||SPD626 - Effective Clsrm & Beh Mgmt
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Course content focuses on effective classroom and behavior management emphasizing practical working understanding of the principles of classroom behavior management, positive behavioral supports, functional behavior analysis, and positive behavior intervention plans. Basic principles of behavior management and reinforcement are delineated. Emphasis is placed on effective classroom management and functionally-derived positive behavioral strategies for use in educational settings.
|Course Learning Outcomes:
- Integrate and apply understanding of and use evidence based, multifaceted methodologies and/or strategies in order in order to demonstrate proficiency in teaching and engaging students with disabilities who are English Language Learners and/or ASL/English Language Learners.
- Integrate and apply knowledge and ability to implement systems that assess, plan and provide academic and social skill instruction to support positive behavior in all students including students with social-communication, behavioral and environmental needs.
- Integrate and apply awareness of laws and regulations pertaining to the promoting of positive behavior and self-regulation as well as to promoting safe schools.
- Integrate and apply knowledge about creating healthy learning environments, and how the effects of (a) family, (b) school, (c) community, and (d) environmental factors relate to students' academic, physical, emotional and social well-being, and learning.
- Integrate and apply knowledge about the legal responsibilities of teachers related to student health and safety.
|Specified Program Learning Outcomes:
- Apply skill in the assessment of students with disabilities, including students with Moderate/Severe disabilities.
- Apply the knowledge and skills needed to participate effectively in a school wide behavior support process and to provide behavioral, social, and environmental supports as well as create healthy learning environments for the safety and learning of students with mild/moderate disabilities and diverse learners.
- Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities (EDSP 12 & 14; M/S 4).
- Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities.
- Apply the skills needed to transition students between educational environments and programs as well as into successful post school experiences.
- Apply the use of a variety of standardized and non-standardized assessment techniques and communicate results to all stakeholders in order to make appropriate educational decisions for students with mild/moderate disabilities and diverse learners.
- Demonstrate competence in positive behavioral support.
- Demonstrate the knowledge, skills and dispositions to actively and creatively engage and support all students in learning.
- Engage in multiple field experiences in a broad range of service delivery options for students with disabilities.
- Engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
- Identify, evaluate and reflect on a broad range of service delivery options for students with mild/moderate disabilities and diverse learners through participation in multiple field experiences.
- implement appropriate classroom management with cultural sensitivity so that behavior challenges diminish and more positive attitudes toward school are developed.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures