CFD 475:
Promoting Behavior Support and Classroom Organization in Early Childhood Settings (3)
Department of Child and Family Development
College of Education ~ Fall 2014
San Diego State University
Instructor: Christine Lynch-Muecke
Email: [email protected]
Phone: 619-987-1941
Office Location: 401 A Education Business Administration
Office Hours: Tuesday 2:00-330 p.m.
Class Meeting Time/Location: 4:00 – 6:40 p.m. AH 4131
Schedule Number: 20594
Technology Support: http://www-rohan.sdsu.edu/~students/stylesheet.cgi?main.htm
Student Disability Services: http://www.sa.sdsu.edu/sds/index.html
Prerequisites: CFD 353A, 353B, 353C, 375A, 375B, 375C, and two units selected from CFD
378A, 378B, 378C, or 378D.
COURSE DESCRIPTION
Individual and systems-level approach to supporting young children’s behavior
including: strategies for self-regulation including 3-tier intervention in both early
education settings and at home to support all children, a targeted-group of children
who require additional support, and individual children who require intensive support,
and class organization and environment assessment to enhance positive interactions.
This course requires that students find an inclusive program serving children between 010 years of age to observe and implement positive behavioral strategies with teacher
permission over the course of the semester. These programs can include early care
and education centers, elementary schools, or Family Child Care homes. If you need
assistance finding a program to observe, please let me know.
STUDENT LEARNING OUTCOMES
The National Association for the Education of Young Children (NAEYC) has
implemented Professional Preparation core standards for Professional Teaching
Standards for PreK-3 teachers. This course utilizes these standards in identifying course
goals/objectives, course instructional activities, assigning course requirements, and
creating assessments. The following outline identifies how these standards are
incorporated in this course.
The following table identifies how these Student Learning Outcomes are aligned with
course assignments and activities.
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Learning Outcome
1. Explain how appropriate behavior
guidance and support promotes
autonomy, self-discipline, and life-long
socio-emotional skills in children.
2. Understand how to collect and analyze
behavioral data using a variety of methods
including anecdotal records, checklists,
and interviews.
3. Design and implement a learning
environment that promotes positive student
behavior and encourages active
participation by learners in a variety of
early childhood learning activities and
settings.
4. Demonstrate knowledge of behavior
support strategies for promoting behavior
that is positive and self-regulatory.
STANDARD
NAEYC 1, 4
ASSIGNMENT/ACTIVITY
Inclusive Classroom
Program Review
NAEYC 3
Inclusive Classroom
Program Review, Classroom
Design and Primary and
Secondary Support Plan
Classroom Design and
Primary and Secondary
Support Plan, CSEFEL
activities
5. Utilize a variety of proactive strategies to
prevent the occurrence and/ or escalation
of problem behavior.
6. Design a positive behavioral support plan
and interventions based on functional
analysis assessments.
NAEYC 4
7. Describe strategies for involving families
in behavior support planning
8. Understand legal, ethical and cultural
issues in behavior support.
NAEYC 2, 4
NAEYC 5
NAEYC 4
NAEYC 3, 5
NAEYC 6
Inclusive Classroom
Program Review, Classroom
Design and Primary and
Secondary Support Plan,
Tertiary Support Plan
Classroom Design and
Primary and Secondary
Support Plan
Classroom Design and
Primary and Secondary
Support Plan, Tertiary
Support Plan, CSEFEL
activities
Reading Quizes, Review of
Literature, CSEFEL activities
Reading Quizes, Review of
Literature
PLEASE NOTE: The Classroom Design and Primary and Secondary Support Plan is one of
the 7 Signature Assignments required for the completion of the Reflective Learning
Portfolio (CFD 578) and can be used to demonstrate competency towards meeting
Goal three:
Goal 3: Students uses his/her understanding of and relationships with children and
families to design, implement, and evaluate experiences that promote positive learning
and development for all children (NAEYC 4, NCATE, 3, NCFR area 10).
COURSE FORMAT
This course will employ multiple methods to assist students in accomplishing the course
objectives listed above. These methods include inquiry-based investigations;
participation in individual, small group and large group problem-based lessons; studentled and instructor-led presentations, and out of class fieldwork experiences.
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Expectations:
You can expect me to:
 Plan the course AND alter that plan as needed.
 Offer you feedback, both written and oral
 Support you in your efforts to complete the assignments
 Treat you, as adult learners, with the related style of respect
I can expect from you:
 Attendance
 Participation in class
 Completion of assignments including readings
 College-level quality writing
 Honesty
 Courage – to challenge what you read or hear (even from me) and courage
to talk with me if there are concerns before they become burdensome.
Student work samples: Your work may be selected by me to keep on file. The work that
is selected will be used solely for the purposes of evaluation from higher education
accreditation institutions (e.g. NAEYC, NCATE).
REQUIRED TEXTS AND MATERIALS
Kaiser, B., Rasminsky, J. (2012). Challenging Behavior in Young Children: Understanding,
Preventing, and Responding Effectively. Pearson.
Stormont, M., Lewis, Timothy J., Johnson, Nancy W., & Beckner, R. (2008). Implementing
Positive Behavior Support Systems in Early Childhood and Elementary Settings. Corwin
Press.
One small children’s book for bibliotherapy, to be described in class.
In the Circle: A Music-Based Behavioral Support Program for YoungChildren² by Dr.
Shulamit Ritblatt $90 (includes: ³In the Circle² book, Set of 12 Expression Cards, Glove
Puppet)
OR
In the Circle: A Music-Based Behavioral Support Program for Young Children² by Dr.
Shulamit Ritblatt $110 (includes: ³In the Circle book, Set of 12 Expression Cards, Glove
Puppet and 2 CD’s
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TaskStream: All students in the CFD major after the 2010 catalogue (not minors) are
required to have a Taskstream account. Taskstream is like an online "cloud" where you
will store your key assignments completed in the CFD Dept (these will later be part of
your Portfolio).
Please go to the CFD Student Portfolio website listed below for instructions on how to 1)
purchase a Taskstream account (you only need one account for all of your classes)
and 2) enroll in each of your courses on Taskstream.
http://go.sdsu.edu/education/cfd/portfolio_intro.aspx
Each time you enroll in a course on Taskstream you will need to enter a course code.
Please ask your instructors for their class code, as each class has a different code. The
class code for enrolling in Taskstream for CFD 475 is: CFD475-F14
Please make sure to enroll in Taskstream by the end of the second week of class. We will
be storing your major assignments there, so you will want to have it up and running.
Purdue online writing lab: http://owl.english.purdue.edu/owl/section/2/10/
Supplemental Materials:
The Center on the Social and Emotional Foundations for Early Learning - CSEFEL
Infant-Toddler Modules and Preschool Modules
http://www.csefel.vanderbilt.edu/
The Incredible Years – Parents, teachers and children training series
www.incredibleyears.com
Blackboard Account: All students are required to have a blackboard account.
https://blackboard.sdsu.edu/webapps/login/
COURSE ASSIGNMENTS, EXAMS AND PARTICIPATION
Additional guidance and grading rubrics will be provided for all written assignments.
1. Reading Quizes: Over the course of the semester 10 quizzes will be completed at the
start of class, each worth 10 points. These quizzes cannot be made up.
2. Review of Literature and student led small group presentation project on issues in
behavior support in early childhood:
Students will summarize the professional literature and discuss their views on issues
related to behavior support in early childhood ages birth to ten. Students will work in
groups to present their review of literature to the class. 25 points
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3. Inclusive Classroom Program Review: Each student will observe one (1) early
childhood inclusive classroom and describe the extent to which it fosters
social/emotional development and implements individualized behavior support
interventions for young children with special needs and challenging behaviors. 25
points.
4. Classroom Design and Primary and Secondary Support Plan: Students will design an
early childhood classroom organizational plan and write a 4-5 page paper describing
their proposed classroom primary and secondary behavior support plan. The plan must
clearly articulate specific ways that families will be involved in positive behavior support
both in the classroom and at home. This is a Signature Assignment that will be used for
your Reflective Learning Portfolio (CFD578).
50 points
5. Tertiary Behavior Support Plan: Students will work in groups to design a
comprehensive behavior support plan for a selected child between the ages of birth-10
to address the problem behavior and encourage more appropriate behavior. The plan
must clearly articulate specific ways that families will be involved in positive behavior
support both in the classroom and at home. The plan should be described in 4-5
pages.
25 points
6. Final Exam: The final exam will cover materials from the textbook as well as class
lectures and presentations made by guest speakers. 75 points
GRADING
Grades will be determined on a point basis as follows:
Reading Quizzes: 10 total, cannot be made up
Review of the Literature on Child Behavior Issues
Inclusive Classroom Program Review
Classroom Design/ Primary & Secondary Support Plan
Tertiary Behavior Support Plan
Final Exam
Total Points
100 points
25
25
50
25
75
300
GRADING SCALE
100%-93%=A
(300-280)
76%-73%=C (229-220)
92%-90%=A- (279-270)
72%-70%=C- (219-210)
89%-87%=B+
(269-260)
69%-67%=D+ (209-200)
86%-83%=B
(259-250)
66%-63%=D (199-190)
82%-80%=B- (249-240)
62%-60%=D- (189-180)
79%-77%=C+ (239-230)
Less than 60%=F
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Grading is based on a 300-point total score. To check your grade over the course of
the semester please visit the grade center in Blackboard.
Points commensurate with the following grades on assigned papers reflect the following
criteria:
A=exceeds expectations in both quality and quantity
B=exceeds expectations in some areas
C= meets minimum expectations
D=fails to meet minimum expectations
F=drastically fails to meet minimum
Written Assignment Requirements: It is expected that students will turn in written work
that has been proofread for correct grammar, syntax and sentence structure. In
addition all references and quotations will be correctly cited. It is the position of the
CFD department to deduct 10% of the points possible for a given assignment if these
requirements are not observed.
Course Schedule:
Week –1
08/26/14
Week-3
09 /09
Orientation/Introduction
Overview of Behavior Support and
Classroom Organization
Meet in Love Library Rm. 76
Ms . Linda Muroi
What is Challenging Behavior?
A Proactive Approach to Behavior
Management
Risk and Protective Factors
Supporting Systems Change
Week -4
09/16
Behavior and the Brain & Relationships
Classroom Assessment Scoring System
Week-5
09/23
Culture – Guest Dr. Tanis Starck
Opening the Culture Door
Team Leadership
In the Circle Introduction
Read: CBYC CH 6, IPBS CH 3
In the Circle pp. 7-27
Quiz # 3
Review of Lit Presentations
Week -6
09/30
Preventing Challenging Behavior: The Social
Context & The Inclusive Classroom
In the Circle
Read: CBYC CH 7 & 11
Hourglass Model pp 20-24
Review of Lit Presentations
Week 2
09/02
Review syllabus prior to class
Read: CBYC Intro and CH 1 &
IPBS CH 1
Read: CBYC CH 2 & 3
IPBS Chapter 2
Quiz # 1
Read: CBYC CH 4 & 5
Quiz # 2
Review of Lit Presentations
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Week-7
10/07
Preventing Challenging Behavior: Physical
Space, Routines, Transitions, Teaching
Strategies
Teaching Behavioral Expectations
Read: CBYC CH 8
IPBS CH 4 Quiz # 4
Inclusive Classroom Program
Review Due
Week- 8
10/14
Guidance & Support Appropriate Behavior
Read: CBYC CH 9
IPBS CH 5
Quiz # 5
In the Circle Theme #7
pp. 154-174
Read: CBYC CH 10
Quiz #6
Behavioral Chart and Mapping
Read: IPBS CH 6
Quiz # 7
Controlling My Temper
Week-9
10/21
CSEFEL
In the Circle
Week-10
10/28
Corrective Consequences
Please bring children’s books to class
Bibliotherapy : Terry Kraszewski
Week-11
11/04
Poverty
Week-12
11/11
NO CLASS – VETERNS DAY
CAMPUS HOLIDAY
Week-13
11/18
Functional Assessment and Positive
Behavioral Support
Data Based Decision Making
Read CBYC CH 10 &
IPBS CH 7
Quiz # 8
Week-14
11/25
Working with Families and Other Experts
Data Based Decision Making
Read: CBYC CH 12
Quiz # 9
Week-15
12/02
Bullying & Building Foundations for Small
Group and Individual Supports
Read: CBYC CH 13
IPBS CH 8 Quiz # 10
Tertiary Behavior Support
Plan Due
Week-16
12/09
Current issues in Positive Behavior Support
Week 17
12/16
FINAL EXAM
Primary and Secondary Support
Plan Due
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Additional Support for your Learning: Students wishing assistance with assignments may
use the Mentor Center located in the Department of Child and Family Development Room 409 in the Education Business Administration Building.
The SDSU Writing Center is also available to assist students with writing and I may suggest
or require that you visit the Writing Center for assistance with your writing. You can make
an appointment at the Writing Center at http://writingcenter.sdsu.edu/.
DISABILITY ACCOMMODATIONS FOR STUDENTS:
If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact Student
Disability Services at (619) 594-6473. To avoid any delay in the receipt of
your accommodations, you should contact Student Disability Services as
soon as possible. Please note that accommodations are not retroactive,
and that accommodations based upon disability cannot be provided until
you have presented your instructor with an accommodation letter from
Student Disability Services. Your cooperation is appreciated.
COURSE POLICIES
PROFESSIONAL BEHAVIOR
It is expected that students exhibit professional behavior inside the classroom, during
fieldwork experiences, and working with other students outside of the class on
assignments related to this class. With regard to fieldwork experiences, students are
expected to demonstrate behavior as specified in the NAEYC Code of Ethical Conduct
at all times. This will be discussed in detail in class. Any violation of professional and
ethical conduct will result in removal of the student from the remainder of the course
and referral to the appropriate offices.
ATTENDANCE AND PARTICIPATION
The emergent and personalized nature of this professional preparation course makes
attendance and participation crucial. Thus, full preparation and participation in each
class is expected to insure understanding of each topic presented.
LATE AND MISSING ASSIGNMENTS
Assignments are due on the date and time specified in the syllabus. Late assignment
policy: 5 points will be deducted for each day (weekends included) the assignment is
late. Make-up Exams will not be allowed except for serious and verifiable reasons. These
make up exams will be essay exams and scheduled during the last week of classes.
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ACADEMIC INTEGRITY/PLAGIARISM
The highest standards of academic integrity are expected of all students. The failure of
any student to meet these standards may result in suspension or expulsion from the
university and/or other sanctions as specified in the academic integrity policies of the
individual academic unit. Violations of academic integrity include, but are not limited
to, cheating, fabrication, tampering, plagiarism, or facilitating such activities. For this
course, a violation of academic integrity will result in a course grade of F. In addition, a
professional attribute referral will be submitted to the appropriate department chair for
further review and possible sanctions beyond the failing course grade.
RELIGIOUS ACCOMMODATIONS FOR STUDENTS
Students who need to be absent from class due to the observance of a religious
holiday or participate in required religious functions must notify the faculty member in
writing as far in advance of the holiday/obligation as possible. Students will need to
identify the specific holiday or obligatory function to the faculty member. Students will
not be penalized for missing class due to religious obligations/holiday observance. The
student should contact the class instructor to make arrangements for making up
tests/assignments within a reasonable time.
MILITARY PERSONNEL STATEMENT
A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces
branch and is unable to complete classes because of military activation may request
complete or partial administrative unrestricted withdrawals or incompletes depending
on the timing of the activation.
HARASSMENT PROHIBITED
SDSU policy prohibits harassment on the basis of race, sex, gender identity, age, religion,
national origin, disability, sexual orientation, Vietnam era veteran status and other
protected veteran status. Violations of this policy may result in disciplinary action,
including termination of employees or expulsion of students. Contact the Office of
Employee Relations and Compliance:
(http://www.oerc.sdsu.edu/discrimharasstoc.html) if you feel another student or an
SDSU employee is harassing you based on any of the factors above.
GRADE APPEALS
The professional responsibility for assigning grades is vested in the instructor of the
course, and requires the careful application of professional judgment. A student wishing
to appeal a grade must first meet with the instructor who assigned the grade to try to
resolve the dispute. If the dispute cannot be resolved directly with the course instructor,
contact the Office of the Ombudsman at SDSU Student Affairs at:
http://www.sa.sdsu.edu/ombuds/index.html.
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