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EDSP 670

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

II. Course Number: EDSP 670

III. Credit Hours: 3 credits

IV. Prerequisites: EDSP 360/361 or EDSP 651 

V. Course Description: 

This course incorporates the practical applications of theoretical constructs regarding classroom and individualized behavior management. It provides educators the knowledge and skills necessary to effectively create a classroom community, conduct functional behavior assessments, and design and implement individual positive behavior support plans for students with disabilities. Related topics include functional behavioral analysis, positive behavioral supports, reinforcement, social skill instruction, crisis management, and collaboration with families and professionals.

VI. Detailed Description of Content of the Course:

The educator is provided with the knowledge and skills necessary to effectively implement classroom behavior management strategies, conduct functional behavior assessments regarding difficult behavior, and design and implement individual positive behavior support plans for students with disabilities using techniques that are age-appropriate, culturally responsive, evidence-based, and least intensive. The course addresses diverse approaches based upon behavioral, cognitive, affective, social, and ecological theory and practice. Topics include:

  • Theoretical constructions
  • Student motivation
  • Effective preventative, instructional, and reactive techniques that promote emotional well-being and teach and maintain behavioral conduct and skills consistent with the norms, standards, and rules of the educational setting
  • Reinforcement techniques and their application to teaching
  • Effective rules and routines for classrooms and individual students
  • Effective school wide discipline
  • Crisis management
  • Data collection and analysis related to assessments and the effectiveness of support plans

VI. Detailed Description of Conduct of Course:

This course is conducted with emphasis on practical application of the subject matter through class participation and discussion, projects and presentations, field experiences, textbook and journal article reading, videos, and lectures.

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, and Visual Impairment.

Upon completion of this course the student enrolled in this course will:

  1. Explain the laws, policies, and ethical principles regarding behavior management planning and implementation.
  2. Describe the models and theories of deviance and behavior problems and theories of reinforcement techniques in serving individuals with disabilities.
  3. Use procedures to increase the individual鈥檚 self-advocacy, self-awareness, self-management, self-control, self-reliance, self-esteem, self-discipline, problem solving, and conflict resolution.
  4. Use a variety of non-aversive techniques to control targeted behavior and maintain attention of individuals with disabilities while using strategies that promote positive redirection of the behavior and facilitate maintenance and generalization.
  5. Plan and use effective management of teaching and learning by considering the demands of learning environments; teacher attitudes, biases, and actions; classroom management theories; and evidence-based strategies for individuals with disabilities.
  6. Identify and teach realistic, culturally responsive personal and social behavioral expectations in various settings.
  7. Identify strategies for individual and school-wide crisis prevention and intervention.
  8. Create a safe, equitable, positive, supportive and effective learning environment in which diversities are valued, and performance data and information from stakeholders are gathered and used to provide adaptations of the physical environment.
  9. Establish and maintain rapport with individuals with and without disabilities.
  10. Use the least intensive, culturally responsive, evidence-based behavior management strategy consistent with assessment data and the needs of the individual with disabilities in planning and implementing individualized reinforcement systems and environmental modifications.
  11. Design and manage classroom routines using universal prevention strategies.
  12. Integrate behavioral, social, and academic instruction for individuals and groups with disabilities and modify instruction in response to ongoing assessment.

VIII. Assessment Measures:

Assessment may include, but is not limited to:

  • Class participation
  • Field interviews/activities for data collection necessary to conduct a functional behavioral assessment
  • Projects, including conducting a functional behavioral assessment in order to develop a positive behavior support plan around one individual
  • Class presentation
  • Reflective writing

Other Course Information: None

 

Review and Approval

4/28/94 Modified Marilyn Graham

12/19/96 Revised Alice Anderson

4/9/98 Reviewed Alice Anderson

10/14/02 Revised Alice Anderson

2/15/08 Revised Leslie S. Daniel

3/20/15 Revised Leslie S. Daniel

2/26/19 Revised Karen H. Douglas

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