SAMPLE SYLLABUS

Classroom Management

ED C517 3HOURS

VIRTUAL OFFICE HOURS: Daily 9am-10am and 7:00pm-8:00pm at Dr. Kim Killu

This site is .

TEXT TOPICS ASSIGNMENTS READINGS TOP

 

TEXT

Alberto, P.A., & Troutman, A.C. (1982). Applied behavior analysis for teachers: Influencing student performance. Columbus, OH: Merill Publishing.

TEXT FOR ADDITIONAL INFORMATION

Walker, J.E., & Shea, T.M. (1988). Behavior management (4th ED.)Columbus, OH: Merrill Publishing.

Schloss, P.J., & Smith, M.A. (1994). Applied behavior analysis in the classroom. Needham, MA: Allyn Bacon.

Cooper, J.O.., Heward, W.L., & Heron. T.E. (1986). Applied behavior analysis. Columbus, OH: Merrill Publishing.

COURSE DESCRIPTION

Provides intervention and management techniques for teachers and teacher candidates using principles of applied behavior analysis. Includes examination of various theoretical foundations and their application in general and special education classrooms.

TOPICS

TEXT TOPICS ASSIGNMENTS READINGS TOP

OBJECTIVES

TEXT TOPICS ASSIGNMENTS READINGS TOP

1. demonstrate understanding of the lists of "terminology to know";

2. distinguish between positive and negative reinforcement;

3. recognize and provide original examples of positive and negative reinforcement;

4. define and distinguish among primary, secondary, and generalized conditioned reinforcers;

5. provide examples of primary, secondary, and generalized conditioned reinforcers;

6. apply skills to design a reinforcement system;

7. define punishment, punisher, overcorrection, response cost, timeout from reinforcement, extinction;

8. distinguish between punishment and reinforcement;

9. provide practical examples of various types of punishment;

10. define and provide applied examples of terminology to understand list;

11. distinguish among and provide applied examples of the various schedules of reinforcement;

12. describe components of shaping behaviors and demonstrate functional skill in shaping behaviors by responding to competency;

13. provide a general definition of generality of behavior change;

14. recognize and provide examples of the three types of generality of behavior change;

15. distinguish among definitions and examples of stimulus generality, response generality, and maintenance;

16. develop plans to promote generality behavior change;

17. list strategies and provide applied examples of strategies that can be used to promote generality of behavior change;

18. list the three characteristics that define a token economy;

19. describe the relationship between a token and a backup reinforcer;

20. provide examples of tokens, backup reinforcers, and exchange rates;

21. plan a token economy for a class;

22. define and provide accurate examples of self-management;

23. describe the advantages of self-management skills;

24. develop strategies for teaching and reinforcing self-management skills across the academic and social curriculum.

 

 ASSIGNMENTS
TEXT TOPICS ASSIGNMENTS READINGS TOP 
READING ASSIGNMENTS

Reading assignments, online lectures and web sites that correspond with each topic are required.. Students must read the chapter in the textbook and visit the web sites before participating in the online discussion.

   DISCUSSIONS

Participation in online discussions is required for each topic in the course. You may read and post messages in the discussions at anytime of the day. The discussions enable students to interact with each other and to discuss the readings, web sites, and issues related to the topic. Student participation in the discussion is graded, so for specific instructions for each course discussion, read the syllabus and grading criteria for the course in which you are enrolled. 

     TOPICAL ASSIGNMENTS

Guided notes, competencies, checkpoints, and/or other assignments are required for each topic. These assignments require students to respond on the basis of readings, web site visits, and information that has been discussed in the online discussions. For specific instruction read the syllabus and grading criteria for the course in which you are enrolled. 

      FINAL EXAM OR PROJECT

A final exam or final project that requires students to apply knowledge to practical situations is required for each course. For specific instruction read the syllabus and grading criteria for the course in which you are enrolled.

 

Additional Readings

Blankenship, C. (1986). Managing pupil behavior during instruction. Teaching Exceptional Children. 19(1), 46-48.

Carter, J.F. (1993). Self management. Education's ultimate goal. Teaching Exceptional Children. 25(3), 28-33.

Gast, D.L., & Nelson, C.M. (1977). Legal and ethical considerations for the use of time-out in special education settings. Journal of Special Education. 11, 457-467.

Lazarus, B.D. (1993). Self-management and achievement of behavior disordered students. Psychology in the Schools. 30(1), 67-74.

Lazarus, B.D. (1990). A home-school token economy. Preventing School Failure. 34,(4), 37-40.

Lovitt, T. C. (1977). In spite of my resistance....I've learned from children. Columbus, OH: Charles E. Merrill.

Maher, G. B. (1989). Punch out: A behavior management technique. Teaching Exceptional Children. 19(1), 74-76.

Raschke, D.(1986).Delicious incentives: A technique to motivate reluctant learners. Teaching Exceptional Children.. 22(2), 66-67.

Reagan, B.S. (1989). Octo: A motivational poster game. Teaching Exceptional Children. 22(1), 48-49.

Stokes, T. & Baer, D. An implicit technology of generalization. Journal of Applied Behavior Analysis. 10, 349-367.

 
TEXT TOPICS ASSIGNMENTS READINGS TOP

Web site developed and maintained by Belinda Lazarus

Author. This site cannot be duplicated, used for profit, or excerpted without the written permission of the author . The author wishes to thank Realm Graphic's, Graphics Station and Eric's Animated Gifs for the great graphics and the authors of all of the hyperlinks that are included on this page.