5. This University’s Conceptual Framework: This university’s mission is to prepare professionals of high moral character and ethical behavior to serve throughout the world. Our programs are designed to equip individuals with the knowledge, skills, and dispositions of leadership required for professional excellence as teachers, school counselors, school psychologists, early childhood specialists, and administrators. Our programs prepare candidates to excel in their career and calling by providing a purposeful balance between theory, research and practice.

6. Standards of Effective Practice: The objectives in this course align with the following National Association for the Education of Young Children (NAEYC) Professional Preparation Standards for Early Childhood Programs:

   Standard 4: Using Developmentally Effective Approaches

   	4a	Understanding positive relationships and supportive interactions as the foundation of their work with young children
   	4b	Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
   	4c	Using a broad repertoire of developmentally appropriate teaching/learning approaches
   	4d	Reflecting on own practice to promote positive outcomes for each child
7. Course Objectives:
   Goal 1: Help students understand the theoretical foundations of behavioral theory

   	Objective 1.1:	Compare and contrast major theories and models of behavior
   	Objective 1.2:	Define the essential guiding principles for managing behavior in school settings

    

   Goal 2: Help students understand and utilize Positive Behavior Intervention and Supports (PBIS)

   	Objective 2.1:	Describe and give examples of the essential features of School Wide-PBIS programs
   	Objective 2.2:	Discuss the benefits of the PBIS model for students, teachers, and parents

    

   Goal 3: Help students understand the purpose and process of functional behavior assessment

   	Objective 3.1:	Discuss the major components of the functional behavior assessment process
   	Objective 3.2:	Conduct and reflect on a functional behavior assessment
   	Objective 3.3:	Explain the various types of behavior monitoring as tools for reducing challenging behavior

    

   Goal 4: Help students understand the role of the teacher in preventing and managing challenging behavior in the classroom

   	Objective 4.1:	Explain the importance of rules, scheduling, and classroom procedures for the reduction of challenging behaviors, and provide clear examples of each
   	Objective 4.2:	Identify instructional practices which help to reduce challenging behaviors
   	Objective 4.3:	Observe, assess, analyze, and create behavioral plans and strategies within the early childhood classroom.

8. Instructional Strategies: Students will engage with the course content, peers, and professor in a variety of ways. Reading assignments, PowerPoint lectures, and discussion board assignments will be provided weekly. In weeks five and six of the course students will participate in the completion of a group assignment. Failure to communicate with group members on a regular basis or failure to meet deadlines may result in a zero for the assignment. Students will also need to schedule several observations of young children in order to successfully complete the course requirements. In order to observe young children, candidates are required to have a certificate of clearance. Program guidelines for observations, including consent forms and other requirements, are available through the course management system.
9. Diversity and Cultural Relevancy
   Note to User: Be sure to include your university’s diversity statement here.

10. Course Requirements:
    1. Discussion Board Postings and Self-Assessments (Objectives 1-4). Students will be required to respond to weekly prompts by posting to the discussion board in Blackboard 9. Twice during the course, students will assess their own participation and interaction in the discussion board by using a designated rubric.
    2. Models and Theories Poster (Objective 1.1). Students will create a poster (either hard copy with pictures or digital) to represent theoretical models and other factors designed to explain challenging behaviors. In the poster, please represent the following: Psychodynamic, Ecological, Cognitive, Biophysical, and Behavioral theories. For each, please include the following:
    1. Name of the model
    2. Description of the model with examples
    3. Interventions: How can this model be used to help teachers and students overcome challenging behaviors?
    4. Evaluation: What is your opinion of this model? Do you find it useful in developing an approach to handling challenging behavior?
    3. IRIS Module: Functional Behavioral Assessment (Objectives 3.1, 3.2). Students will complete the online IRIS Module Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan and submit the assessment questions.
    4. Functional Assessment #1 and #2 (Objectives 3.1, 3.2). Functional Assessment #1 will be completed using the IRIS Activity: Behavior Assessment: Conduct an A-B-C Analysis. Functional Assessment #2 will be completed on a behavior you observe in someone close to you, such as a spouse or coworker. A form will be provided to take you through the process, which will include a Functional Assessment Checklist, Anecdotal (ABC) chart, and a Reflection/Recommendation.
    5. PBIS Promotional Project (Objective 2.1, 2.2). Students will create a bi-fold or tri-fold brochure with color graphics explaining Positive Behavioral Supports to teachers and administrators. Please include (1) the theoretical foundations of Positive Behavioral Supports (the Guiding Principles), (2) an explanation of the various components (what does PBIS entail in the school environment?), and (3) the benefits of this approach to behavior management for teachers, parents and children. Brochures will be graded on content, professionalism, and visual presentation.
    6. Article Review and Summary (Objectives 4.1, 4.2, 4.3). Students will read Restraint and Seclusion: Resource Document (DOE, 2012) and write a response in 2 to 3 pages, briefly summarizing the main points and providing a personal response/reaction to the material.
    7. IRIS Activity: Preschool Classroom Observation (Objective 4.3). Students will observe a preschool classroom and examine some of its aspects such as schedules, routines, environmental design, activities, and transitions.
    8. IRIS Module: Classroom Management (Part 1) (Objective 4.3). Students will complete the online IRIS Module Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan and submit the assessment questions.
    9. PBIS Group Project (Objective 2.1, 2.2). For this project students will be placed in groups to develop a plan for promoting positive behavior in one fictitious classroom at a fictitious school. Projects will include the following elements:
    1. A description of the school, classroom, and children
    2. A plan for a school-wide approach, including a basic philosophy of discipline and general school-wide practices for all classrooms
    3. Rules and procedures for one particular classroom
    4. Elements of scheduling, climate, planning, and organization practiced by all staff to manage and prevent challenging behaviors
    5. Description of an approach to instructional practices in one classroom designed to prevent misbehavior
    6. A token economy or identification of a reinforcement schedule for one classroom
    7. Quotes from the course text in each section supporting the plan.
    10. The Social Story (Objective 4.3). After doing some research on the purpose of creating social stories for children, students will write and illustrate their own social story on a topic of their choice.
    11. Movie View: One Family’s Story (Objective 2.2). After viewing the PBIS videos “PBIS Makes a Difference: One Family’s Story – Scott’s Presentation” and ” PBIS Makes a Difference: One Family’s Story – Sandy’s Presentation” at http://www.pbis.org/swpbs_videos/school_examples.aspx, students will write a one to two page reflection describing the impact of PBIS on the family.
    12. Critical Assignment: PBIS Case Study (Objectives 1 – 4). For the critical assignment you will select a child (ages 3 to 8) who exhibits challenging behaviors to observe in a classroom setting. Your task is to conduct a series of observations on the child and compile a variety of information about his/her behavior, including information from the teacher (and parent, if possible). You will be given a Case Study Packet, “Determining the Meaning of Challenging Behavior: Application Exercises” (Hanline et al., 2004, http://pbs.fsu.edu/altSite/updates/2_4exercise.pdf) with a variety of forms and interview questions for you to utilize as you gather data about the child. When you have completed your observations, you will complete the Case Study Summary Form and develop a Behavior Intervention Plan. See rubric below for assessment information:
     

    Dimension 1: Analysis with Theory/Model Integration (20%)

    Exemplary
    (4)

    Written analysis of behavior is comprehensive and detailed, addressing most relevant factors from case study packet. Theoretical foundations are provided as a means of supporting the analysis.

    Accomplished
    (3)

    Written analysis of behavior is detailed, including three or four relevant factors from case study packet. Theoretical foundations are provided as a means of supporting the analysis.

    Developing
    (2)

    Only one or two external factors addressed. Analysis is minimal or lacks logical connections, and theoretical foundations may not be adequately provided as a means of supporting the analysis.

    Beginning
    (1)

    No external factors addressed.

    Dimension 2: Behavior Assessment (30%)

    All sections of case study packet and observation forms are thorough and complete. Careful attention has been given to understanding and outlining antecedents and consequences.

    All but one or two sections of case study packet and observation forms are thorough and complete. Adequate attention has been given to understanding the antecedents and consequences of the behavior.

    All but one or two sections of case study packet and observation forms are thorough and complete. Adequate attention has been given to understanding the antecedents and consequences of the behavior.

    No evidence of behavioral observation/ analysis. Antecedents and consequences of behavior have not been properly addressed.

    Dimension 3: Recomm-endations for Teachers/ Incorporation of PBIS (40%)

    Plan is detailed, appropriate, with sophisticated application of positive behavioral supports and specific plans for teacher interventions.

    Plan incorporates positive behavioral supports and would be of benefit in managing the behavior. Includes specific interventions for classroom teacher.

    Plan adequately incorporates positive behavioral supports, but is simplistic and lacks detail. Includes some general interventions for the classroom teacher.

    Intervention plan is very minimal, or does not appropriately include positive behavioral support or provide a useful plan for teacher intervention.

    Dimension 4: Profes-sionalism/ Presentation (10%)

    The project is appealing and professional in appearance and of publishable quality with no errors.

    The project is appealing and professional is appearance with very minor spelling or grammar errors.

    The project is appealing and mostly professional but has obvious spelling or grammar errors.

    The project is appealing and mostly professional but has obvious spelling or grammar errors.

    Total points:

     
    13. Individual Learning Reflection (Objectives 1-4). Students will compose a one-page reflection discussing their learning in ECH 385 and connecting it to program and course goals and objectives.
11. Evaluation: An assessment instrument (checklist, rubric, etc.) will accompany each major graded assignment. See the course website for specific assignment criteria and the accompanying grading instruments.

    Graded assignments will be weighted as follows:

    Graded Assignments	Points Possible
    Models and Theories Poster	50
    IRIS Module: Functional Behavioral Assessment	75
    Functional Behavior Assessment #1 (IRIS Activity) and #2	2 @ 40 = 80
    PBIS Promotional Project	50
    Article Review and Summary	50
    Discussion Board Self Assessment #1	60
    IRIS Activity: Preschool Classroom Observation	75
    IRIS Module: Classroom Management (Part 1)	75
    Positive Behavior Group Project Outline	25
    The Social Story	50
    Positive Behavior Group Project	100
    Movie View: One Family’s Story	50
    Discussion Board Self Assessment #2	60
    Critical Assignment: Case Study	150
    Individual Learning Reflection	50
    Total Points:	1000

    The following scale will be used when calculating final grades:

    A	93%-100%	B-	80%-82%	D+	67%-69%
    A-	90%-92%	C+	77%-79%	D	63%-66%
    B+	87%-89%	C	73%-76%	D-	60%-62%
    B	83%-86%	C-	70%-72%	F	<60%

    Be sure to check your grades often via the Blackboard Grade Center.

13. Other Resources and Materials

• STAR Legacy 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/
  • Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan: This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are described.
    https://iris.peabody.vanderbilt.edu/module/fba/

  IRIS Activities

  • Behavior Assessment: Conduct an A-B-C Analysis: 1) Gain experience conducting an A-B-C analysis, and 2) determine the function of a problem behavior (Approx. 15 Minutes).
    https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Conduct_an_ABC_Analysis.pdf
  • Preschool Classroom Observation: Observe a preschool classroom and examine some of its aspects such as schedules, routines, environmental design, activities, and transitions (Approx. 4 Hours).
    https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Preschool_Classroom_Observation.pdf

  websites

  • The OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports: The Technical Assistance Center on Positive Behavioral Interventions and Supports is established by the U.S. Department of Education’s Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to Technical Assistance that improves the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework. Emphasis is given to the impact of implementing PBIS on the social, emotional and academic outcomes for students with disabilities.
    http://www.pbis.org/
  • PBIS World: Created by a school social worker in Detroit, PBIS World is a website containing links to hundreds of interventions, supports, resources, and data collection tools, all of which are organized into the tier 1 through 3 framework. It is designed to help guide users through the PBIS implementation process, starting with behavior identification and offering suggestions for interventions and data collection tools. All links with footnotes on both PBISWorld.com and in The PBIS World Book link to external websites, which are not a part of PBIS World, therefore the content on these external sites is not included in The PBIS World Book and is not a part of the PBIS World website. In general, PBIS World can be thought of as a PBIS reference tool. PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.
    http://www.pbisworld.com/
  • PBIS Assessment: PBIS Assessment is a web-based application designed to assist in high-fidelity, sustained implementation of school-wide positive behavioral interventions and supports (SWPBIS). A major feature of SWPBIS is the commitment to ongoing assessment of implementation. PBIS Assessment provides surveys for teams to take as they examine their level of SWPBIS adoption and guides them through the process for how to improve implementation to benefit students, their families, and the overall school culture. Surveys are completed online with reports immediately available as soon as a survey is submitted.
    https://www.pbisassessment.org/

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

    Students with Disabilities Students who have a documented disability and wish to arrange the appropriate accommodation must contact the Coordinator of Disability Services at __________.

15. Other Course Policies:

    Online Learning

    The Division of Online and Professional Studies (OPS) specializes in “distance education” for working adults and others who need a flexible learning schedule. It offers university courses and degree programs both fully online and in “hybrid” format (partly online and partly on-ground). Each three-credit class lasts eight weeks, and students are expected to spend approximately 15 hours per week engaged in class activities. Each “course week” begins on a Monday and ends on Sunday. Students should log in several times throughout the week to participate in online discussions and other activities. OPS recommends that students complete the various readings and assignments in the order in which they are presented, but the format does allow some flexibility for students to modify their approach or even to work ahead. Active participation in every assignment and every online discussion is expected. Students should be careful of any assignments that have specific “opening” or “closing” times, and they should regularly consult the Course Schedule to ensure that they complete all work in a timely manner. Students access all course materials via the Blackboard 9 site, which includes minimum system requirements and orientation tutorials designed to equip class members for online study.

    Regular Effective Contact

    Students and instructors will, at a minimum, adhere to the following:

    • LancerMail should be used for all email communication and checked on a daily basis.
    • Timely feedback for communication is 24 hours* and may be handled by email, phone, or in person.
    • Timely feedback for assessed work is 72 hours* for minor assignments (section tests, smaller papers/projects) and 1 week* for major assignments (midterm, final, major project/paper).
    • *After submission deadline and/or excluding weekends

    Professionalism

    All written work must be of professional quality. All written work must be keyed using a computer. Handwritten work will not be accepted. In addition, work that has excessive (more than 2 per page) or distracting grammatical, mechanical, or typographical errors will be graded accordingly. All written assignments should be written using the APA style format.

    As a professional, you are expected to collaborate with your colleagues during in-class activities or out-of-class group projects, and to respect one another with exemplary listening skills during all interactions, presentations, and class discussions. This also requires supporting your classmates with positive body language and appropriate verbal communication.

    Netiquette

    “Netiquette” is network etiquette—that is, the etiquette of cyberspace. And “etiquette” means “the forms prescribed by authority to be required in social or official life.” In other words, netiquette is a set of rules for behaving properly online.

    Virginia Shea has defined the issues, and discussed them at length, in her book Netiquette. You may view a brief summary of her “Core Rules of Netiquette” at the following website: http://www.albion.com/netiquette/corerules.html. They won’t answer all netiquette questions, but they will provide some basic principles to use in solving many netiquette dilemmas.

    Academic Honesty

    All violations of the Honor Code must be reported to the Student Services Office. A first incident of violation of the Honor Code is handled at the discretion of the professor, in consultation with the Dean of Students. Judicial sanctions for an offense are handled on a case-by-case basis depending on the seriousness of the violation, prior violations, and other factors. Judicial sanctions may include, but are not limited to, loss of a letter grade, failure of the respective assignment/examination, or failure in the course in which the offense occurred, suspension, and/or expulsion from the University. A detailed discussion of academic dishonesty appears in the Student Handbook.

    Late Assignments

    Assignments may be submitted up to one week late for a maximum of 80% credit. No late work will be accepted after the course end date.