I. Course Title: Proactive Classroom Management and Positive Behavior Support
II. Course Number: EDSP 462
III. Credit Hours: 3 credits
IV. Prerequisites: EDSP 360 or EDSP 361 and a minimum 2.5 GPA.
V. Course Description:
The future educator will learn the research-based skills necessary to effectively
build classroom community and manage a classroom environment, conduct functional behavior
assessments regarding difficult behavior, and design an individual behavior intervention
plan. Related topics include overall behavioral assessment; positive behavior supports;
the development and teaching of social skills; prevention, teaching and reactive strategies
related to addressing misbehaviors; the design of effective instruction to enhance
behavioral success; and research-based models of effective classroom management for
individuals, birth through high school.
VI. Detailed Description of Content of the Course:
The prospective educator is provided with knowledge of and skills for managing the
behavior of children both with and without disabilities in public schools and community
programs via effective preventative, instructional, and reactive techniques that promote
emotional well-being and teach and maintain behavioral conduct and skills consistent
with norms, standards, and rules of the educational environment. Topics include:
- Organization of the physical classroom environment, set-up based upon culturally responsive
theory and practice, for optimal management and structure
- Rules, routines and procedures that aid in management
- Direct assessment of and instruction in age appropriate social skills
- Research-based models for classroom management and discipline
- Building student-teacher relationships and classroom community
- Legal issues and implications regarding discipline of students with and without disabilities
- Communicating with and involving parents in behavior management strategies
- Overall classroom management techniques and strategies that are based on dignity and
respect of all learners, along with the differentiation of approaches based on learner
needs
- Positive redirection of behavior and self-discipline
- Functional Behavior Assessment and Positive Behavior Supports
VI. Detailed Description of Conduct of Course:
This course is conducted through lecture, demonstration, simulation, use of media
and a variety of readings with in-class discussion, in-class activities and group
and individual projects. Field-based activities will include observations in the schools
and data collection on individual child behavior.
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, Visual Impairment, and
Deaf and Hard of Hearing
Students enrolled in this course will:
- Describe laws and ethical principles regarding behavior management planning and implementation,
disciplinary practices and policies, and alternative placements.
- Describe models and theories of behavior problems and reinforcement techniques to
teach students in the least restrictive environment.
- Use the least intensive behavior management strategy, based on models and theories
of behavior problems, consistent with the needs of the individual including planning
and implementing individualized reinforcement systems.
- Establish positive relationships and use effective classroom management techniques
based on affective, behavioral, cognitive, and social theories and practices to increase
the individual’s emotional well-being and teach and maintain behavioral conduct, self-awareness,
self-management, self-control, self-reliance, and self-esteem consistent with norms,
standards, and rules of the educational environment.
- Design and manage daily routines, and organize learning environments to support positive
behaviors and experiences in which diversities are valued.
- Use a variety of individual interventions and non-aversive techniques to address targeted
behavior, conflict resolution, problem solving and to maintain attention of students
in the least restrictive environment.
- Describe how the demands of learning environments, teacher attitudes, biases and behaviors
influence students’ behaviors.
- Describe social skills needed for educational and other environments and ways to teach
social skills and conflict resolution in various settings following social and ecological
theories and practice.
- Identify strategies for individual crisis prevention and intervention and schoolwide
crisis management and safety plans.
- Use functional assessments to develop behavioral intervention plans including preventative
strategies to address challenging behaviors.
VIII. Assessment Measures:
Assessment measures may include, but are not limited to:
- Complete reading and homework assignments and participate in class discussions and
activities.
- Observe and analyze classroom management of working teachers.
- Conduct a functional behavioral assessment including data collection and interviews,
and use results to develop a positive behavior support plan appropriate to the age
of one individual.
- Class presentations related to proactive classroom management
- Course projects that incorporate research-based articles and other sources
Other Course Information
None
Review and Approval
Syllabus Revision Leslie S. Daniel April 2009
Syllabus Revision Leslie S. Daniel June 2017
Syllabus Revision Leslie S. Daniel and Whitney A. Idol February 2019
Prerequisites change Leslie S. Daniel November 2021