EDSP 363 Behavior Management

This course prepares special educators to create safe, inclusive, culturally responsive learning environments by implementing classroom and individual behavior management strategies that promote meaningful learning, individual wellbeing, and positive social interactions. Positive approaches for addressing target behaviors are emphasized as well as the importance of collaboration to support individuals with exceptionalities across a range of settings.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Effective special education service delivery requires a collaborative effort between general and special educators, related service providers, administrators, counselors, and families. Effective classroom and behavior management strategies paired with collaborative efforts increase student access to the general education curriculum.

No details available.

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each discussion. Each thread must be at least 350 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to at least 2 other classmates’ threads. Each reply must be at least 150 words. Where applicable, sources are cited in current APA format. (CLO: A, B, C, D, E)

The candidate will complete 4 case study units available via the open-access Iris Center. Using the resources provided in each case study unit (i.e., STAR Sheets) and the assignment template, the candidate will answer each item in full. Case study units will be evaluated based on the candidate’s ability to demonstrate a comprehensive understanding of the concepts and information presented in the STAR Sheets, as well as on grammar, spelling, and formatting.

Case Study: Defining Behavior

This case study addresses how to clearly define a student’s behavior so it can be consistently identified, observed, and measured or counted. (CLO: C)

Case Study: Measuring Behavior

This case study addresses how to collect observational data on student behavior. (CLO: C)

Case Study: Classroom Norms and Expectations

This case study covers scenarios and strategies for establishing classroom norms and expectations. (CLO: A)

Case Study: Encouraging Appropriate Behavior

This case study addresses several well-established practices teachers can use to encourage appropriate behavior. (CLO: C)

In this 4-part assignment, the candidate will spend 3 hours observing, recording, and analyzing behavior and social interactions in a community educational setting or an alternative setting. The candidate will identify a measurable/observable target behavior, collect observational data on the behavior, analyze the function of the observed behavior, and identify replacement behavior(s) that could be taught and reinforced. The candidate will verify their observation placement in week 1. (CLO: C, D)

The candidate will conduct an FBA using case study information and the resources and materials covered in the course. Each element of the template must be addressed in full using professional language. (CLO: C, D)

The candidate will create a BIP using their FBA data and the resources and materials covered in the course. The BIP must foster self-advocacy, self-determination, and the maintenance and generalization of skills across settings. Each element of the template must be addressed in full using professional language. The BIP must include 3–5 resources cited and referenced in current APA format. (CLO: C, D)

Given a case study and a template, the candidate will analyze the case study data and demonstrate the ability to use multiple types of assessment information from the case study to develop an IEP for a student with an exceptionality. (CLO: C)

The candidate will articulate his/her behavior management philosophy by creating a presentation on his/her whole class and individual behavior management plan. The presentation must be designed for an audience of a co-teacher or paraprofessional. The plan must include (a) a description of the class, (b) philosophy of behavior management, including the theory informing the approach toward whole-class and individual behavior management; (c) core components; (d) an explanation of how the classroom and individual behavior management plan will involve and be communicated to other colleagues, paraprofessionals, and related service providers to ensure consistency and implementation fidelity across settings; and (e) a sample 1-page parent letter communicating the classroom behavior management plan and the ongoing system for communication between school and home about individual student behavior. The presentation must be 20–25 slides, include the script for the narrative of the presentation (recorded narration not required), include a minimum of 5 references, and follow current APA formatting standards for in-text citations and the final list of references at the conclusion of the presentation. (CLO: A, B, C, D, E)

Quizzes (5)

Each quiz will cover the Learn materials for the assigned Modules: Weeks. Quizzes will be open-book/open-notes, contain 20 multiple-choice questions, and have a time limit of 1 hour and 30 minutes. (CLO: A, B, C, D, E)