ED211A

Given the selection of simulated or actual students who presents significant behavior challenges, and following specific confidentiality guidelines, the Ed 211 student will perform a comprehensive functional assessment by using the following evidenced based protocols to develop a hypothesis relating to the motivation of the behavior and relevant environmental variables: A. competing pathway protocol B. a baseline measure of the behavior of concern C. competing the F.A.C.T.S part A and part B D. completing the functional assessment interview E. completing the MAISD or KISD Functional Assessment and Positive Behavior Support Plan Protocol

Given demonstration and explanation of 30 behavior terms, whose understanding establishes the foundation for implementing the assessment and treatment tools that will be utilized in this class, Ed 211 students will be able to define the terms in their own words, and give examples of each.

Given information gathered in the functional assessment process, and a rubric identifying critical features the Ed 211 student will develop a comprehensive behavior plan containing the following features: A. a hypothesis statement B. a minimum of three evidenced based preventative strategies C. a minimum of three reinforcement strategies D. a minimum of three strategies to teach replacement skills E. a minimum of three step detailed consequence strategies written in a step format F. a system for collecting data on the proposed plan and an appropriate data collection form

Given research and professional literature on evidenced based classroom management students will: A. be able to identify the five elements of an evidenced based classroom (Simomsen, Horner, & Sugai, 2003,2007,1012) B. develop a classroom map that is evidenced based and takes into consideration seating arrangements, position of learning centers, traffic patterns, potential distractions, etc. C. develop a classroom plan with 3-5 expectations, procedures and routines, and a typical daily agenda.