KEAN UNIVERSITY DEPARTMENT OF SPECIAL EDUCATION
FALL 2009
BUILDING INCLUSIVE ENVIRONMENTS THROUGH POSITIVE BEHAVIORAL SUPPORTS
Course Number: ID 3163
Semester Hours: 3
Prerequisites: ID 2052, Acceptance into TSD Program
Limitation on Enrollment: 30 Petition required
Required: Dual Majors in Teacher of Students with Disabilities and K-5; K-5 & 5-8; and K-12 Teacher Certification Candidate Majors
Catalog Description: This course explores effective management practices for inclusive classrooms. Behavioral theories, functional behavioral assessment, and development of positive behavioral intervention plans will be presented.
N.B. In order to ensure full class participation, any students with a disabling condition requiring special accommodations (e.g., tape recorders, special adaptive equipment, and special note-taking or test-taking procedures) will be strongly encouraged to contact the professor at the beginning of the course. For the student’s convenience, both the professor’s office hours and telephone number will be listed on the syllabus. 2
KEAN UNIVERSITY Union, New Jersey Building Inclusive Environments Through Positive Behavioral Supports
I. Course Objectives
Students will achieve growth toward becoming informed, dynamic professionals, as evidenced by demonstration of proficiencies in knowledge, skill application, and dispositions needed for implementing classroom management in special and general education classes. Students will:
A. Discuss psychological factors that influence student behavior (K)
B. Assess effective management models for inclusive classrooms (K, S, D)
C. Develop classroom management skills (K, S, D)
D. Apply behavioral management principles to address specific classroom problems (K, S, D)
E. Design positive behavioral plan (K, S)
F. Construct functional assessment (K, S)
G. Evaluate specific techniques to manage student behavior in inclusive settings (K, S, D)
H. Analyze the components of inclusive teaching models for behavior management (K, S, D)
I. Develop an action plan for classroom management implementation
J. Evaluate impact of violence and terrorism in sub category schools
II. Course Content
A. Psychological factors influencing student behavior
1. Theoretical framework a.Maslow b.Dreikurs c. Erikson d.Glasser e.Skinner f. Elkind g. Lipsitz h. Golman 2. Informal assessment approaches 3. Environmental factors 4. Addressing needs for at-risk and multicultural students
B. Effective management models for inclusive settings
1. Behavior modification 2. Assertive discipline 3. Control theory 4. Cognitive behavior modification 5. Reality theory 6. Brain-based discipline 7. Discipline with dignity 8. Emotional intelligence
C. Classroom management skills
1. Discipline plan a. Rules b. Consequences c. Rewards 2. Procedures a.Rehearsal b.Self-monitoring 3. Classroom organization 4. Intervention plans 5. Behavioral contracts 6. Behavior logs 7. Parental involvement
D. Behavioral management principles addressing specific problems
1. Attention deficit disorder 2. Off-task 3. Noncompliant 4. Bully 5. Aggressive 6. Oppositional defiant 7. Violent 8. Social withdrawal 4
9. Lying 10. Cheating 11. Stealing 12. Tantrums 13. Verbal abuse 14. Self-mutilation 15. Bilingual
E. Positive behavioral intervention plan (BIP)
1. Behavior analysis a. Antecedent b. Behavior c. Consequences 2. Hypothesis 3. Target behavior(s) 4. Strategies 5. Collection of data 6. Implementation of plan 7. Assessment of plan
F. Functional assessment
1. Eye contact 2. Peer interaction 3. On task 4. Transitioning ability 5. Verbal communication 6. Observation a. Structured b. Unstructured
G. Specific techniques to manage student behavior in inclusive settings
1. Planned ignoring 2. Signal interference 3. Proximity control 4. Interest boosting 5. Humor 6. Hurdle helping 7. Restructuring the program 8. Support from routine 5
9. Appeal to values 10. Removing seductive objects 11. Antiseptic bouncing 12. Time out 13. “I” messages 14. Behavior journal 15. Praise 16. Tokens 17. Mnemonics a. VENT b. FOCUS c. SLANT
H. Components of inclusive models for behavior management
1. Configurations a. One teacher and one assistant b. Station teaching c. Parallel teaching d. Alternative teaching e. Team teaching 2. Goals and objectives 3. Sufficient time for collaboration 4. Teacher attitudes 5. Responsibility for discipline
I. Action in Plan 1. Rubric assessment 2. Reflective strategies 3. Philosophy
J. Violence and terrorism in schools 1. Gang related violence 2. Threat of terrorism 3. School evacuation plans 4. Protective strategies 5. Home/School collaboration and connection III. Methods of Instruction
A. Cooperative learning groups
B. Case studies
C. CD-ROM (video discs)
D. Simulations and role playing
E. Lecture
F. Guest speakers
6
IV. Methods of Evaluation
A. Development of behavioral intervention plan (BIP) (K, S, D)
B. Website assessment (K,S)
C. Examination (K, S, D)
D. Cooperative group activity (K, S, D)
E. Classroom participation (K, S, D)
F. Construction at Classroom Management (K,S,D) Action Plan
V. Suggested Text
Jones, V & Jones, L. (2006) Comprehensive Classroom Management: Creating communications of support and solving problems. New York: Pearson. 7
BIBLIOGRAPHY
Alana, J.E. (2006). A study of participatory action research as professional development for educators in areas of educational disadvantage. Educational Research, 14 (4), 525-533
Banks, J.A. 7 Banks, C.A.M. (Eds.). (2004). Handbook of research on multicultural education (2nd ed.) San Francisco:Jossey-Bass
Blackburn, B. (2005). Classroom motivation from A to Z. Larchmont, NY: Eye on Education
Bloom, L. (2009). Classroom management: creating positive outcomes for all students. Upper Saddle River, NJ: Merrill
Charles, C.M. (2004) Classroom management for middle-grades teachers. New York: Pearson.
Chitpin, S. (2006). The use of reflective journal keeping in a teacher education program: A Popperian analysis. Reflective Practice, 7 (1), 73-86
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass. Darling-Hammond. L. & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco:Jossey-Bass
Fowler, M. (2006). 20 questions to ask if your child has ADHD. Franklin Lakes, NJ: Career Press
Lawoie, R. (2007). The motivation breakthrough; 6 secrete to turning o the tuned-out learner: New York:Simon and Schuster
Murray C. Pianta, R. (2007). The Importance of Teacher-Student Relationships for Adolescents with High incidence Disabilities. By: Murray, Christopher; Pianta, Robert C. Theory Into Practice. 46 (2) 105-112
National Center for Education Statistics. (2007). Indicators of school crime and safety. Washington, DC: Author. Ross, J.A. & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17 (2). 179-199 Ross, J.R. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23 (2) 146-159. Russ, F. & Meyers. E. (2006). The bright side: Teacher research in the context of education, reform and policy making. Teachers and Teaching. 12 (1), 69-86
Sink, C.A. & Spencer, L.R. (2005). My Class Inventory-Short Form as an accountability tool for elementary school counselors to measure classroom climate. Professional School Counseling, 9 (1) 37-48
Sherman, S. (2004, Winter). Responsiveness in teaching: Responsibility in its most particular sense. Educational Forum 68(2), 115-124 Tomlinson, C.A. & McTighe, J. (2006). Integrating differentiatied instruction and understanding design, Alexandria, VA: ASCD
Wolters, C.A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96 (2), 236-250 Seminal
Canter, L.,& Canter, M. (1976). Assertive discipline: A take-charge approach for today’s educator. Seal Beach, CA: Canter and Associates.
Cipani, E. (1998). Classroom management for all teachers: Eleven effective plans. Upper Saddle River, NJ: Merrill.
Freiberg, J. (1999). Beyond behaviorism: Changing the classroom management paradigm, Boston, MA: Allyn & Bacon.
Frick, P. (1998). Conduct disorders and severe antisocial behavior. New York, NY: Plenum Press.
Friend, M., & Bursuck, W. (1996). Including students with special needs: A practical guide for classroom teachers. Boston, MA: Allyn & Bacon
Mastropieri, M., Scruggs, T. (2000). The inclusive classroom: Strategies for effective instruction. Upper Saddle River, NJ: Prentice Hall.
Montague, M., & Rinaldi, C. (2001). Classroom dynamics and children at risk: A follow up. Learning Disabilities Quarterly, 24 (2). 75-83
Olson, J.L., & Platt, J.M. (2000) Teaching children and adolescents with special needs (3rd ed.). Upper Saddle River, NJ: Merrill
Polloway, E.A., Patton, J.R. & Serna, L. (2001). Strategies for teaching learners with special needs (7th ed.). Upper Saddle River, NJ: Merrill.
Rose, D., & Meyer, A. (2002). Universal design for individual differences. Educational Leadership, 58 (3)
Scott, T.M. Nelson, C.M., 7 Liaupsin, C.J. (2001). Effective instruction: The forgotten component in preventing school violence. Education andTreatment of Children, 24, 309-322 Smith, B., & Sugal, G. (2002). A self-management functional assessment-based behavior support plan for a middle school student with EBD. Journal of Positive Behavioral Support, 2, 208-217
Stanovich, P.J., & Jordan, A., (2002). Preparing general educators to teach in inclusive classrooms: Some food for thought. Teacher Educator, 37(3), 173-185
Waldron, N.L., &McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64, 395-405
Witt, J., & Beck, R. (1999). One minute academic functional assessments and interventions: “Can’t” do it…or “won’t” do it? Longmont, CO: Sopris West.
Witt, J., LaFleur, L. Naquin, G., & Gilbertson, D. (1999). Teaching effective classroom routines. Longmont, CO: Sopris West.
Zirkel, P. (1999). Time-out for students with disabilities must be safe, short. The School Discipline Advisor, 1, 4-5 Non-Print
Alternative Assessment VHS 2838 Assertive Discipline VHS Kit-27 Kids Out of Control VHS 2741 Managing Today’s Classrooms VHS 3370 Multiple Intelligences VHS 2565 Performance Assessment VHS 2223 Classroom Management (ASCD) First Days of School Last One Picked, First One Picked On When Chips Are Down
World Wide Web
www.teachervision.fen.com/lesson-plans/lesson-2943.html www.theteachersguide.com www.proteacher.com www.education-world.com
12