Each candidate demonstrates the ability to foster appropriate student behavior patterns, social interaction skills, and self-advocacy skills, as well as the ability to discriminate between behavior that is typical for various ages/stages and that behavior which might be attributable to limited language and ineffective communication skills.
Candidates learn about self advocacy at all stages of development and disabilities in CDDS 114. Candidates receive instruction in facilitating appropriate behavior in students during early childhood years and during all years of schooling. In CDDS 201 Interviewing and Counseling, candidates learn strategies to help parents address challenging behaviors and promote social development, along with intervention and advocacy strategies for addressing common sources of conflict between home, school, and agencies. The Interview assignment, Stimulus/Response/Consequence (SRC) chart assignment, and discussions of classroom discourse and behavior management in CDDS 264 Seminar: School Subjects provide experiences for candidates in managing student behavior and developing social interaction skills. For the CDDS 263 Seminar: Language course, candidates construct a reference resource for managing behaviors in the Creating an Optimal Linguistic Environment to Create a Positive Behavior Climate in Your Classroom assignment. Candidates are assessed in their ability to foster appropriate social behavior, social skills, and self advocacy skills in their final student teaching placements.