ED 434 Handling Behavior Problems: Strategies for Classroom Teachers

GENERAL INFORMATION:

Course title : ED 434 Handling Behavior Problems: Strategies for Classroom Teachers

Campus : National, Chuuk, Kosrae, Yap

Initiator: Susan Moses

Date: February 2018

Course description: This course provides the student with ways to assess and handle behavior problems in the elementary classroom. The course focuses on functional behavior assessments, a variety of intervention strategies, and ways to evaluate the effectiveness of behavior interventions. The student develops behavior intervention plans for at least two case studies. Two classroom observation projects are required. Student professionalism is measured.

COURSE HOURS/CREDITS:

Hours per Week

 

No. of Weeks

 

Total Hours

 

Semester Credits

Lecture

3

X

16

=

48/16

=

3

Laboratory

X

=

/48

=

Lecture/Lab

X

=

/16

=

Workshop

X

=

/32

=

Total Semester Credits

3

PURPOSE OF COURSE:

[X ] Degree requirement

[ ] Degree elective

[ ] Certificate

[ ] Other

PREREQUISITES: ED 330 Classroom Management

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#

Program

None

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES

[X ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[ ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[ ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[ ]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[X]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

1. Demonstrate the ability to teach all subjects for one semester in an elementary classroom

either independently (internship) or under the supervision of a master teacher (student

teaching) as measured by the following Interstate Teacher Assessment and Support

Consortium (InTASC) standards (paraphrased):

a. Teach and create learning experiences that make the central concepts, tools of inquiry, and

structures of the discipline(s) he or she teaches meaningful for students;

b. Provide learning opportunities that support children's intellectual, social, and personal

development;

c. Demonstrate understanding of how students differ in their approaches to learning and

create instructional opportunities that are adapted to diverse learners;

d. Use a variety of instructional strategies to encourage students' development of critical

thinking, problem solving, and performance skills;

e. Use group motivation to create a learning environment that encourages positive social

interaction, active engagement in learning, and self-motivation;

f. Use knowledge of effective verbal, nonverbal, and media communication techniques to

foster active inquiry, collaboration, and supportive interaction in the classroom;

g. Plan instruction based upon knowledge of subject matter, students, the community, and

curriculum goals;

h. Use formal and informal assessment strategies to evaluate and ensure the continuous

intellectual, social and physical development of the learner;

i. Reflect and continually evaluate the effects of his/her choices and actions on others

(students, parents, and other professionals in the learning community) and seek out

opportunities to grow professionally;

j. Foster relationships with school colleagues, parents, and agencies in the larger community

to support students' learning and well-being;

2. Design, deliver, and assess instruction in support of students with special needs in the

elementary classroom In accordance with the requirements of the Individualized Educational

Program (IEP) process, and

3. Demonstrate professionalism.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:

1. Develop a plan to establish a positive classroom climate;

2. Describe and demonstrate intrinsic and extrinsic motivational strategies for encouraging

students to be on-task;

3. Describe and demonstrate nonintrusive strategies for handling minor off-task behavior;

4. Describe the use of logical consequences appropriate for handling moderate off-task

behavior and demonstrate procedures for implementing such consequences;

5. Describe and demonstrate strategies for handling students who are exhibiting serious off-task

behavior;

6. Observe and record behavioral data in an FSM classroom, calculate the ratio of teacher-

student interactions (positive to negative), determine percentages and patterns off-task

behaviors, and write a report summarizing the data resulting from the observations;

7. Develop and present case studies that include the implementation of Behavior Intervention

Plans (BIPs) based on the results of Functional Behavioral Assessments (FBAs).

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:

CSLO (General) 1: Develop a plan to establish a positive classroom climate.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Develop a written plan to establish a positive classroom climate which includes the establishment and enforcement of clear behavioral expectations, how to use teacher attention in managing behavior, how to give directions, how to use an attention signal, how to create a safe and welcoming environment for students, how to use humor, how to work with parents and caregivers, and how to have passion and fun in teaching.

2, 4

1e, 1f

1.1 Student develops a written plan with all of the elements listed in CSLO 1.1. Plan is scored with a rubric.

CSLO (General) 2: Describe and demonstrate intrinsic and extrinsic motivational strategies for

encouraging students to be on-task.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1 Describe ways to enhance intrinsic and extrinsic motivation that encourage students to be on-task and demonstrate at least four of these ways with peers.

1, 2, 4

1e 1b, 1c, 1f

2.1 Student completes a written take-home exam on ways to enhance intrinsic and extrinsic motive that encourage students to be on task. Student also demonstrates at least four ways to enhance motivation of students in role-play situations. Both the written exam and the demonstrations are scored with rubrics.

CSLO (General) 3: Describe and demonstrate nonintrusive strategies for handling minor off-task behavior.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1 Describe in writing and demonstrate in role-play situations strategies for handling minor off-task behavior including strategies that do not interrupt a lesson such as use of nonverbal cues, proximity, use of student's name in example, light touch, gestures, facial expressions, brief desist, and redirection.

1, 2

1e, 1f

3.1 Student describes in writing and demonstrates strategies detailed in CSLO 3.1 in role play situations. Demonstrations are scored with a rubric.

CSLO (General) 4: Describe the use of logical consequences appropriate for handling moderate off-task behavior problems and demonstrate procedures for implementing such consequences.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1 Describe and demonstrate, in a role-play situation, the use of logical consequences appropriate for handling patterns of off-task behaviors of a moderate nature in the classroom. Such consequences include time out, time owed, reparations, and lose a privilege.

1,2,4

1e, 1f

4.1 Student describes the use of logical consequences as delineated in CSLO 4.1 on a written exercise. Student also demonstrates the use of such consequences in a role-play situation scored by a rubric.

CSLO (General) 5: Describe and demonstrate strategies for handling students who are exhibiting more serious off-task behavior including the development and implementation of Behavior Intervention Plans (BIPs) based on the results of Functional Behavioral Assessments (FBAs).

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

5.1 Describe and demonstrate strategies for handling students who are exhibiting more serious off-task behavior. Such strategies include bargaining, social conference, defusion, problem solving class meetings, individual behavior contracts, and reinforcement of incompatible positive behaviors.

1,2,4

1e, 1f, 1j

5.1 Given scenarios of students who are exhibiting more serious off-task behavior, student describes in writing and demonstrates strategies for handling such behavior included in CSLO 5.1. Both the descriptions and demonstrations are scored using rubrics.

CSLO (General) 6: Observe and record behavioral data in an FSM classroom, calculate the ratio of teacher-student interactions (positive to negative), determine percentages and patterns of off-task behavior, and write a report summarizing the data resulting from the observations.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

6.1 Observe and record data in an FSM classroom on the percentage of on-task behavior and the types of off-task behavior, prepare a report that includes a display of data collected, and make recommendations on ways to improve management of behavior in the classroom.

6.2 Observe and record data in an FSM classroom on the ratio of positive to negative interactions of the teacher with individual students and the entire class, prepare of report on the data collected, and make recommendations on ways to improve the ratio of interactions.

1, 2, 3, 8

1, 2,3, 8

1h

1h

6.1 Student prepares a report containing the information included in CSLO 6.1 and presents it to the class. Both the report and presentation are scored with rubrics.

6.2 Student prepares a report containing the information included in CSLO 6.2 and presents it to the class. Both the report and presentation are scored with rubrics.

CSLO 7 (General) 7: Develop and present case studies that include the implementation of Behavior Intervention Plans (BIPs) based on the results of Functional Behavioral Assessments (FBAs).

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

7.1 Present case studies that include the implementation and evaluation of Behavior Intervention Plans based on the results of Functional Behavioral Assessments for students exhibiting more serious off-task behavior such as distractibility, cheating, being excessively absent, acting bored/apathetic, swearing, stealing, tattling, exhibiting helplessness, vandalizing, exhibiting extreme shyness, bullying, teasing, and showing disrespect to the teacher.

1,2,3,

4*,8

1e, 1f,1h,1i,2

7.1 Given scenarios of students exhibiting more serious off-task behavior problems as listed in CSLO 7.1, student develops and evaluates at least two case studies that include descriptions of the students, context in which the behavior occurs, contributing factors, strategies that have been tried but were unsuccessful, Behavior Intervention Plans (BIPs) based on the results of fictional Functional Behavioral Assessments (FBAs), and graphs showing the results of the interventions. Case studies are scored using rubrics.






5) COURSE CONTENT:

1. Establishing a positive classroom climate

2. Implementing intrinsic and extrinsic motivational strategies

3. Implementing nonintrusive strategies for handling minor off-task behavior

4. Implementing logical consequences for handling moderate off-task behavior

5. Implementing strategies for handling more serious off-task behavior

6. Observing and recording behavioral data in a classroom

7. Developing and presenting case studies that include implementation of Behavior Intervention

Plans (BIPs) base on the results of Functional Behavioral Assessments (FBAs)

6) METHOD(S) OF INSTRUCTION:

[X ] Lecture [X ] Cooperative learning groups

[ ] Laboratory [X] In-class exercises

[X] Audio visual [X] Demonstrations

[X] Other (field experience in local classrooms)

7) REQUIRED TEXT(S) AND COURSE MATERIALS:

Bateman, B. & Golly, A. (2003). Why Johnny doesn't behave. Verona, CA: Attainment Co., Inc.

(or most recent edition) ISBN: 1-57861-490-2

8) REFERENCE MATERIALS:

Colvin, G. (2010). Defusing disruptive behavior in the classroom. Thousand Oaks, CA: Corwin.

(or most recent edition) ISBN 978149-298056-2

Mercer, C., Mercer, A., & Pullen, P. (2010). Teaching students with learning problems. Merrill

Upper Saddle River, NJ: Prentice Hall (or most recent edition) ISBN-13: 978-0137033782

Sprick, R. (2009). CHAMPS: A proactive and positive approach to classroom management for

grades K-8. Eugene, OR: Pacific Northwest Publishing(or most recent edition) ISBN: 978-

1-59909-030-6

9) INSTRUCTIONAL COSTS:

None

10) EVALUATION:

Summative evaluation is accomplished by having the students write a reflection paper and submit a portfolio of all plans, assignments, strategies, reports, and case studies developed. Both the reflection paper and the portfolio are scored with rubrics. Student professionalism rubrics are completed at least two times during the semester. A minimum grade of C- is required to pass this course.

11) CREDIT BY EXAMINATION:

None

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