Understanding and Managing Children S Behavior

Understanding and Managing Children’s Behavior ED 408a Dr. Susan Gately [email protected] 603-897- 8578

Fall, 2005

Course Overview

Theoretical and practical applications for establishing behavioral standards, designing learning environments, managing behavior problems, planning for individual learning styles, and guiding behavior in the classroom are explored. Behavioral, cognitive, and affective interventions are examined and compared through the Positive Behavioral Supports and Interventions model (PBIS). Social skills, problem solving, conflict resolution and moral education curricula are presented. Implications and applications for working with students from diverse multicultural backgrounds are discussed. Technology as it applies to behavior management is highlighted.

This is a writing intensive course.

Course Objectives

Students will acquire knowledge of...... characteristics of populations of students at risk for disruptive behavior; ...contributions of environment that contribute to management problems; ...components of a positive classroom environment; ...supportive classroom and school-wide discipline systems, including PBIS; ...basic principles of reinforcement; ...basic principles of functional behavioral assessment; ...methods for increasing and decreasing desired/undesired behaviors; ...basic psychodynamic behavioral techniques; … basic self management, generalization techniques and; … components of social skills, problem solving, character education curriculums Students will acquire skills of...... structuring the classroom environment; ...organizing the physical space of the classroom to support a positive classroom climate; ...congruent communication; ...active listening; ...developing guided discovery lessons; ...positive limit setting; ...systematic and nonsystematic classroom and individual observation techniques and displaying these with graphic software; ...writing target objectives in observable and measurable terms; ...developing reinforcement menus and reinforcement schedules; ...developing an individual or classroom group preventive and supportive behavior management plans; ...utilizing Boardmaker software and graphing software; … accessing and using behavior management websites … using Power Point to create an electronic portfolio … writing effective lessons, activity plans, philosophy statement

Required Texts

Aaron, Jane E. (2005) LB Brief. 2nd ed. NY: Pearson. Charney, Ruth S. (2002). Teaching Children to Care, Greenfield, MA: Northeast Foundation for Children. Rhodes, G., Jenson, W.R., Reavis, H.K., (1998). The Tough Kid Book, Longmont, CO: Sopris West Co. Jones, F. The “Fredism Planner. http://www.fredjones.co m/books- video/Effective- Teaching-Planner.html

Standards Associated with ED 408: Understanding and Managing Children’s Behavior

1. The ability to base professional practice on an understanding of federal and state law and local policies that pertain to individuals with disabilities; (see class Oct. 11) 2. The ability to recognize the importance of families in children’s lives, to recognize cultural diversity, to respect cultural diversity, and to work in partnership with families to promote their full participation in the educational process; (see requirement 3d; class Oct. 11) 3. Understand how significant variations in development, including, but not limited to, variations in physical, sensory, language, cognitive, and emotional development, educational disabilities, and social and cultural contexts impact learning; (see requirement 3a) 4. The ability to, in collaboration with families, identify resources and supports as necessary to assist children’s participation in inclusive home, school, and community activities; (see class Oct.11; Oct 25) 5. Competency in collaboration, advocacy, coordination of family and school educational efforts, and case management; (see class Oct 11) 7. The ability to administer, as a member of the educational team, appropriate assessments to: a. Develop the Individualized Educational Plan/Individualized Family Support Plan b. Plan instruction; c. Evaluate progress; d. Review and revise programs; and e. Communicate educational results to others; (see assignment 4) 8. The ability, as a member of the educational team, to: a. Develop the Individualized Educational Plan/Individualized Family Support Plan; and b. Identify, design, and promote individualized supports, strategies, accommodations, and modifications that meet children’s educational needs; (see assignment 4a; 4b; 4c) 10. The ability to identify and use appropriate instructional methods, curriculum and technologies that support children’s: (see assignment 4a; 4b; 4c) a. Interactions with peers, adults, and their environment; (see assignment 1) b. Demonstration of learning; 11. An understanding of the complex nature of children’s behavior and ability to: a. Create a positive learning environment; (see assignment 1) b. Establish supportive relationships with children; and (see assignment 1) c. Design, implement, evaluate a variety of strategies, including positive behavioral supports and interventions; (see assignment 4) 12. The ability, in collaboration with others, to facilitate the development of skills that enhance social interactions between children and adults, and between children with and without disabilities within various environments; (see class Dec. 8) a. The ability to promote children’s independence and self-advocacy, respecting; and (see assignment 1) 13. An understanding of the impact of children’s health status, including medications, a. nutrition, and fitness, on learning and behavior, and the ability to take these factors into account in all aspects of educational programming. (see assignment 1a) Teaching Strategies A wide variety of teaching strategies are incorporated in this class, as appropriate to the topic. Strategies include lecture, discussion, "think-pair-share", small group activities and projects, role play and simulations, activity worksheets, case study presentations.

Course Requirements 1. Attendance and participation in classroom discussions and small group work sessions and other work assigned in class. Students are expected to attend all classes and complete assignments on time. The professor reserves the right to administer assessments during any class. You must be present in class to receive a grade on these assessments. Some of the activities completed in class will be handed in and graded. If you are unable to attend class, please call and let me know the reason for your absence. (10% of grade)

2. Fredisms: reflections on your reading. We will use the Fredisms book to reflect on some of the ideas that we will be studying in class. Each week you will be asked to write a short reflection on 2 Fredisms assigned in class. You will keep these reflections together in a document. Each reflection will be dated. After recording the Fredism, you will write your reflection which may include: What does it mean to you? Why is it important? How has it impacted or changed your thinking? Fredisms will be collected twice during the semester: October 4 and December 1. Please bring your Fredism reflections to all classes, as we may use these for discussion. (5% of your grade)

In addition you should plan to use at least 3 of the Fredisms and your comments in your electronic portfolio.

3. First half of semester project: Classroom Management Project. This project will be a demonstration of your knowledge of some of the principles we have studied in class. You will develop a plan for setting up your first (ideal) classroom, describing the important ingredients that contribute to the development of a caring community. You will need to include the Boardmaker software in some part of your project. a. Your ideal classroom and overview of the first day of school activities.(5%)Due September 22 b. Rules, and lesson play for teaching rules (5%) Due October 6 c. Guided Discovery Lesson, behavior matrix for classroom routines, and jobs and job display (5%)Due October 20 d. Letter to parents. (5%) October 27 e. Portfolio-ready classroom management project (10%) Due November 3. You will revise all parts of the project and hand in a portfolio-ready classroom management project.

4. Second half of semester project: Behavior Management Project. This project will contain the following: a. Observation and Preventative Plan. (5% of your grade) Due November 17 b. Group Project Supportive Plan. (5% of your grade) Due November 22 c. Token Economy ((5% of your grade) Due with electronic

5. Philosophy of behavior management paper (15% of your grade) First draft due (5% of your grade) Due December 6 Final copy due (10% of your grade) Due with electronic portfolio

6. Final: Electronic Portfolio. You will be responsible for resubmitting all of your work in an electronic portfolio format. Your electronic portfolio will clearly demonstrate your voice as a teacher….your beliefs and your skills about classroom and student managements. You should be prepared to share some of your portfolio with your classmates on the exam date. (20% of your grade)

Please check the rubrics for each of these assignments for more specific requirements. Sign the rubric for each assignment and hand it in with each assignment. Please note that I have office hours scheduled before each class on Tuesday and Thursday mornings and on Thursday afternoons, as well as by appointment. I encourage you to use the opportunity of discussing your assignments with me throughout the course of the semester.

Course Expectations During the first class of the semester, we will develop classroom norms for behavior. They will be added to this list of classroom expectations. 1. Students are expected to come to class on time, prepared with assignments and readings, and ready to actively participate in class activities. 2. Students are expected to hand in assignments on time. There will be a grade reduction for consistently late assignments. 3. Students are expected to sign the rubric for each assignment and attach the rubric to the assignment. 4. Students are expected to ensure their access to the internet. If you do not have access at home, you may want to obtain a Rivier account at the IT Center in Sylvia Trottier Hall. 5. Students are expected to call my office or email me in case of an emergency or illness to be excused from class. 6. Students are expected to be considerate of classmates and to treat each other with dignity and respect. Academic Honesty Plagiarism and cheating are serious breaches of academic honesty. Please read your Student Handbook for detailed definitions and consequences of these breaches of academic honesty. If students are unsure whether a specific course of action would constitute plagiarism or cheating, they should consult with their instructor in advance. The consequences for plagiarism and cheating are quite serious.

Statement on Attendance Regular and punctual attendance at all classes, essential for maximum academic achievement, is a major responsibility of Rivier College students. Failure to attend and contribute to the classroom environment significantly and demonstrably reduces the quality of the educational experience for everyone in the classroom. As a result, absences almost always impact quality performance. Please review the attendance policy in your student handbook. Whenever a professor is absent without notification, students are expected to wait fifteen minutes before leaving and to sign an Attendance List, which a class member delivers to the Office of the Dean.

Please also read the school policy for habitual non attendance.

Accommodations Rivier College wants to provide reasonable accommodations to students with disabilities. To accomplish this goal effectively and to ensure the best use of our resources, the College expects students to provide timely notice of a disability to the Office of Special Services for verification and for evaluation of available options. Any student whose disabilities fall within the ADA should inform the instructor within the first two weeks of the term of any special needs or equipment necessary to accomplish the requirements for the course. To obtain current information on this procedure, contact the Office of Specialized Student Services at telephone extension 8497. Tentative Course Outline* *The professor reserves the right to alter the class outline and assignments to accommodate students’ learning.

September 8: Overview of the Course and Setting up Classroom Norms

Part I. Building an Inclusive Classroom Community.

September 13: The classroom community. Assignment: Read Charney, Introduction and Chapter 1. Short assignment: Develop a Getting to Know You Book (go to http://www.makingbooks.com/whoami.html (Kid Page - Free projects – Who am I Book?) Be prepared to share with classmates. Also go to http://www.responsiveclassroom.org and subscribe for their free newsletter. (You will be responsible for reading the newsletter each month).

September 15: Setting up the caring community Assignment: Read Charney, Chapter 2. Short assignment: Develop a “get to know you” lesson for the first day of school. (use the internet for ideas: try www.education-world.com or http://www.suelebeau.com/firstday.htm or use key words “first day of school.”

September 20: Setting up the caring community: the physical space Assignment: Read handouts on physical space; also go to http:// www.responsiveclassroom.org and read articles on physical space.

September 22: Guided discovery and developing routines for the classroom and Introduction to Boardmaker software. Assignment: Review guided discovery from Charney, Chapter two; Go to www.responsiveclassroom.org and read about guided discovery.  Overview of ideal classroom due today and activities for the first day due today.

September 27: Teaching classroom rules and routines Assignment: Read Charney, Chapter 3.

September 29: Creating a behavior matrix for teaching routines. Assignment: Read Charney, Chapter 4. Prepare a menu of things that are reinforcing to you using the Boardmaker software.

October 4: Understanding how to use consequences. Assignment: Read Charney, Chapter 6. Short assignment: Develop a sequence of consequences you might use in your classroom  Fredisms due

October 6: Time out Assignment: Read Charney, Chapter 7. Go to Dr. Mac’s site: http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/715HomePage.html and read what he says about time out.  Rules, rule display, rationale and lesson play for teaching rules due today

Part II. Making Community Work

October 11: Working with Difficult Children – Working on Teams—Laws and Procedures Assignment: Read Charney, Chapter 8-9.

October 13: Talking to Students: Sending “I” messages Assignment: Read Charney, Chapter 10-12.

October 18: Talking to Students: Using Active Listening Techniques Assignment: Read: Short assignment (handout in class) and go to: http://www.analytictech.com/mb119/reflecti.htm and read the article on active listening.

October 20: Conducting Class Meetings Assignment: Read Charney, Chapter 13.  Guided Discovery Lesson and Routines and Jobs due today

October 25: Using Contracts Assignment: Read Charney, Chapter 14-15

October 27: Clear Positives Assignment: Read Charney, Chapters 16-17.  Letter to parents due today

Part III. Helping Students with Difficult Behaviors to Succeed

November 1: Who is the Tough Kid? Assignment: Read Rhodes, et al, Chapter 1.

November 3: Observing and Graphing behavior Assignment: Read handout.  Portfolio-ready classroom management project due today

November 8: Working with Excel

November 10: Increasing appropriate behavior Assignment: Read Rhodes et al. Chapter 2.

November 15: Simple supportive plans Work in groups to develop supportive plans

November 17: Decreasing inappropriate behavior Assignment: Read Rhodes et al. Chapter 3.

November 22: Advanced Systems for Tough Kids. Assignment: Read Rhodes, et al, Chapter 4.  Observations and Preventive Plan due today  Supportive Plans Due today

November 29: Token Economies Assignment: Read handout; Go to Dr. Mac’s webpage and read what he says about Token Economies. Come prepared to work in a group to develop a token economy.

December 1: Functional Assessment Assignment: Read handout. Go to www.pbis.org and find information about functional assessment.  Fredisms due

December 6: Developing a philosophy of behavior management  First draft due today

December 8: Working with students with autism Go to Carol Gray’s website and read about social stories and comic strip conversations. Find information about power cards.

December 13: Presentation of Electronic Portfolios

References * indicates new books available in the library

Abrams, B.J. & Segal, A. (1998). How to prevent aggressive behavior. , Teaching Exceptional Children, 30, 4, 10 – 15.

Applestein, C. (1998). No Such Thing as a Bad Kid. Weston, MA: The Gifford School.

Beane, A. (1999). Bully Free Classroom. Minneapolis, MN: Free Spirit Publishing.

Carter, J. (1993). Self-management: education’s ultimate goal. , Teaching Exceptional Children, 25, 3, 28- 32.

Cartledge, G., Kea, C., & Ida, D. (2000). Anticipating differences ---celebrating strengths. Teaching Exceptional Children, 32,3. 30-37.

Charles, C.M. (2000). The Synergistic Classroom. Reading, MA . Longman Press.

Charles, C.M.. (1999). Building Classroom Discipline. Reading, MA: Longman Press.

Colvin, G. Ainge, D. & Nelson, R. (1997). How to defuse defiance, threats, challenges, confrontations…, Teaching Exceptional Children, 29, 6, 47 – 51.

Council for Children with Behavior Disorders, (2001). Creating a Curriculum for Caring, Beyond Behavior, 10,3.

Daniels, V.I. (1998). How to manage disruptive behavior in inclusive classrooms. , Teaching Exceptional Children, 30, 4, 26 – 31.

Dean, A.V., Salend, S.J., & Taylor, L. (1993). Multicultural education: a challenge for special educators. , Teaching Exceptional Children, 26, 1, 40 – 43.

Esenberger, J., Conti-D'Antonio, M. and Bertrando, R. (2000). Self Efficacy Raising the Bar for Students with Learning Needs. Larchmont, NY: Eye on Education.

Evans, E.D., & Richardson, R.C. (1995). Corporal punishment: what teachers should know. , Teaching Exceptional Children, 27,2, 33 – 36.

Fecser, F.A., & Long, N. (1997). Life space crisis intervention. Beyond Behavior, 8, 1, 10 – 15.

Garcia, S.B., & Malkin, D.H. (1993). Toward defining programs and services for culturally and linguistically diverse learners in special education. Teaching Exceptional Children, 26, 1, 52-58.

*Huggins, P. (1997). Creating a Caring Classroom. Greenfield, MA: Northeast Foundation for Children.

*Huggins, P. (1997). Teaching Cooperative Skills. Greenfield, MA: Northeast Foundation for Children.

*Jenson, W. (1994). The Tough Kid Tool Box. Longmont, CO: Sopris West. Jones, V., and Jones, L. (2001). Comprehensive Classroom Management, Boston, MA: Allyn and Bacon.

Lyon, C.S., & Lagarde, R. (1997). Tokens for success: using the graduate reinforcement system. , Teaching Exceptional Children, 29, 6, 52 – 57.

Maag, J.W. (1991). Oppositional students or oppositional teachers. Beyond Behavior, 2, 4, 7 – 11. *Maag, J. (2001). Powerful Struggles.

McConnell, M.E. (1999). Self-monitoring, cueing, recording and managing. Teaching Exceptional Children, 32, 2. 14 –21.

Miller, J. (1999). Making connections through holistic learning. Educational Leadership, 56, 4, 46- 48.

Mueller, F., Jenson, W., Reavis, K., and Andrews, D. (2002). Functional assessment of behavior can be as easy as ABC. Beyond Behavior, 11, 3, 23-28.

Muscott, H. (2001). An introduction to service learning for students with emotional and behavioral disorders. Beyond Behavior, 10, 3, 8-15.

Nelson, J.R., Crabrree, M., Marchand-Martella, N., & Martella, R. (1998). Teaching good behavior in the whole school, Teaching Exceptional Children, 30, 4, 4 – 9.

Porter, L., (2000). Behavior in Schools, Philadelphia, PA: Open University Press.

Rousseau, M.K., & Poulson, C.L. (1989). Motivation problem or learning problem? , Teaching Exceptional Children, 21, 4. 18 –19.

Scheuermann, B., & Webber, J. (1996). Level systems: problem and solution. Beyond Behavior, 7, 2, 12 – 17.

Suhor, C. (1999). Spirituality--letting it grow in the classroom. Educational Leadership. 56, 4, 12- 17.

Weil, Z. (2003). Above All be Kind. Greenfield, MA: Northeast Foundation for Children.

While, R., Algozzine, B., Audette, R., Marr, M., & Ellis, E. (2001). Unified discipline, Intervention in School and Clinic, 37, 1, 3 -8.

Electronic Sources http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/715HomePage.html Dr. Mac’s Amazing Behavior Management Website. http://www.pbis.org/main.htm The National Center on PBIS. http://www2.seresc.net/cebis/default.asp?cat=pbis New Hampshire PBIS site. http://www.responsiveclassroom.org/ The responsive classroom http://www.theeducatorsnetwork.com/main/toolfeature.htm great links http://www.pacificnet.net/%7Emandel/ClassroomManagement.html Great ideas! http://www.pacificnet.net/%7Emandel/ClassroomManagement.html Great links.

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