1. Syllabus Used in Course for: Special Education Program for Special Education Teacher Candidates
2. Instructor:
   (Note to User: Include contact information in this section.)

   Department:
   Office:
   Phone:
   E-mail Address:
   Office Hours:

3. Course Description: Principles, procedures, and strategies for classroom behavior management, social skills development, assessment of social behavior, and learning environment enhancement. This is a required course for special education teacher candidates.
4. Required Texts/Readings:
   Utah State Office of Education (2008). Least restrictive behavioral interventions (LRBI) guidelines: Positive behavioral supports and selection of least restrictive behavioral interventions. Salt Lake City, UT: Utah State Office of Education. Download from USOE website:
   http://www.schools.utah.gov/sars/Behavior/ManualPrint.aspx
   Young, K. R., West, R. P., Marchant, M., Christensen, L., Young, J. R., Morgan, C. J., … & Womack, S. (2007). Building positive relationships and social skills: A nurturing pedagogy approach. BYU Positive Behavior Support Initiative, Brigham Young University, Provo, UT.

5. This University’s Conceptual Framework: As a department, college, and university, we embrace the Interstate New Teacher Assessment and Support Consortium (InTASC) Standards as our guiding framework for preparing teacher candidates: The Interstate New Teacher Assessment and Support Consortium (InTASC) Standards: The InTASC standards center on five major propositions.
   1. Teachers are committed to students and their learning.
   2. Teachers know the subjects they teach and how to teach those subjects to diverse learners.
   3. Teachers are responsible for managing and monitoring student learning.
   4. Teachers think systematically about their practice and learn from experience.
   5. Teachers are members of learning communities.
6. Standards of Effective Practice: InTASC Standards
7. Expected Learning Outcome: Candidates will use effective behavior improvement strategies to help students increase appropriate social behavior and to prevent and reduce inappropriate behaviors.

   Course Objectives: These will be demonstrated by the students at a level of 80% or higher.

   Objectives	CAEP	CEC	InTASC
   Knowledge/Content
   1. Describe and define the components of school-wide positive behavior support and its relationship with risk and protective factors and multicultural issues.	2	2, 3	2, 3
   2. Describe how to assess and create a positive learning environment in schools.	2	3	3
   3. Describe how to build strong, positive relationships with children and youth.	2	1, 2	1, 2
   4. Describe how to use a positive teaching (discipline) approach.	2	3	3
   5. Describe how to assess and address the social needs of individuals and groups of students.	2, 4	1, 2, 3, 6	1, 2, 3, 6
   6. Describe and list the procedural and content steps of an effective social skills program.	2	1, 3	1, 3
   7. Describe how to organize an effective classroom management system for all students, particularly those with exceptional learning needs (e.g., schedules, procedures, routines, signals, physical set-up of room, rules and consequences, monitoring, transitions, etc.).	2	1, 2, 3	1, 2, 3
   8. Describe the various components and appropriate use of Utah’s Least Restrictive Behavioral Interventions (LRBI).	2	3	3
   9. Describe the elements of multi-level interventions (primary, secondary, and tertiary), including positive and reductive interventions. Token economy and response cost Group contingencies Behavioral contracts Home notes Precision commands Time-out Self management Response cost Administrative intervention Other procedures	2	1, 3	1, 3
   Skills/Performance
   1. Assess a school climate and identify strengths and areas in which to improve the environment.	2, 4	1, 3, 6	1, 3, 6
   2. Build strong, positive relationships with children and youth. Develop and use praise notes as one way in which to build such relationships.	2	3	3
   3. Demonstrate correct use of social skills assessments, procedures and curriculum that can be used in a classroom environment.	2, 4	3, 6	3, 6
   4. Design a positive behavior support system for classroom and non-classroom environments, including data collection system for evaluating individual student behavior. Develop a classroom management plan/disclosure document.	2	3	3
   5. Demonstrate a variety of effective behavior intervention strategies appropriate to the needs of individuals with exceptional learning needs.	2	1, 2, 3	1, 2, 3
   6. Select and implement the least intensive intervention consistent with the needs of individuals with exceptionalities. Consider LRBI and multi-level evidence-based practices that offer prevention and intervention with various behaviors.	2	2, 3	2, 3

8. Instructional Strategies: The instructor will use a variety of teaching approaches including discussion, recitation, small-group problem solving, and out-of-class application activities in a practicum setting.
9. Diversity

   Note to User: Be sure to include your university’s diversity statement here.

10. Course Requirements/Assignments: Please draw from your readings, the IRIS Modules, and class discussion to complete these requirements. Written language is considered a key part of the grading process.
    1. Quizzes: You will take 5 quizzes that are designed to monitor your reading, class participation, and attendance. Each quiz is worth 25 points.
    2. Group Problem Solving Activity and Class Discussion: A final, group exam will be given as a take-home test and submitted online. This will be a practical exam in which you apply all that you have learned over the course of the term. It is worth 100 points. The due date will be announced later. As part of the 100 points you will be expected to evaluate the contribution of your team members toward the final outcome of the exam.
    3. EBS Assessment: You will conduct an environment assessment of a school or learning facility using the EBS Assessment found at https://www.pbis.org/resource/219/effective-behavior-support-ebs-survey-v-2-0. The checklist will be completed for a total of 10 points. From the results of the checklist you will assess and write a report in which you share the strengths of the environment as well as areas that need strengthening. The written report is worth 20 points. There are 30 total points possible for this requirement.
    4. Classroom Management/Disclosure Document: You will design a classroom management plan that includes a statement of purpose, rules, consequences, monitoring system, and procedures. This assignment not only fulfills a requirement that is critical for this class, but it also prepares you for the upcoming practicum and teaching experiences in the school. This is worth 35 points.
    5. Praise Notes: You will deliver ten praise notes to a student, child, spouse, roommate, friend, or co-worker. These notes will be specific. After you have delivered these notes you are required to write a summary about the experience, including why you selected the individual and how the praise notes impacted him/her. This assignment is worth 15 points.
    6. Social Skills Video Demonstrations: You will participate in 2 social skills video demonstrations. As a team you will access the video recording lab where each person is required to teach each social skills strategy to his/her team while being recorded. I will then review your role-plays and determine if you have passed the role-play at a proficient level. You are required to master it in order to move on to the next strategy. Each demonstration is worth 15 points, for a total of 30 points possible. (Note: The strategies you learn are assigned.)
    7. Professional Development Activity: To prepare you for the profession of teaching, during this class you will be required to demonstrate your commitment to the profession by becoming involved in a professional organization in the field of special education. This assignment is designed to help you investigate the various organizations prior to your official entry into the profession. You are to write a 1-2 paragraph paper (typewritten) describing your professional development activities this semester and how they have benefitted you professionally. This assignment is worth 10 points.
    8. Pacing Points: In an effort to help you progress in learning the social skills strategies, 5 pacing points are assigned for completing each video demonstration by the date indicated in your syllabus. If you do not complete the video demonstration by the assigned date, you will not receive the 5 pacing points per social skill.
    9. Group Problem Solving Activity and Class Discussion: With your assigned group, you will prepare a problem-solving scenario to teach the assigned behavioral strategy. In other words, you will teach the class on the day you are assigned. The scenario will facilitate a problem-solving activity for the class to work through and discuss. Additional instruction will be given later. This assignment is worth 30 points. As part of the 30 points, you will evaluate the contribution of your team members in developing the activity and leading the class discussion.
    10. IRIS Website Activities: Twice during the semester you will participate in online instruction using the IRIS website. Each of these learning activities will be worth 5 points. IRIS can be found at: https://iris.peabody.vanderbilt.edu
    11. Preparation Self-Evaluations: In an effort to place an emphasis on readings, you can choose to complete the study guides or merely read the materials. You will complete three self-evaluations of how you maintain your reading efforts during the semester, at times randomly selected by the instructor. Please keep up with your readings and these will be an easy 45 points!
    12. Professionalism Evaluations (PIBS): Complete two PIBS (one mid-term, one final) worth 5 points each. After your self-evaluation, the instructor will review them and will add her evaluation and award the appropriate points.
    13. Panel Question: Toward the end of the semester we will be honored to have some guests who will participate in a panel discussion. You will be required to submit one question about behavioral issues for this panel. This question is worth 5 points.
    14. Instructor Evaluation: Please complete the course and instructor evaluation online for 5 points.
11. Evaluation:Grading your performance is a complex process. As your instructor I consider myself a mentor, but as your evaluator I must be as impartial and objective as possible. Your grades reflect both effort and achievement, not effort alone

    Course Requirements	Points
    1. Final Quizzes (5 @ 25 points each)	125
    2. Final Group Exam (online)	100
    3. EBS Assessment (10 points) and Interpretation/Report (20 points)	30
    4. Classroom Management/Disclosure Document	35
    5. Ten Praise Notes and Write-Up	15
    6. Social Skills Video Demonstrations (2 @ 15 points each)	30
    7. Professionalism Development Activity	10
    8. Pacing Points (2 @ 5 points each)	10
    9. Group Problem Solving Activity	30
    10. IRIS website Activities (2 @ 5 points each)	10
    11. Preparation Self-Evaluations (3 @ 15 points each)	45
    12. Professionalism Evaluations – PIBS (2 @ 5 points each)	10
    13. Panel Question	5
    14. Instructor Evaluation (Completed Online)	5
    TOTAL POSSIBLE POINTS	460

     

    Grading Scale
    95-100% A
    90-94% A-
    87-89% B+
    84-86% B
    80-83% B-
    77-79% C+
    74-76% C
    70-73% C-
    67-69% D+
    64-66% D
    60-63% D-
    Below 60% F

12. Class Schedule/Week at a Glance:This schedule is tentative and will be adjusted as needed.
    

    Date	Topic	Readings	Assignments and Assessments
    Jan 8	Introduction, Syllabus, and Overview
    10	General Positive Behavior Support	Lewis & Sugai (1999) Marchant (2002)	Study Guide—Section I
    15	General Positive Behavior Support	Lewis & Sugai (1999) Marchant (2002)	Study Guide—Section I
    17	PBS and Classroom Management Overview using IRIS Module: Classroom Management Part 1: Learning the Components of a Classroom Management Plan	Griggs & Turnbull (n.d.) https://iris.peabody.vanderbilt.edu/module/beh1/	Study Guide—Section I
    22	Risk and Protective Factors/Multi-cultural Issues	Hawkins et al. (2000)	Study Guide—Section I Review EBS survey: https://www.pbis.org/resource/219/effective-behavior-support-ebs-survey-v-2-0
    24	Creating a Positive Learning Environment and Kindness	BPRSS pp. 1-9 Long (1997) Young (2001) CHAMPS Module 1 (pp. 19-24)	Study Guide—Section II Quiz #1 due
    29	Praise	BPRSS pp. 9-13 Kohn (2001) CHAMPS Module 5	Study Guide—Section II Class Preparation Check #1
    31	Praise & Discipline vs. Punishment	BPRSS pp. 15-29	Study Guide—Section II & III EBS Checklist and Interpretation Summary due
    Feb 5	Classroom Management—Expectations and Consequences Do IRIS Module: Classroom Management (Part 2): Developing Your Own Classroom Management Plan—outside of class	Anderson & Spaulding (2007) https://iris.peabody.vanderbilt.edu/module/beh2/	Study Guide—Section III
    7	Classroom Management—Expectations: IRIS Activities		Study Guide—Section III Quiz #2 due
    12	Classroom Management Continued: Rules and Consequences		Study Guide—Section III Praise Notes due
    14	Classroom Management Cont.
    19	NO CLASS-MONDAY INSTRUCTION DAY
    21	Procedures and Physical Layout of a Classroom	CHAMPS Module 2—Attention Signal (p. 61), Routines (p. 63), Daily Schedule (p. 49), CHAMPS for classroom activities (pp. 108-112)	Study Guide—Section III
    26	Social Skills—General Info and Assessment	BPRSS pp. 29-53 (and 55-59) Knoff (2003)	Study Guide—Section IV Class Preparation Check #2
    28	Social Skills—Book Kits/Book in a Bag	Marchant & Womack (2010)	Study Guide—Section IV Classroom Management Plan due
    Mar 5	Social Skills–Strategies	BPRSS pp. 29-53 (and 55-59)	Study Guide—Section IV Quiz #3 due
    7	Social Skills Wrap Up	BPRSS pp. 29-53 (and 55-59)	Study Guide—Section IV
    12	LRBI	LRBI Manual (pp. 1-140)
    14	Token Economy and Response Cost—Group 1	Jenson, Sloane, & Young (1988)	Study Guide—Section V SS Demo #1 due
    19	Group Contingencies—Group 2	Theodore, Bray, & Kehle (2004)	Study Guide—Section V Quiz #4 due
    21	Behavioral Contracts (& Home Notes)—Group 3	Wright (2000) Stitely (1978)	Study Guide—Section V SS Demo #2 Due
    26	Time-Out—Group 4	Nelson, Carr, & Smith (1997)	Study Guide—Section V Class Preparation Check #3
    28	CLASS AT GROVECREST ELEMENTARY 3:30-5:00 P.M		Panel Questions due
    Apr 2	NO CLASS
    4	Behavioral Strategies in Secondary Schools and a PBS Model—Heidi Mathie Mucha		Quiz #5 due
    9	Panel		Professionalism Development Paper due
    11	IRIS Module: Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting Out Cycle—outside of class	https://iris.peabody.vanderbilt.edu/module/bi1/
    16	Discussion on Acting Out Cycle and Other Challenging Behaviors
    22	Final Exam due Monday, April 22nd by 10 a.m.

13. Other Resources and Materials

• IRIS Modules
  • Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan: This module—a revision of Who’s In Charge? Developing a Comprehensive Behavior Management System—highlights the importance of establishing a comprehensive classroom behavior management system composed of a statement of purpose, rules, procedures, consequences, and an action plan. It also provides information about how culture, classroom factors, and teacher actions can influence student behavior.
    https://iris.peabody.vanderbilt.edu/module/beh1/
  • Classroom Management (Part 2): Developing Your Own Comprehensive Behavior Management Plan: This module—a revision of You’re in Charge! Developing Your Own Comprehensive Behavior Management Plan—reviews the major components of classroom management (including rules, procedures, and consequences) and guides users through the steps of creating their own comprehensive behavior plan. The module is a companion to Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan.
    https://iris.peabody.vanderbilt.edu/module/beh2/
  • Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting Out Cycle: The first in a two-part series, this module discusses problem behavior in terms of the stages of the acting-out cycle and suggests ways to respond to students in the cycle’s different phases.
    https://iris.peabody.vanderbilt.edu/module/bi1/

14. Special Accommodations
    Note to User: Be sure to include your university’s statement about special accommodations/students with disabilities here.

    Students With Disabilities: Our University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center located in XXXX (XXX-XXX-XXXX). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the University Accessibility Center. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office located in XXXX (XXX-XXX-XXXX).

15. Other Course Policies
    • Course Work: Written work is expected to be professionally appropriate. Please proofread your work prior to submission. Assignments should be typed and free from spelling, grammatical, and typographical errors.
    • Assignments: All written work must reflect the efforts of the individual student.
    • Time Commitment: University standards are 2 to 3 hours of out-of-class work for each credit hour. For this class you may spend 6 to 9 hours a week completing course work.
    • Personal Responsibility: Students are expected to check the online course information and/or the course syllabus for clarification needed regarding assignments prior to contacting the instructor. Students are responsible for completing course work and for managing learning behavior in and out of class. If you encounter problems completing course work, it is your responsibility to contact the instructor to resolve issue(s).
    • Classroom Behavior: Reading and sending emails, completing work for other courses while in class, working on puzzles, or any other multi-tasking type activity, is not an appropriate use of the learning opportunity available in class. Cell phones should be turned off prior to class.
    • Professionalism: You are expected to behave in a professional manner. This includes attending all class sessions, coming to class prepared, participating in all learning activities with learning teams, and handing assignments in on time. If you have concerns about the course, you should discuss your concerns privately with the instructor. The classroom is not an appropriate forum for airing personal frustration or stress.
    • Observe the University Honor Code: Self-explanatory. Review code as needed.