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EDSP 462

I. Course Title: Proactive Classroom Management and Positive Behavior Support

II. Course Number: EDSP 462

III. Credit Hours: 3 credits

IV. Prerequisites: EDSP 360 or EDSP 361 and a minimum 2.5 GPA.

V. Course Description: 

The future educator will learn the research-based skills necessary to effectively build classroom community and manage a classroom environment, conduct functional behavior assessments regarding difficult behavior, and design an individual behavior intervention plan. Related topics include overall behavioral assessment; positive behavior supports; the development and teaching of social skills; prevention, teaching and reactive strategies related to addressing misbehaviors; the design of effective instruction to enhance behavioral success; and research-based models of effective classroom management for individuals, birth through high school.

VI. Detailed Description of Content of the Course:

The prospective educator is provided with knowledge of and skills for managing the behavior of children both with and without disabilities in public schools and community programs via effective preventative, instructional, and reactive techniques that promote emotional well-being and teach and maintain behavioral conduct and skills consistent with norms, standards, and rules of the educational environment. Topics include:

  • Organization of the physical classroom environment, set-up based upon culturally responsive theory and practice, for optimal management and structure
  • Rules, routines and procedures that aid in management
  • Direct assessment of and instruction in age appropriate social skills
  • Research-based models for classroom management and discipline
  • Building student-teacher relationships and classroom community
  • Legal issues and implications regarding discipline of students with and without disabilities
  • Communicating with and involving parents in behavior management strategies
  • Overall classroom management techniques and strategies that are based on dignity and respect of all learners, along with the differentiation of approaches based on learner needs
  • Positive redirection of behavior and self-discipline
  • Functional Behavior Assessment and Positive Behavior Supports

VI. Detailed Description of Conduct of Course:

This course is conducted through lecture, demonstration, simulation, use of media and a variety of readings with in-class discussion, in-class activities and group and individual projects. Field-based activities will include observations in the schools and data collection on individual child behavior.

VII. Goals and Objectives of the Course:

Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation Standards and Specialty Set Knowledge and Skill Items. Specialty sets included in this course cover competencies for the Individualized General Curriculum, Individualized Independence Curriculum, Early Childhood Special Education, Visual Impairment, and Deaf and Hard of Hearing

Students enrolled in this course will:

  1. Describe laws and ethical principles regarding behavior management planning and implementation, disciplinary practices and policies, and alternative placements.  
  2. Describe models and theories of behavior problems and reinforcement techniques to teach students in the least restrictive environment. 
  3. Use the least intensive behavior management strategy, based on models and theories of behavior problems, consistent with the needs of the individual including planning and implementing individualized reinforcement systems. 
  4. Establish positive relationships and use effective classroom management techniques based on affective, behavioral, cognitive, and social theories and practices to increase the individual鈥檚 emotional well-being and teach and maintain behavioral conduct, self-awareness, self-management, self-control, self-reliance, and self-esteem consistent with norms, standards, and rules of the educational environment.
  5. Design and manage daily routines, and organize learning environments to support positive behaviors and experiences in which diversities are valued. 
  6. Use a variety of individual interventions and non-aversive techniques to address targeted behavior, conflict resolution, problem solving and to maintain attention of students in the least restrictive environment.
  7. Describe how the demands of learning environments, teacher attitudes, biases and behaviors influence students鈥� behaviors.
  8. Describe social skills needed for educational and other environments and ways to teach social skills and conflict resolution in various settings following social and ecological theories and practice. 
  9. Identify strategies for individual crisis prevention and intervention and schoolwide crisis management and safety plans. 
  10. Use functional assessments to develop behavioral intervention plans including preventative strategies to address challenging behaviors.  

VIII. Assessment Measures:

Assessment measures may include, but are not limited to:

  1. Complete reading and homework assignments and participate in class discussions and activities.
  2. Observe and analyze classroom management of working teachers.
  3. Conduct a functional behavioral assessment including data collection and interviews, and use results to develop a positive behavior support plan appropriate to the age of one individual. 
  4. Class presentations related to proactive classroom management
  5. Course projects that incorporate research-based articles and other sources

 

Other Course Information

None

 

Review and Approval

Syllabus Revision            Leslie S. Daniel    April 2009

Syllabus Revision            Leslie S. Daniel June 2017

Syllabus Revision Leslie S. Daniel and Whitney A. Idol February 2019

Prerequisites change Leslie S. Daniel November 2021

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