POSITIVE BEHAVIOR AND SOCIAL SUPPORTS: SPED 125
INTRODUCTION TO COURSE AND INSTRUCTOR
If the course is online, hybrid, or blended, clearly specify as such.
Semester FALL 2022 Special Education/LEBSE
California State University, Fresno
SPED 120: Positive Behavior and
Social Supports
Instructor Name
Units 3 Office Location
Time: TBD E-Mail
Location: TBD Telephone
Website: Canvas Office Hours
The following sections regarding COVID are subject to change given changing circumstances
on-campus and in the community.
Please check the COVID website for the most up-to-date information at:
www.fresnostate.edu/coronavirus
Vaccination: In order to create a safe environment on campus, all students must be vaccinated against the SARS-CoV-02 virus, or obtain an exemption, in order to attend classes on campus or access any services on campus. Documentation of the first dose of the vaccination must be uploaded to the student portal by Aug 20, and documentation of the final dose by Sept 30. Students may request an exemption to the vaccine requirement by going to their student portal to complete the COVID self-certification. Students with vaccination exemptions are subject to weekly COVID testing. You are not allowed to come to campus if any of the following is true:
- You have not been vaccinated, and have not been granted an exemption, or
- You have been granted an exemption, but have not completed your required weekly testing.
Health Screening: Students who come to campus and/or are participating in off-campus in-person experiential learning will be required to complete a daily health screening before coming to campus or learning site. You are not allowed to come to campus if any of the following is true:
- If you are experiencing COVID-19 symptoms (vaccinated or not).
- If you have tested positive within the past 10 days.
If you have a suspected or confirmed case of COVID-19, please complete the campus online reporting form. A campus official will reply to provide guidance and information.
Safety Measures: Face coverings are required to be worn indoors on-campus and during in-person classes (vaccinated or not), and/or in accordance with learning site requirements if participating in off-campus experiential learning, to reduce the risk of community spread of COVID-19. The Student Health and Counseling Center has complimentary masks available for students who need them. The mask requirement may be modified if/when transmission rates in Fresno Country drop below the threshold identified by the CDC.
Please remember that the same student conduct rules for in-person classroom instruction also apply for virtual/online classrooms. Students are prohibited from any unauthorized recording, dissemination, or publication of any academic presentation, including any online classroom instruction, for any commercial purpose. In addition, students may not record or use virtual/online instruction in any manner that would violate copyright laws. Students are to use all online/virtual instruction exclusively for the educational purpose of the online class in which the instruction is being provided. Students may not record any online recordings or post any online recordings on any other format (e.g., electronic, video, social media, audio recording, web page, internet, hard paper copy, etc.) for any purpose without the explicit written permission of the faculty member providing the instruction. Exceptions for disability-related accommodations will be addressed by Student Disability Services working in conjunction with the student and faculty member.
Catalog Description: Addresses effective behavior and social supports, emphasizing philosophical approach, prevention, intervention, and corrective strategies for teaching new behaviors. Completion of implementation with special education students required.
Course Description: This course, Positive Behavioral and Social Supports, is designed for students to become knowledgeable of principles of behavior and best practices of effective classroom management and individualized behavioral intervention strategies. Emphasis will be placed on understanding the communicative function of challenging behaviors and how to best use this information to design effective preventative and management interventions for use in the classroom. Relevant federal and state legislation and ethical considerations will be discussed. Course skills will be applied in field experience activities.
Prerequisites for the Course: Prerequisites: EHD 50, CI 100 and SPED 120.
REQUIRED COURSE MATERIALS
Course materials are all available in Canvas. This is an Open Educational Resources course.
Student Learning Outcomes:
After completing this assessment course, Candidates should: (1) understand and apply
the principle of non-discriminatory testing in identifying and assessing students’
needs, (2) administer a variety of formal and informal assessment measures (e.g.,
developmental, academic, social, communication, behavioral, vocational and community
life skills, etc.), (3) communicate the results of an assortment of individualized
assessments and evaluation approaches, and (4) use assessment data to develop IEP
goals, objectives, adaptations and instructional plans.
COURSE SPECIFICS
Program Standards
Standard 1: Program Design and Curriculum
Standard 2: Preparing Candidates to Master the TPE’s
Candidate dispositions addressed: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity
Students will be introduced to the following Teacher Preparation Expectations as identified by the California Commission on Teacher Credentialing:
U1.5 Promote students’ critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection.
MM1.1 Demonstrate the ability to collaboratively develop and implement Individualized Education Programs (IEP), including instructional goals that ensure access to the California Common Core State Standards and/or California Preschool Learning Foundations, as appropriate, that lead to effective inclusion of students with disabilities in the general education core curriculum.
MM 1.4 MM1.4 Monitor student progress toward learning goals as identified in the academic content standards and the IEP/Individual Transition plan (ITP). (U1.4)
MM 1.5 Demonstrate the ability to develop IEPs/ITPs with students and their families, including goals for independent living, post-secondary education, and careers, with appropriate connections between the school curriculum and life beyond high school. (U1.3)
MM 1.7 1.7 Use strategies to support positive psychosocial development and self-determined behavior of students with disabilities. (U1.1)
U2.1 Promote students’ social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.
U2.3 Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.
U2.4 Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.
MM2.5 Demonstrate knowledge of the communicative intent of students’ behavior as well as the ability to help students develop positive communication skills and systems to replace negative behavior.
MM2.7 Understand and access in a collaborative manner with other agency professionals the variety of interventions, related services and additional supports, including site-based and community resources and agencies, to provide integrated support for students with behavior, social, emotional, trauma, and/or mental health needs.
MM2.10 Implement systems to assess, plan, and provide academic and social skills instruction to support positive behavior in all students, including students who present complex social communication, behavioral and emotional needs.
U4.4 Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include: • appropriate use of instructional technology, including assistive technology; • applying principles of UDL and MTSS; • use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners; • appropriate modifications for students with disabilities in the general education classroom; • opportunities for students to support each other in learning; and • use of community resources and services as applicable.
MM4.2 Demonstrate the ability to use evidenced-based high leverage practices with a range of student needs, and determine a variety of pedagogical approaches to instruction, including scope and sequences, and unit and lesson plans, in order to provide students with disabilities equitable access to the content and experiences aligned with the state-adopted core curriculum. (U4.3)
MM4.3 Demonstrate the ability to identify and use behaviorally based teaching strategies with the understanding that behaviors are communicative and serve a function.
MM6.1 Demonstrate the ability to coordinate and collaborate effectively with paraprofessionals and other adults in the classroom. (U6.4)
MM6.2 Identify and understand conflict resolution techniques that use communication, collaboration, and mediation approaches to address conflicts and disagreements that may arise during the facilitation of an IEP meeting or collaboration with other professionals.
MM6.4 Demonstrate knowledge of federal, state, and local policies related to specialized health care in educational settings.
MM6.6 Possess the knowledge that the diminishment or loss of previous abilities (learning, social, physical) may have significant, long-term effects on the self-concept and emotional well-being of the student who acquires a traumatic brain injury as well as on their family members, requiring the provision of appropriate supports and services to address these issues.
EX1.4 Use strategies to support positive psychosocial development and self-determined behavior of students with extensive support needs. (U1.1)
EX2.8 Demonstrate knowledge of the communicative intent of students’ behavior as well as the ability to help students develop positive communication skills and systems to replace negative behavior. (U2.1/ 2.6)
EX2.9 Demonstrate the ability to identify if a student’s behavior is a manifestation of his or her disability and to develop positive behavior intervention plans inclusive of the types of interventions and multi-tiered systems of supports that may be needed to address these behavior issues. (U2.6)
EX3.4 Demonstrate knowledge of disabilities and their effects on learning, skills development, social-emotional development, mental health, and behavior, and of how to access and use related services and additional supports to organize and support effective instruction. (U3.2)
EX4.1 Identify and utilize behaviorally based teaching strategies in the design and implementation of instruction to effectively serve students with extensive support needs with the understanding that behaviors are communicative and serve a function.
EX6.2 Demonstrate the ability to coordinate and collaborate effectively with paraprofessionals and other adults in the classroom. (U6.4)
EX6.3 Identify and understand conflict resolution techniques that use communication, collaboration, and mediation approaches to address conflicts and disagreements that may arise during the facilitation of an IEP meeting or collaboration with other professionals.
EX6.5 Demonstrate knowledge of federal, state, and local policies related to specialized health care in educational settings.
EX6.7 Possess the knowledge that the diminishment or loss of previous abilities (learning, social, physical) may have significant, long-term effects on the self-concept and emotional well-being of the student who acquires a traumatic brain injury as well as on their family members, requiring the provision of appropriate supports and services to address these issues.
Course requirements/assignments: In this section, list all required work that makes up the total grade for the course, such as quizzes, exams, homework, paper, service hours, project and presentation, etc. Be sure to specify if attendance and/or participation is required and how it impacts student grades.
Grading policy: Grades are calculated by percentage (the total points received divided
by the total points possible).
Percentages: 100-90% = A; 89-80% = B; 79-70% = C; 69-60% = D; 59%-0 = F
Assignments
| TPE’s | Assignment |
|---|---|
| U1.5, U2.1, U2.3, U2.4, MM2.10, U4.4, MM4.2, MM4.3, MM6.1, MM6.2, MM6.4, EX1.4, EX2.8,
EX3.4, EX6.2, EX6.3, EX6.5, EX6.7 |
Classroom Management Plan: Each candidate will design a classroom management plan for his or her classroom and specific student population. Plan includes the development of rules and expectations; relationship building with students, colleagues and family members; strategies for increasing student engagement and for providing quality instruction; appropriate responses to minor misbehavior; interventions for students with challenging behaviors; and finally, a crisis management plan to respond to behavioral and medical emergencies. Candidate Dispositions Addressed: Reflection, Critical Thinking. |
| MM 1.5, MM 1.7, MM2.5, MM4.3, MM6.6, EX2.8, EX2.9, EX4.1, EX6.7 | Completion of a Functional Behavior Assessment Modules: Completion of Functional Behavioral Assessment (FBA) Modules (80 points, Individual): Teacher candidates will complete activities designed to provide content and practice in conducting an FBA and writing a Behavior Intervention Plan (BIP). Module activities are completed by the date listed on the syllabus. In-depth requirements for each part of this assignment will be discussed in class and posted on Canvas/Google drive. Some activities will be completed prior to class or online and some will be completed in class. Candidate Dispositions: Reflection, Critical Thinking, Valuing Diversity, Professional Ethics, Lifelong Learning |
| U1.5, MM1.1, MM 1.4, MM 1.5, MM 1.7, U2.1, U2.3, U2.4, MM2.5, MM2.7, MM2.10, U4.4, MM4.2, MM4.3, MM6.1, MM6.2, MM6.6, EX1.4, EX2.8, EX2.9, EX3.4, EX4.1, EX6.2, EX6.3, EX6.5, EX6.7 | Functional Behavioral Assessment and Behavior Intervention Plan (Individual): Candidates will be guided through training units, IRIS Modules, in class lectures and activities to complete an FBA and BIP for one student identified as having challenging behaviors. In-depth requirements for each part of this assignment will be discussed in class and posted on Canvas/Google drive. Steps to complete an FBA and BIP are listed below. Candidate Dispositions Addressed : Reflection, Professional Ethics, Collaboration, Lifelong Learning |
Part 1: Conduct FBA
Step 1: Define the Target Behavior in Observable and Measurable Terms
Step 2: Complete Indirect Assessments (Teacher and Student Interviews)
Step 3: Complete Direct Assessments (A-B-C Analysis)
Step 4: Complete Summary of Behavior and Hypothesis Statement
Step 5: Complete Competing Pathways Summary
Part 2: Write Behavior Intervention Plan
Step 6: Identify and Write Replacement Behavior Goal
Step 7: Identify Teaching Strategies Related to Replacement Goal
Step 8: Identify Reinforcement Procedures and Reactive Strategies
Step 9: Describe Communication Tasks
Part 3: Implementation of Intervention
Step 10: Collect Baseline Data for FERB
Step 11: Implement Intervention
Step 12: Graph Baseline and Intervention Data
Step 13: Summarize Results, Make Recommendations
Step 14: In-Class Group Reflection of the process. Mandatory attendance required.
COURSE POLICIES & SAFETY ISSUES
Clearly state your own class policies, concerns or prohibitions, if any (e.g., talking in class, cell phones, chewing gum, tobacco, wearing baseball caps, reading newspapers in class or other distracting behavior, tape-recording the lecture, bringing visitors, children or guests, etc.). Are students always expected to work independently, or is collaboration sometimes encouraged? Clearly state when students may or may not work together.
Please review University policies to ensure coherence with any classroom policies:
http://www.fresnostate.edu/academics/facultyaffairs/policies/apm/index.html
and, in particular, the University Policy on Course Syllabi and Grading (APM 241)
You may wish to remind students “If you are absent from class, it is your responsibility to check on announcements made while you were away.” If you intend to grade on participation or tardiness, be explicit in explaining how you will do so.
You should make it clear if you allow the use of audio/video recording of course lectures and the general guidelines for usage of electronic devices (Note: federal and state laws on student disability supersede your class policy on access to lecture/material).
You may want to include a statement describing appropriate behavior in your classroom, especially if your course includes student discussion of sensitive issues. The University Policy on Disruptive Classroom Behavior (APM 419) is well worth reading and can be found in the Class Schedule and the Academic Policy Manual. In addition to defining disruptive behavior and detailing formal procedures for dealing with it, the policy contains a useful description of the learning environment.
Late work and make-up work policy. Give your make-up work policy due to student absence. Finally, include your late work policy if that is separate from the make-up work policy, and make clear the requirements for attendance at the final examination and the impact on the student’s grade.
Address safety issues if relevant. (labs, hazardous materials, shops, field work, etc.).
Plagiarism Detection: The campus subscribes to Turnitin, a plagiarism prevention service,
through Canvas. You will need to submit written assignments to Turnitin. Student work
will be used for plagiarism detection and for no other purpose. The student may indicate
in writing to the instructor that he/she refuses to participate in the plagiarism
detection process, in which case the instructor can use other electronic means to
verify the originality of their work. Turnitin Originality Reports WILL/WILL NOT*
be available for your viewing.
*FACULTY: Please choose for your course WILL or WILL NOT be available for your viewing.
If there are questions or concerns that you have about this course that you and I
are not able to resolve, please feel free to contact the Chair of the department to
discuss the matter
Chair's name: Dr. Imelda Basurto
Department name: LEBSE
Chair's email: ibasruto@mail.fresnostate.edu
Department phone number(559) 278-0000
UNIVERSITY POLICIES
Students with Disabilities: Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact Services to Students with Disabilities in the Henry Madden Library, Room 1202 (278-2811).
The following University policies can be found at:
- Adding and Dropping Classes
- Cheating and Plagiarism
- Computers
- Copyright Policy
- Disruptive Classroom Behavior
- Honor Code
UNIVERSITY SERVICES
The following University services can be found at:
- Associated Students, Inc.
- Dream Success Center
- Learning Center Information
- Student Health and Counseling Center
- Writing Center
SUBJECT TO CHANGE STATEMENT
THIS SYLLABUS AND SCHEDULE ARE SUBJECT TO CHANGE IN THE EVENT OF EXTENUATING CIRCUMSTANCES.
COURSE CALENDAR
The calendar should include projected dates, topics covered, deadlines, and/or periods
of time for readings, field trips, projects, exam dates (including the date and time
of the final exam) and assignment due dates. The following statement is suggested
to footnote the calendar: “The course schedule is subject to change in the event of
extenuating circumstances.”
If you plan to give your exam online or not to meet in class on the final exam day,
please explicitly inform students in your syllabus. You also need to address a memo
to that effect to your department chair and dean.
TENTATIVE COURSE SCHEDULE (may be given as a separate document)
Following are schedules showing class meeting dates for Fall 2021 for Monday-Wednesday courses, Monday-Wednesday-Friday courses, and Tuesday-Thursday courses.
Tentative Course Schedule
Fall 2021
(Monday, Wednesday, Friday Courses)
| Date | Topic | Reading Assignment |
|---|---|---|
| 1 | Mon., Aug 23 | |
| 2 | Wed., Aug 25 | |
| 3 | Fri., Aug 27 | |
| 4 | Mon., Aug 30 | |
| 5 | Wed., Sept 1 | |
| 6 | Fri., Sept 3 | |
| Mon., Sept 6 | HOLIDAY – Labor Day | |
| 7 | Wed., Sept 8 | |
| 8 | Fri., Sept 10 | |
| 9 | Mon., Sept 13 | |
| 10 | Wed., Sept 15 | |
| 11 | Fri., Sept 17 | |
| 12 | Mon., Sept 20 | |
| 13 | Wed., Sept 22 | |
| 14 | Fri., Sept 24 | |
| 15 | Mon., Sept 27 | |
| 16 | Wed., Sept 29 | |
| 17 | Fri., Oct 1 | |
| 18 | Mon., Oct 4 | |
| 19 | Wed., Oct 6 | |
| 20 | Fri., Oct 8 | |
| 21 | Mon., Oct 11 | |
| 22 | Wed., Oct 13 | |
| 23 | Fri., Oct 15 | |
| 24 | Mon., Oct 18 | |
| 25 | Wed., Oct 20 | |
| 26 | Fri., Oct 22 | |
| 27 | Mon., Oct 25 | |
| 28 | Wed., Oct 27 | |
| 29 | Fri., Oct 29 | |
| 30 | Mon., Nov 1 | |
| 31 | Wed., Nov 3 | |
| 32 | Fri., Nov 5 | |
| 33 | Mon., Nov 8 | |
| 34 | Wed., Nov 10 | |
| 35 | Fri., Nov 12 | |
| 36 | Mon., Nov 15 | |
| 37 | Wed., Nov 17 | |
| 38 | Fri., Nov 19 | |
| 39 | Mon., Nov 22 | |
| Wed., Nov 24 | Thanksgiving Break | |
| Fri., Nov 26 | Thanksgiving Break | |
| 40 | Mon., Nov 29 | |
| 41 | Wed., Dec 1 | |
| 42 | Fri., Dec 3 | |
| 43 | Mon., Dec 6 | |
| 44 | Wed., Dec 8 | Last Day of Instruction |
Finals week Days Dates
Final Exam Preparation & Faculty Consultation Days: Thursday and Friday Dec 9 – 10
Final Semester Examinations Monday – Thursday Dec 13 – 16
Final Exam in this course
Tentative Course Schedule
Fall 2021
(Tuesday, Thursday Courses)
| Date | Topic | Reading Assignment |
|---|---|---|
| 1 | Tues., Aug 24 | |
| 2 | Thurs., Aug 26 | |
| 3 | Tues., Aug 31 | |
| 4 | Thurs., Sept 2 | |
| 5 | Tues., Sept 7 | |
| 6 | Thurs., Sept 9 | |
| 7 | Tues., Sept 14 | |
| 8 | Thurs., Sept 16 | |
| 9 | Tues., Sept 21 | |
| 10 | Thurs., Sept 23 | |
| 11 | Tues., Sept 28 | |
| 12 | Thurs., Sept 30 | |
| 13 | Tues., Oct 5 | |
| 14 | Thurs., Oct 7 | |
| 15 | Tues., Oct 12 | |
| 16 | Thurs., Oct 14 | |
| 17 | Tues., Oct 19 | |
| 18 | Thurs., Oct 21 | |
| 19 | Tues., Oct 26 | |
| 20 | Thurs., Oct 28 | |
| 21 | Tues., Nov 2 | |
| 22 | Thurs., Nov 4 | |
| 23 | Tues., Nov 9 | |
| Thurs., Nov 11 | Holiday – Veterans Day | |
| 24 | Tues., Nov 16 | |
| 25 | Thurs., Nov 18 | |
| 26 | Tues., Nov 23 | |
| Thurs., Nov 25 | Thanksgiving Break | |
| 27 | Tues., Nov 30 | |
| 28 | Thurs., Dec 2 | |
| 29 | Tues., Dec 7 | Last Day of Instruction |
Finals week Days Dates
Final Exam Preparation & Faculty Consultation Days: Thursday and Friday Dec 9 – 10
Final Semester Examinations Monday – Thursday Dec 13 – 16
Final Exam in this course
Tentative Course Schedule
Fall 2021
(Monday, Wednesday Courses)
| Date | Topic | Reading Assignment |
|---|---|---|
| 1 | Mon., Aug 23 | |
| 2 | Wed., Aug 25 | |
| 3 | Mon., Aug 30 | |
| 4 | Wed., Sept 1 | |
| Mon., Sept 6 | HOLIDAY – Labor Day | |
| 5 | Wed., Sept 8 | |
| 6 | Mon., Sept 13 | |
| 7 | Wed., Sept 15 | |
| 8 | Mon., Sept 20 | |
| 9 | Wed., Sept 22 | |
| 10 | Mon., Sept 27 | |
| 11 | Wed., Sept 29 | |
| 12 | Mon., Oct 4 | |
| 13 | Wed., Oct 6 | |
| 14 | Mon., Oct 11 | |
| 15 | Wed., Oct 13 | |
| 16 | Mon., Oct 18 | |
| 17 | Wed., Oct 20 | |
| 18 | Mon., Oct 25 | |
| 19 | Wed., Oct 27 | |
| 20 | Mon., Nov 1 | |
| 21 | Wed., Nov 3 | |
| 22 | Mon., Nov 8 | |
| 23 | Wed., Nov 10 | |
| 24 | Mon., Nov 15 | |
| 25 | Wed., Nov 17 | |
| 26 | Mon., Nov 22 | |
| Wed., Nov 24 | Thanksgiving Break | |
| 27 | Mon., Nov 29 | |
| 28 | Wed., Dec 1 | |
| 29 | Mon., Dec 6 | |
| 30 | Wed., Dec 8 | Last Day of Instruction |
Finals week Days Dates
Final Exam Preparation & Faculty Consultation Days: Thursday and Friday Dec 9 – 10
Final Semester Examinations Monday – Thursday Dec 13 – 16
Final Exam in this course
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