Behavior Management – EDSP 363

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 07/28/2020

Course Description

This course will explore research for instructional approaches and methods for managing behaviors effectively. Emphasis will be placed on individualized, classroom and school-wide behavior supports, including functional behavior assessments and behavior support plans. The applications in this course cover both general education and special education strategies.


EDSP 323 and EDUC 350


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.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Create plans for a safe, inclusive, culturally responsive learning environment utilizing classroom and individual behavior management strategies that promote meaningful learning, individual wellbeing, and positive social interactions.
  2. Demonstrate the skills and knowledge necessary to be a collaborative resource to colleagues and paraprofessionals with respect to classroom and behavior management.
  3. Collect and analyze behavioral data in order to determine the function of the student’s behavior and develop a corresponding behavior intervention plan to teach and reinforce replacement behavior.
  4. Demonstrate proficiency in grammar, usage, and mechanics and their integration in writing.
  5. Approach classroom and behavior management from a biblical worldview perspective.

Course Assignment

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in Module/Week 1.

Discussion boards are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be 350–375 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 150–175 words. (MLO: A, B, C, D, E)

The candidate will complete 3 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 Unit 1: This case study addresses how to clearly define a student’s behavior so it can be consistently identified, observed, and measured or counted. (MLO: C)

Case Study Unit 2: This case study addresses how to collect observational data on student behavior. (MLO: C)

Case Study Unit 3: This case study covers scenarios and strategies for establishing classroom norms and expectations. (MLO: A)

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 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. (MLO: 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. (MLO: C, D)

This is a benchmark assessment that must be submitted in Blackboard and LiveText.

Article Analysis

The candidate will analyze an assigned article centered on emotional disturbance (ED) and response to intervention (RTI) using the provided template. Each section of the template must be completed in full using professional language. (MLO: B, D)

Given a case study and a template, the candidate will analyze the case study data and write a 3-paragraph Present Levels of Academic Achievement and Functional Performance (PLAAFP) statement for the student. Next, the candidate will write 2 corresponding IEP functional and behavioral annual goals and 3 corresponding short-term objectives for each goal. (MLO: C)

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. (MLO: C, D)

This is a benchmark assessment that must be submitted in Blackboard and LiveText.

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 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. (MLO: A, B, C, D, E)

Given the template provided and assigned reading and study, the candidate will analyze the strengths and weakness of a School-Wide Positive Behavior Interventions and Supports (SWPBIS) plan/policy for a school or school district of his or her choice. After analyzing policies shared by peers in Discussion Board Forum 1, the candidate will synthesize best elements from each policy to create an original “model” SWPBIS plan that reflects best practices addressed in assigned reading and study. The plan must be 4–5 pages and include at least 3 evidence-based best practices or interventions. Each element of the template must be addressed in full using professional language. (MLO: A, D)

Quizzes (4)

Each quiz will cover the Reading & Study 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. (MLO: A, B, C, D, E)