Behavior Management Strategies: Supporting Children, Families and Teachers in an Evolving Early Childhood Landscape, Cunningham, Spring 2021
||EDU 5515 C04 (graduate) or EDU 4710 CFS1 (undergraduate)
||Online using Zoom and Google Classroom
|Dates and Times:
||February 4 – April 15, 2021. Zoom sessions on: February 4, 11, 18 (no class February 25). March 4, 11, 18, 25, April 1, 8, 15. Zoom session times: 7:00-8:30 PM.
||3 Graduate Credits
NOTE: Course payment of $975 by check or purchase order, payable to Castleton University, is due at the time of registration. A purchase order number can be entered into the online registration form and the purchase order can be uploaded to the registration form. If paying by check, please mail the check to: Financial & Registration Services, Castleton University, 62 Alumni Drive, Castleton, VT 05735. To help us ensure that your payment is applied to the correct course, PLEASE WRITE “CFS” IN THE CHECK MEMO LINE. Thank you.
This course will provide Early Childhood Educators and Early Childhood Special Educators with the skills necessary to address the behavioral needs of young children in the evolving early childhood landscape. By exploring our beliefs about behavior, the impact of the current conditions in our communities, the function and communicative intent of behavior and practicing data collection procedures, educators will be able to implement positive behavior support strategies in their classrooms that demonstrate an awareness of culturally and age appropriate behavioral expectations. Emphasis will be on collaboration with students, families, and staff to determine proactive strategies for supporting positive behavior at home and in the classroom. Specific attention will be placed on the following Recommended Practices of the Division for Early Childhood as related to assessment, environment, family, instruction, and interaction.
This course is appropriate for grades PK - 3. While much of the print and media content focuses on the earlier grades (preK - K), the practices are applicable for students through grade 3. The instructor will touch base with you prior to the start of the course to discuss your grade level(s) placement and how to maximize the content presented for your particular grade level(s).
A1. Practitioners work with the family to identify family preferences for assessment processes.
A2. Practitioners work as a team with the family and other professionals to gather assessment information.
A3. Practitioners use assessment materials and strategies that are appropriate for the child’s age and level of development and accommodate the child’s sensory, physical, communication, cultural, linguistic, social, and emotional characteristics. A4. Practitioners conduct assessments that include all areas of development and behavior to learn about the child’s strengths, needs, preferences, and interests.
E1. Practitioners provide services and supports in natural and inclusive environments during daily routines and activities to promote the child’s access to and participation in learning experiences
F6. Practitioners engage the family in opportunities that support and strengthen parenting knowledge and skills and parenting competence and confidence in ways that are flexible, individualized, and tailored to the family’s preferences.
INS9. Practitioners use functional assessment and related prevention, promotion, and intervention strategies across environments to prevent and address challenging behavior.
INT1. Practitioners promote the child’s social-emotional development by observing, interpreting, and responding contingently to the range of the child’s emotional expressions.
INT2. Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, or other types of guided support.
INT3. Practitioners promote the child’s communication development by observing, interpreting, responding contingently, and providing natural consequences for the child's verbal and non-verbal communication and by using language to label and expand on the child’s requests, needs, preferences, or interests.
The emphasis of this course seeks to provide students who are individually (particularly behaviorally) diverse with access to the same environments as their peers by encouraging collaboration among all stakeholders in Early Childhood Education. By utilizing evidenced based and research informed practices pertaining to behavior, early childhood educators will develop the skills necessary to implement proactive approaches that encourage social emotional growth.
- Upon completion of this course, participants will be able to collaborate with families, staff, students, and community to improve student behavior by:
- Measuring student behavior through various data collection procedures.
- Understanding the function of behavior
- Understanding how current community conditions and trauma impact behavior
- Operationally defining behavior
- Developing age and culturally appropriate behavioral expectations and rules
- Addressing behaviors through communicative intent
- Encouraging appropriate behavior
- Creating Behavior Support Plans
- Developing ECSE objectives to address challenging behaviors for students with moderate to severe disabilities
Cost of required text is NOT included in the course tuition.
Dunlap, G., Wilson, K., Strain, P., & Lee, J. K. (2013). Prevent-Teach-Reinforce for Young Children: The Early Childhood Model of Individualized Positive Behavior Support. Baltimore, MD: Paul H.
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