SE343:
Prerequisites
Meeting Times, Location, & Course Delivery Details
Contact Information
Textbook
Name: Positive Behavior Supports for the Classroom
Edition: 4th
ISBN: 9780135949016
Author: Scheuermann, B. K., & Billingsley, G.
Publisher: Pearson
By the end of this course, you will be able to:
Describe and define the components of school-wide positive behavior support and its relationship with risk and protective factors and multicultural issues.
Describe how to assess and create a positive learning environment in schools.
Describe how to build strong, positive relationships with children and youth.
Describe how to assess and address the social needs of individuals and groups of students.
Describe how to organize an effective classroom management system for all students, particularly those with exceptional learning needs (e.g., schedules, procedures, routines, signals, physical set-up of room, rules and consequences, monitoring, transitions, etc.)
Describe the elements of multi-level interventions (primary, secondary, and tertiary), including positive and reductive interventions.
Demonstrate a variety of effective behavior intervention strategies appropriate to the needs of individuals with exceptional learning needs.
Course Calendar: I am including a short version of the course calendar in the syllabus. Please go to the appropriate weekly module in Blackboard/Content each week to find the overview for the week (including an agenda for each class session and reminders of assignments), links to readings outside of your textbook, websites to explore, and assignments to complete. Please keep in mind the course calendar is a tentative schedule and is subject to change at the instructor’s discretion. Adequate notice of changes will be given.
| Week | Date | Topic | Assignments Due |
| 1 | 1/12 | Introduction to the course and Behavior Management & PBIS |
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| 1/14 |
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| 1/16 |
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| 2 | 1/19 | No Class – MLK Day |
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| 1/21 | Theoretical Models to Explain Challenging Behavior |
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| 1/23 |
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| 3 | 1/26 | Preventing Challenging Behavior Through PBIS |
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| 1/28 |
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| 1/30 |
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| 4 | 2/2 | Preventing Challenging Behavior Through Rules and Procedures |
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| 2/4 |
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| 2/6 |
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| 5 | 2/9 | Preventing Challenging Behavior Through Scheduling, Climate, & Organization |
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| 2/11 |
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| 2/13 |
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| 6 | 2/16 | Preventing Challenging Behavior Through Behavior Monitoring |
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| 2/18 |
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| 2/20 |
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| 7 | 2/23 | Preventing Challenging Behavior Through Behavior Monitoring |
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| 2/25 |
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| 2/27 |
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| 8 | 3/2 | Determining the Reasons for Challenging Behavior Through Functional Assessment |
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| 3/4 |
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| 3/6 |
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| 9 | 3/9 | No classes – Spring Break |
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| 3/11 |
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| 3/13 | |||
| 10 | 3/16 | Con’t with FBA |
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| 3/18 |
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| 3/20 |
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| 11 | 3/23 | Providing Support Through Social Skills Instruction |
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| 3/25 |
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| 3/27 |
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| 12 | 3/30 | Con't with Social Skills Instruction |
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| 4/1 |
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| 4/3 |
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| 13 | 4/6 | Preventing Challenging Behavior Through Reinforcement: Introduction to Reinforcement |
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| 4/8 |
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| 4/10 |
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| 14 | 4/13 | Trauma-Informed Behavior Management |
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| 4/15 |
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| 4/17 |
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| 15 | 4/20 | Preventing Challenging Behavior Through Specific Reinforcement Applications |
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| 4/22 |
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| 4/24 |
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| 16 | 4/27 | Managing Challenging Behaviors By Using Behavior Reductive Techniques |
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| 4/29 |
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| 5/1 | Wrap up |
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| 5/4 | Final Exam Meeting Time 8-10am |
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Learning Activities: You will be completing questions out of your textbook in the Learning Activities section a few times for points and a few times as just discussion questions. These are questions that I felt helped you see how to apply various concepts that we will be talking about. These will be worth 10 pts each time.
Application Activities: Sometimes we will be talking about concepts or skills that I want you to imagine using in your own classroom or school; we will do some activities where you get to choose how you would do things. Th ere will also be some activities where we will talk about them in class and you will go out on your own and practice them in your environment. You will earn varied points for those activities; some shorter activities will be worth 5 pts, other long activities might be worth 10-25 points.
IRIS Modules: You will be completing some activities from the IRIS Center which is an online learning resource for special education. Some of the activities we will do together and some will be done independently; some will be for 10 points each.
Case Study Class: This is your major project for the semester. You will develop your own class with guidance (we will go over this in class). You will complete several assignments over the course of the semester that relate to your case study class. You will use the students in this class to develop lessons, etc. that are designed especially to meet the needs of the students in your class. All of your case study class assignments should be kept together over the whole semester as they will be turned in together at the end of the semester to be graded. We will meet on the day our nal exam is scheduled to discuss what you did for the different assignments and how you addressed the needs of your students on those assignments. You may submit your project either in hard copy (in a binder) or electronically (Google doc is fine). The project is worth 165 points total.
Grading Scale: The score ranges and percentages in the following table represent the exact number of points for each grade level. There is no A+ option in the Wilmington College grading scale.
| Grade | Point Range |  Percent of Total Points Possible |
| A | 338-360 | 94-100 |
| A- | 324-337 | 90-93 |
| B+ | 313-323 | 87-89 |
| B | 302-312 | 84-86 |
| B- | 288-301 | 80-83 |
| C+ | 277-287 | 77-79 |
| C | 266-276 | 74-76 |
| C- | 252-265 | 70-73 |
| D+ | 241-251 | 67-69 |
| D | 230-240 | 64-66 |
| F | 0-229 | Below 63 |
PLEASE NOTE THAT EDUCATION MAJORS MUST PASS THIS CLASS WITH A C (NOT A C-) OR BETTER FOR THIS
Instructor Course Policies
Your participation and effort are necessary for you to learn from this class. You will be working on activities during class that will help you apply the knowledge you are learning. If you are not in class, you will not get that practice and you will be missing important content. Please see the current Student Handbook for the college’s Attendance policy especially as it pertains to excused absences. The College accepts these four categories of excused absences:
1) Activities in which the student serves as an official representative of the College (e.g. musical performances, athletic contests, field trips, etc.)
2) Personal illness, with documentation by the College nurse or a physician, if possible;
3) Family or personal emergencies
4) When severe weather makes travel to campus dangerous
PLEASE DO NOT COME TO CLASS IF YOU ARE ILL!
Zoom is not an option unless it is approved as an accommodation with appropriate documentation from the college's Compliance Office. If you cannot be in class in person you will need to get the notes from someone in class and come see me if you have questions about the material.
I will be tracking attendance using Blackboard. We will be doing some activities in class as part of going through the content for that day. If you are not in class, you will not be able to make those activities up and you will may lose the points for any missed activities done in class. If you miss more than 3 class days (either excused or unexcused) I will need to send your name to the Student Success office because you will have missed more than an entire week of classes. Extensive absences (more than 3 class days) may negatively impact your grade for the class.
It is important that you come to class prepared. This means you have completed the assigned readings and activities. Please check the Blackboard Content folders for what you will need to bring to class each week as well as what assignments you will need to complete prior to the next class session.
Academic Integrity: Integrity is one of the Wilmington College Core Values and honesty is our mutual responsibility. Academic dishonesty in any form will not be tolerated. Such dishonesty may result in failing the assignment, project, test, or course and additional disciplinary action.
See the current Student Handbook for the college’s Academic Integrity policies as they pertain to examinations, plagiarism, classroom behavior, and the process for handling academic misconduct charges.
Plagiarism: Wilmington has strong policies against plagiarism. Students who engage put their standing at the college in serious danger. The expectation for this course, and indeed this institution, is that when students prepare papers, they will review relevant resources and then, using their powers of analysis and integration, develop products that reveal their understanding and original thinking on the assignment (McKeachie, 2002, p. 173). The best way to be able to do this is to plan ahead. Students should give themselves plenty of time to develop an idea, gather sources to carry it out, develop an outline or graphic organizer for their paper, write at least one draft, and allow plenty of time for rewriting.
The instructor will be more than willing to work individually with any students who need help, or to connect them with free developmental writing services available at Wilmington. Please do not succumb to the temptation to copy something from a friend, the Web, or any other source. Be sure to give credit for ideas that are taken from other authors.
Violations of Academic Integrity, including plagiarism, will result in a referral to the Education Area's warning flag system. Please see the catlog for a description of this system.
WC Mission Statement
The purpose of Wilmington College is to educate, inspire, and prepare each student for a life of success and services.
To fulfill that purpose, Wilmington College provides a high quality undergraduate and graduate education shaped by the traditions of the liberal arts, career preparation, and the distinctive values of the Religious Society of Friends (Quakers). By offering academic programs, practical experience, and co-curricular activities in a variety of settings to students from diverse backgrounds, the College leads students to gain an awareness of the world, to acquire knowledge of career and vocation, and to seek truth and social justice.
In keeping with the rich heritage of the liberal arts, the College seeks to educate the whole person-intellectual, emotional, physical, and spiritual-in ways that foster critical thinking, reflection, the free exchange of ideas, open inquiry, tolerance, and a desire for lifelong learning. The liberal arts are integrated with career preparation to help students develop the knowledge and skills to succeed in a career or further education.
As an academic community, Wilmington College is rooted in historic Quaker values that include integrity, service, simplicity, equality, peace and social justice, and respect for all persons. These values motivate those who learn and work at Wilmington College to make positive contributions to their professions and their communities.
The Education Area mission is to prepare educators in the liberal arts tradition. Faculty members collaborate to develop professional educators who demonstrate a thorough knowledge of the subjects they will teach and of the teaching and learning process. Teacher education candidates in particular will gain the ability to teach diverse student populations and develop an understanding of the cultures and communities in which they practice. As educators they will be equipped to create positive learning environments that encourage active student engagement and self-motivation. Education Area graduates will become reflective practitioners who are able to collaborate with a variety of stakeholders in establishing learning communities.
Electronic Device Policy
Use of Electronic Devices: In this course, you will be required to use WC Blackboard and WC Email (the instructor recommends checking WC Email at least once a day on weekdays.) You will be required to upload some of your work to Blackboard. You will be using Word to set up APA formatted documents.
If you do not have access to computers or smart devices in your personal life, you are expected to use Watson Library, Pyle Center, or WC Computer Lab computers to keep up with class and complete your work. Even though there will be face-to-face meetings, you need to be sure to treat your time on the computer as though you were physically meeting in the classroom. This means that you need to do what is necessary to ensure that interruptions from your personal lives do not impact your ability to complete your assignments in a timely, focused manner. For students with demanding personal lives and schedules, this may mean that you want to come to campus and use computers there to complete your assignments.
Bringing smart phones, tablets, and laptops with WC Student or other wireless connection to the Internet is highly encouraged. We will be using the internet to search for information that will inform class discussions as well as doing a variety of in-class activities that will involve the use of Blackboard. Use of all electronic devices to make relevant contributions to the class discussion, vote on class questions, or check with colleagues on issues surrounding the topic at hand is not only encouraged, but also expected. Use of cell phones, tablets, and laptops to DISENGAGE from class is not okay; the instructor reserves the right to ask you to put up the device(s) or leave the classroom if the disruption is significant & on-going.
Course Goals
Candidates will:
Course Specific Goals CEC Professional Ethics & Standards | Assignments and Learning Experiences |
2.0: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. | Discussion, reflections, case studies |
6.0 Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession. | Discussion, reflections, case studies |
Weather Policy
Class is obviously cancelled if Wilmington College is closed. State Highway Patrol information and the status of local public schools will also be considered. Students will be notified via email at least two hours prior to class if it is cancelled. Cancellation will also be posted on Blackboard. The notification regarding the cancellation of class will also include information about whether we will be meeting together via zoom (and will include a zoom link if applicable) or a directive to check Blackboard for an alternative assignment to complete.
Late Work Policy
Late work will be accepted on a case-by-case basis. If you have communicated that with me prior to the due date for the assignment, we will be able to work out an acceptable extension. If you have not communicated with me prior to the deadline, you may turn missing work in up to 1 week late. If several assignments are missing, you may be referred by me to the Early Alert System to meet with someone from the Student Success Center because your grade is at risk.
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: SP25 Final Exam Schedule Graduate:
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Class Attendance Policy |
Accessibility and Disability Services
Accessibility and Disability Services
Wilmington College provides accommodations and services for student with a variety of disabilities, including chronic illnesses, psychological, physical, medical, learning, and sensory disability amongst others. If you anticipate or experience barriers based on disability and feel you may need a reasonable accommodation to fulfill the essential functions of this course, you are encouraged to contact:
Spencer Izor, Associate Vice President of Compliance - Title IX/ADA Coordinator at spencer.izor@wilmington.edu or 937-481-2365 or Nathan Flack, Academic Resource Manager at 937-481-2208 to learn more about the process and procedures for requesting accommodations, or by visiting College Hall Room 306a or the Robinson Communication Center, Room 103.
Religious Accommodations
Wilmington College strives for an inclusive climate and welcomes students from all backgrounds, faiths, and experiences. If religious observance impedes your ability to participate fully in classroom activities or a principal holiday from your religious tradition occurs during the semester and conflicts with class meetings or activities, please make the professor aware of this immediately to determine if a reasonable accommodation is possible.