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 4604
Section #: / 3812
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: / Tuesday / 1:45pm-4:25pm / St. Pete/Gibbs
Modality: / Blended
Professor: / Dr. Dupoux
Office Hours: / Posted / Click here to enter text.
Office Location: / St. Pete Gibbs / Click here to enter text.
Office Phone: / 341-4296
Email Address: / D2L

ACADEMIC DEPARTMENT: College of Education

Dean: / Kimberly Hartman, Ph.D.
Office Location & Number: / Tarpon Springs / BB 101

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 :
·  Behavior Management, 6th Edition, Author: Zirpoli, ISBN: 9780137063208
Recommended:
·  Methods for teaching culturally and linguistically diverse exceptional learner, Authors: Hoover, J., Klingner, J, Baca, L., & Patton, J., ISBN: 9780131720237
·  Enhancing Professional Practice, 2nd Edition, Author: Danielson, C., ISBN: 9781416605171

Students using eBooks must have access to the eBooks during class sessions.

B.  Supplemental Material

Resources:
Materials:
Library: / http://www.spcollege.edu/libraries/

C.  Technology

Technology is an essential tool for receiving and developing instruction. Students are expected to reference D2L 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

IV.  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.  Click here to enter text.

Introduction to EEX 4604 / 80 pts
BIP Quiz----Must be taken on the due date. / 100 pts
Group/Individual Chapter Presentation----No late presentation accepted. / 100 pts
Classroom Behavior Techniques--No late assignment accepted. / 50 pts
Journal Article Summary (5 articles x 50 points) --No late assignments accepted. / 250 pts
Practicum Journal (6 journal entry x 5 points)--No late assignment accepted. / 30 pts
*Behavior Reinforcement/Reduction--No late presentation accepted. / 50 pts
*Behavior Intervention Plan / 100 pts
Final exam—Must be taken on the due date. / 100 pts
Total / 860 pts
Point Value
&Due Date / Assignment / Assignment / Where to Submit
100 pts
Due dates: same as readings / Group Presentation / With a partner or in a small group---due toclass size presentation may be done by one student---, as assigned, you will be responsible for the learning of your classmates. Be sure to review presentation rubric for all requirements. ---no extension beyond due dates. / Presentation: In class
Jings: D2L
50 points / Classroom Behavior Techniques / Locate 10 websites that deal with behavior issues. Identify and explain 10 unique classroom behavior techniques posted in the 10 websites that could be useful for students with special needs in K-12 classrooms (one short paragraph per technique) ---no extension beyond due dates. / D2L
Total 250 points
50 points
50 points
50 points
50 points
50 points / Journal Article Summary / Read and review 5 journal articles pertaining to the topics listed below.
The FEAP article requires that you produce a summary independently. A discussion board is used for the other four articles (See directions for posting in D2L)---no extension beyond due dates.
Functional Behavioral Assessment
Specific Behavior Challenges and Strategies
Single-Subject Designs
Legal Considerations for Schools
Diversity in the Classroom / D2L
30 points / Practicum Journal / Keep a journal for the first three weeks of your practicum. Complete six detailed anecdotal entries in the journal documenting one or more students with undesirable classroombehaviors. The entry will include the date, student behavior observed, the teacher’s response to the behavior, the student’s response and your analysis of whether or not the behavioral interchange was or was not handled successfully. A comment concerning how you might handle each situation in “your” classroom should also be included---no extension beyond due dates. / D2Lr
100 points / * Behavior Intervention Plan / Based on the student’s exposure to a student in his/her assigned classroom setting, the student will complete a Behavior Intervention Plan---no extension beyond due dates. / FEAP: Submit to C&W and D2L
50 points / *Behavior Reinforcement/Reduction / In small groups produce and present a ‘display’ demonstrating several ways to manage behavior in a 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 styles and cultural backgrounds of students. The display should be based on material from chapters 7 and 9 in the Zirpoli text---no extension beyond due dates…group presentation does not imply group grade. / FEAP: Submit to C & W and D2L
100 points / Final Exam / Exam Week--(Zirpoli and Hoover) / D2L
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.
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.

VI.  CALENDAR AND TOPICAL OUTLINE

Click here to enter text.

Course Calendar for EEX 4604: All assignments are due by 5pm on due date
Week / Date / Topical Agenda / Due This Session
1 / 1/13 / Course Expectations
Group/individual assigned
Ch 1: Basic Concepts of Behavior and Behavior Management
Discussion or Class Activity / -Quiz: Introduction to EEX 4604
2 / 1/20 / Online / -Summary 1: Functional Behavioral Assessment
3 / 1/27 / Ch 8: Formal Behavioral Assessment
Student presentation and class activity
Ch 6: Data Collection Techniques
Student presentation and class activity
Ch 9: Functional Behavioral Assessment
Student presentation and class activity / All Jings must be uploaded one day before this session.
4 / 2/3 / Online / -Classroom Behavior Technique
BIP Quiz
5 / 2/10 / Ch 10: Positive Behavior Supports
Student presentation and class activity
Ch 12: Schoolwide Strategies for PBS
Student presentation and class activity
Ch 14: Strategies for SBC
Student presentation and class activity / All Jings must be uploaded one day before this session.
Behavior Intervention Plan discussion-instructor
6 / 2/17 / Online / -Summary 2: Specific Behavior Challenges Strategies
Initial Posts are due by 2/17-Response Posts by 2/18
7 / 2/24 / Online / -Summary 3: Single-Subject Designs
Initial Posts are due by 2/24-Response Posts by 2/25
8 / 3/3 / Ch 7: Single-Subject Designs
Student presentation and class activity
Ch 2: Legal Considerations for Schools
Student presentation and class activity
Ch 11: Cognitive Behavior Modification
Student presentation and class activity / All Jings must be uploaded one day before this session.
9 / 3/17 / Online / - Summary 4: Legal Considerations for Schools
Initial Posts are due by 3/17-Response Posts by 3/18
10 / 3/24 / Ch 5: Issues in Adolescent Behavior
Student presentation and class activity
Ch 3: Diversity in the Classroom
Student presentation and class activity
Ch 6: Hoover
Methods for Behavior, Classroom, and Schoolwide Management
Student presentation and class activity / All Jings must be uploaded one day before this session.
11 / 3/31 / Online / - Summary 5: Diversity in the Classroom
Initial Posts are due by 3/31-Response Posts by 4/1
12 / 4/7 / Online / -Practicum Journal
-Behavior Intervention Plan due: upload to D2L and C &W
13 / 4/14 / -Behavior Reinforcement/Reduction Presentation / -Behavior Reinforcement/Reduction due: upload to D2L and C & W
14 / 4/21 / -Behavior Reinforcement/Reduction Presentation in class
15 / 4/28 / Online: Study for final
16 / 5/5 / Final Exam: Zirpoli and Hoover / Online 8:00am-4:30pm

VII.  UNIFORM CORE CURRICULUM ASSIGNMENTS

Assignment Name / UCC / Specific Indicator
Behavior 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: Dr. Michele Gerent Spring 2015 1 of 6