Baca, L. M., & Patton, J. R. (2008). Methods for teaching culturally and linguistically diverse exceptional learners (on Reserve @ Library). Pearson. ISBN: 9780131720237
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources: IRIS modulesMaterials:
Library: / http://www.spcollege.edu/central/libonline/
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference ANGEL continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
D. Supplies
½ Inch three ring binderIV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.
B. ALL Course Assignments
1. Online modules, postings and discussion forums:
Discussion Forums and online activities as posted .
Topic 1: Hoover Chapter 3 Reading 5 Pts
Topic 2: Classroom Management IRIS module 1 & 2 5 Pts
2. * Journal Article Summary regarding assigned topic
Read and review two journal articles pertaining to the topics listed below.
Summaries are due on the dates listed on the class calendar.
2 journal article summaries @ 5 points apiece.
Topic 1: Horner et al. 2005 5 Pts
Topic 2: Student support article (BIP) 5 Pts
3. * Behavior Reinforcement/Reduction presentation 30 Pts
Behavior Reinforcement/Reduction: In small groups produce and present several ways to manage
behavior in a selected classroom setting.Plan to demonstrate ways of effectively reinforcing
appropriate behavior and reducing inappropriate behavior thus creating a positive classroom
environment to accommodate the various learning preferences and cultural backgrounds of students.
4. *Functional Behavior Assessment and Behavior Intervention Plan 30 Pts
Behavior Intervention Plan: Develop a Behavior Intervention Plan for a student with ongoing behavior
issues. The plan should include a functional analysis of a socially unacceptable behavior, goals and
objectives for teaching a replacement behavior, instructional strategies that are used to teach the
replacement behavior, specific strategies that are used to decrease the problem behavior and
increase the replacement behavior, changes in the physical environment that are made to support
the desired behavior, the extent to which the replacement behavior is implemented in various
settings and the persons responsible for implementation of the plan. A chart including baseline and
intervention data and three anecdotal notes should also be included.
5. Participation 20 Pts
Throughout the course students will be asked to present course material in small groups participate
in discussion and complete reading notes. Points are awarded based on full participation and knowledge
of subject matter.
Total: 100 Pts
UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in order to successfully pass the course.
UCC Performance Assessment Rubric (UPAR): In addition to a ‘C or above’, a teacher candidate must receive a ‘Met’ score on the UCC Performance Assessment Rubric (UPAR) for assignments aligned to ESOL, RC, FSAC, and Additional Elements in order to successfully pass the course.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table below.
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
For courses with lesson planning:
Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUS STATEMENTS
https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
B. SPC Syllabus Statements
http://www.spcollege.edu/addendum/index.php
Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.
C. Late Assignments
Assignments are due at the beginning of the class listed on the syllabus. If you are not attending class that day, it is your responsibility to get your assignment to campus by class time. Check with instructor to see if e-mails are acceptable. No assignments will be accepted after one week past the due date. One letter grade will be deducted for late assignments; any assignment over one week late will earn a zero. In extraordinary circumstances, speak to your instructor prior to the due date. Excuses due to extreme medical circumstances must be supported by appropriate documentation from medical professionals; i.e.: written statements with signatures, dates and contact phone numbers.
D. Grading Scale
The grading scale for the College of Education is:
3000 & 4000 Level COE Courses90% – 100% / A
83% – 89% / B
75% – 82% / C
68% – 74% / D (Repeat course)
67% or less / F (Repeat course)
VI. CALENDAR AND TOPICAL OUTLINE
***Face to face classes- attendance is mandatory, if missed must make up course material with the instructor
Week/Date / Readings and Topical Outline / Assignments / Major Learning Objectives1
5/17
Face to Face with Prof. Curtis at Clearwater
OR
Online / Foundations for Understanding and Managing Behavior
Reading: Chapter 1 Zirpoli
Introduction to Single Case Design
Anecdotal Records-FBA Development
Social Learning Theory
Operant Conditioning / Journal Article 1: Horner, 2005
Summary: Dropbox
2: Chapter 1 Zirpoli Reading Notes: Dropbox / 1. student will analyze the foundations of behavior management theory by:
b. comparing the basic assumptions of behavior management through history.
2
5/24
Class Meets / Strategies for Behavioral Assessment
Reading: Chapters 8, 9 Zirpoli Conducting Functional Assessments
Applied Behavioral Analysis
Review FBA form/assignment
Identify a student, develop hypothesis, select an intervention / Start data collection: anecdotal records
AND collection: ABC chart
Reading Notes: Chapters 8, 9 Zirpoli Dropbox / 2. The student will explain major models of behavior management by:
b. evaluating situations for appropriate choices of behavior models.
3
5/31
Class Meets / Data Collection and Single-Subject Designs
Reading: Chapters 6, 7 Zirpoli
Single Case Design- in-depth
Start draft of BIP in class
Reading: Article 2: Supplemental to BIP (student choice-peer reviewed) *BRING COMPUTERS* / Reading Notes Chapters 6, 7 Zirpoli: Dropbox
Implement Behavior Intervention
(2 days) / 2. The student will explain major models of behavior management by:
a. describing key concepts inherent in each model.
4
6/07
Class Meets / Decreasing Challenging Behaviors
Reading: Chapter 13
Writing Behavior Intervention Plans
Forms of Behavioral Response- positive and negative reinforcement and consequences / Group project: assign and initiate
Reading Notes Chapter 13: Dropbox / 4.The student will manage challenging behaviors by:
d. analyzing case studies to evaluate approaches employed.
5
6/14
Class Meets / Strategies for Increasing and Decreasing Behavior
Reading: Chapters 10, 11, 14
Centers- strategies for behavioral response / Wrap up FBA data analysis
Reading Notes Chapters 10, 11, 14: Dropbox / 4. The student will manage challenging behaviors by:
a. designing preventative interventions for the classroom.
6
6/21
Online / Charts for your BIP
Charting data- frequency, duration, intensity, accuracy / Draft Behavior Intervention Plan
Reading Notes: Dropbox / 3.The student will manage methods to increase appropriate behaviors by:
b. comparing and contrasting reinforcement programs.
7
6/28
Online / Diversity in the Classroom
Reading: Chapter 3 Zirpoli &
Chapter 6 Hoover, Klinger, Baca & Patton
Impacts of diversity on the development of classroom management plans/strategies / Revise FBA
Reading Notes Chapter 3 Zirpoli &
Chapter 6 Hoover, Klinger, Baca & Patton
: Dropbox / 4.The student will manage challenging behaviors by:
c. reflecting on specific behavior challenges and generating possible approaches to meet these challenges.
2. The student will explain major models of behavior management
8
7/05
Class Meets / Class Wide Behavior Interventions
Reading: chapter 5 Zirpoli
Centers- strategies for behavioral response / Final Behavior Intervention Plan
Drop box and
Chalk Wire
Reading Notes: Dropbox / 4.The student will manage challenging behaviors by:
a. designing preventative interventions for the classroom.
9
7/12
Online / Classroom Management
Readings: Chapter 2
IRIS module classroom management 1 and classroom management 2 Review and initial steps to developing a plan for classroom management / IRIS assessment questions:
Dropbox
Reading Notes Chapter 2
: Dropbox / 1.The student will analyze the foundations of behavior management theory by:
a. researching the history of behavior management theory.
10
7/19
Class Meets / Class Presentations:
Behavior Reinforcement/Reduction Group Projects (poster presentation style/format) must provide a handout to distribute to class (approx. 50 copies) Evidence Based Intervention, Review of Research and Procedures for implementation / Behavior Reinforcement/
Reduction Projects
Dropbox and C&W
Exit Survey: mycourses
Resource Binder- in class / 3.The student will manage methods to increase appropriate behaviors by:
a. creating a resource file of reinforcement techniques with examples of each technique.
2.The student will explain major models of behavior management by:
c. describing effective discipline plans for a variety of educational settings in graduated restrictive environments.
VII. UNIFORM CORE CURRICULUM ASSIGNMENTS
Assignment Name / UCC / Specific IndicatorBehavior Intervention Plan / FEAP / 4.f
FSAC / ESE 4.2
FSAC / ESE 4.3
FSAC / ESE 4.4
OE / g
OE / h
Behavior Reinforcement/Reduction / FSAC / ESE 4.5
ESOL / 1.1
Journal Article Summary / FSAC / ESE 4.1
Syllabus Coordinator: Professor Jessica Curtis 1320 6 of 8
Summer 2017