Positive Behavior Supports for Exceptional Learners

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

History, Law, Ethics, and Cultural Diversity:

• Understand the historical development of applied behavior analysis and the nature and characteristics of behavior problems exhibited in school settings by students with disabilities.

• Describe legislative, legal, and ethical issues related to the behavior of students with disabilities and relate these to family and cultural perspectives, incorporating a system of care philosophy.

• Describe the influence of culture on expectations for behaviors and teacher responses to student behavior.

Schoolwide Positive Behavior Interventions and Supports (SWPBIS) knowledge and skills:

• Identify and analyze essential components of schoolwide organization and behavior management.

• Apply knowledge of schoolwide Positive Behavior Supports and Interventions (PBIS) by evaluating the status and need for improvement of a school’s behavior support system.

Classwide Positive Behavior Interventions and Supports (CWPBIS) knowledge and skills

• Identify evidence-based practices of classroom management (i.e., maximize structure & routine, post, teach, review monitor, & reinforce expectations, actively engage students in learning, use continuum of strategies to reinforce appropriate behaviors & minimize inappropriate behaviors).

• Demonstrate understanding of evidence-based practices of classroom management by developing a classwide plan that includes these practices.

Individual Positive Behavior Interventions and Supports knowledge and skills:

• Identify and understand the individual level of behavior management (i.e., functional behavior analysis and behavior intervention plan).

• Apply learning by demonstrating skills in the completion of a Functional Behavior Assessment (FBA) module that includes describing, operationalizing, and prioritizing problem behavior/situations; selecting appropriate measurement tools; collecting, analyzing, and integrating information from a variety of sources; and making/evaluating data-based programmatic decisions.

• Apply learning by demonstrating skills in the development and implementation of a Behavior Intervention Plan (BIP) module that integrates replacement behaviors, supports, and evidence-based positive behavior interventions for students with exceptional needs.

Course Grading Information:

Activity/Performance Measure	Percentage/Points
Schoolwide Positive Behavior Interventions and Supports Assignment (SWPBIS)	15%
Classwide Positive Behavior Interventions and Supports Assignment (CWPBIS)	15%
Functional Behavior Assessment (FBA)	15%
Behavior Intervention Plan (BIP)	15%
EBD/ EBP Presentation	15%
Attendance/Professionalism/Dispositions/ Weekly Activities	25%

Grading Scale

Percentage	Letter Grade
94-100%	A
90-93%	A-
87-89%	B+
83-86%	B
80-82%	B-
77-79%	C+
73-76%	C
70-72%	C-
67-69%	D+
63-66%	D
60-62%	D-
Below 60%	F

Attendance/Participation:

Attendance/participation is not a graded component included in the student's final grade for this course.

Course Materials Purchased by the Students:

Shea, T.M., & Bauer, A.M. (2012). Behavior management: A practical approach for educators (10th ed.). Boston, MA: Pearson. (ISBN-10: 0137085044 & ISBN-13: 978-0137085040).