Behavior Strategies for the Heterogeneous Classroom
EEND and MSED-614

Provides specific application of strategies for serious emotional disturbance for students with documented disabilities specified in IDEA. This course is designed to introduce the student to assessment and effective intervention strategies for students with serious emotional disturbance with emphasis on the roots of applied behavior analysis.

Understanding Students

Candidates will understand how to analyze and evaluate specific classroom management and behavior problems and be able to identify strategies for preventing or ameliorating those problems.

Serving the Community

To communicate the multicultural characteristics, needs, and concerns of students with behavior problems and the impact on families, friendships, and community.

Finding Our Professional Selves

The students will examine her/his own values and beliefs in dealing with students who exhibit behavior problems in the classroom and how this reflected in their classroom.

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

1. Demonstrate understanding of how teachers can anticipate and avoid student behavioral and instructional problems. (CEC 2,4; InTASC 1,2,3,6)
2. Demonstrate knowledge of the legal limitations and responsibilities of educators regarding the planning and implementation of behavior management plans. (CEC 2; InTASC 3)
3. Discuss the ethical considerations inherent in behavior management. (CEC 2; InTASC 2,3)
4. Demonstrate the ability to utilize a variety of proactive strategies to prevent the occurrence and/or escalation of problem behavior. (CEC 2; InTASC 1,2,3)
5. Demonstrate knowledge and understanding of developmental levels and the development of instructional and classroom management strategies appropriate to the students. (CEC 2; InTASC 1,2,3)
6. Design a basic classroom management plan to include: structuring the classroom for success; a behavior modification, plans for students with behavior issues; implement a learning environment that promotes positive student behavior and encourages active participation by learners in a variety of learning activities and settings. (CEC 2,4; InTASC 1,2,3)
7. Describe the purpose and process of behavior management approaches such as reinforcement theory, functional analysis assessments, positive behavioral support, and social and interpersonal techniques to manage behavior. (CEC 2; InTASC 1,2,3,6)
8. Choose appropriate individual and group management techniques to enhance academic achievement. (CEC 2; InTASC 1,2,3)

Weekly Discussions

Candidates will reflect on content selections and create a thoughtful and well-developed written response synthesizing the information and making connections to the classroom.

• Outcomes: 1,2,3,4,5
• Standards: CEC 2,4;InTASC 1,2,3,6

Written Assignments

How Do I Feel?: Candidates will complete a self-evaluation and discuss findings and the impact upon student learning and behavior.

• Outcomes: 1,3,4,5
• Standards: CEC 2,4; InTASC 1,2,3,6

An Analysis of Current Practices Regarding Student Engagement: Candidates will discuss specific teaching strategies which can be effectively implemented into the classroom environment. Examples from specific lessons are required.

• Outcomes: 2,5,7
• Standards: CEC 2,4; InTASC 1,2,3,6

School Wide PBS: Candidates will identify the PBS model being implemented at their respective schools. Programs will be evaluated and suggestions for improvements will be offered.

• Outcomes: 1,2,6,8
• Standards: CEC 2,4 InTASC 1,2,3,6

Research Analysis Presentation

Candidates will create a research analysis of a topic associated with behavior or classroom management. This research analysis will describe all aspects of the identified behavior, discipline strategy, approach, theory, issue or program.

• Outcome: 7
• Standards: CEC 2; InTASC 1,2,3,6

Instructional Change Document

Candidates will create an instructional change document that defines how the new learning will influence personal classroom management style and engagement practices. Candidates will reflect upon their philosophy of classroom management and examine/refine their personal philosophy in light of their new learning.

• Outcomes: 1,2,3,4,5,8
• Standards: CEC 2,4; InTASC 1,2,3,6

Students should use the MyUSF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the MyUSF portal.

• A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. Students are expected to follow all policies in the USF Catalog and Student Handbook, both of which can be found in the student portal.
• Students are expected to be familiar with and follow the various procedures and guidelines regarding USF’s COVID-19 Response, including the USF Preparedness Plan and other materials incorporated in the Saints United resource hub (https://www.stfrancis.edu/saints-united/).
• Policies not covered in this document will be handled in accordance with the USF Catalog, Student Handbook, and Program Handbook as applicable.

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Accessibility Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Accessibility Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Accessibility Services at 815-740-3631 or [email protected] . The Office of Accessibility Services is located on the third floor of Tower Hall in room N320. Consultations are welcome; please contact the Office of Accessibility Services for an appointment.

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The Academic Resource Center (ARC) located in Room N316 in Tower Hall (815-740-5060 or [email protected]) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.