Classroom Management: Managing Challenging Behaviors > Syllabus
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Classroom Management: Managing Challenging Behaviors In this course, you will begin to understand why students behave the way they do. By understanding the student, the teacher can shift his/her focus from controlling the student to teaching the student personal responsibility, allowing the student to become a self-regulated learner.
Course Objectives At the end of this course, the learner will be able to:
Review the non-negotiables of teacher–student relationships.
Investigate three factors that influence challenging behavior.
Consider the role of control and power in teacher–student relationships.
Explore ways to ensure that students with challenging behavior patterns are successful.
Classroom Management: Managing Challenging Behaviors > Syllabus
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Course Syllabus Lesson 1
Lesson 2
Lesson 3
Lesson 4
Challenging Behavior - What is it?
Reading: Introduction
Reading: Categories of Behaviors
Video: Multimedia Activity 1A
Interactivity 1A
Factors that Affect Behavior
Reading: Introduction
Reading: Functional Assessment
Reading: Chronic Behavioral Issues
Video: Multimedia Activity 2A
Interactivity 2A
Know Yourself
Reading: Introduction
Reading: Middle of the Year
Interactivity 3A
Traditional Interventions
Reading: Introduction
Reading: Observers
Reading: Control and Power
Video: Multimedia Activity 4A
Interactivity 4A
Interactivity 4B
Classroom Management: Managing Challenging Behaviors > Syllabus
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Lesson 5
Lesson 6
Contemporary Interventions Part 1
Reading: Introduction
Reading: Empowering Students
Reading: Design to Ensure Student Success
Video: Multimedia Activity 5A
Video: Multimedia Activity 5C
Interactivity 5A
Contemporary Interventions Part 2
Reading: Introduction
Reading: Awareness
Reading: Choice
Reading: Planning
Reading: Asking Questions
Reading: Relationships
Reading: Good Family-Centered Practices
Video: Multimedia Activity 6A
Interactivity 6A
Classroom Management: Managing Challenging Behaviors > Syllabus
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Resources Abidin, R. R., & Robinson, L. L. (2002). Stress, biases, or professionalism: What drives teachers’ referral judgments of students with challenging behaviors? Journal of Emotional and Behavioral Disorders, 10(4), 204–212. Albin, R.W. & Shukla-Mehta, S. (2003). “Twelve Practical Strategies to Prevent Behavioral Escalation in Classroom Settings? The Clearing House, 77(2). Armstrong, T. (1999). ADD/ADHD alternatives in the classroom. Alexandria, VA: ASCD. Backes, C. E., & Ellis, I. C. (2003). The secret of classroom management. Techniques, 78(5), 22–25. Black Issues in Higher Education. (2004). Study urges treatment of parents of ADHD children. Cox Matthews and Associates, Inc, p. 14. Chase, K. (2002). The brilliant inventiveness of student misbehavior: Test your classroom management skills. Phi Delta Kappan, 84(4), 327–328. Cole, C. L., & Levinson, T. R. (2002). Effects of within-activity choices on the challenging behavior of children with severe developmental disabilities. Journal of Positive Behavior Interventions, 4(1), 29–37. Ellingson, S. A., Miltenberger, R. G., Stricker, J., Galensky, T. L., & Garlinghouse, M. (2000). Functional assessment and intervention for challenging behaviors in the classroom by general classroom teachers. Journal of Positive Behavior Interventions, 2(2), 85–97. Fabiano, G. A., & Pelham, W. E., Jr. (2003). Improving the effectiveness of behavioral classroom interventions for attention-deficit/hyperactivity disorder: A case study. Journal of Emotional and Behavioral Disorders, 11(2), 122–128. Feldman, S. (2003). Classroom management—All year long. Teaching PreK–8, 34(1), 8. Fox, Dunlap, & Powell. (2002). Young children with challenging behavior: Issues and consideration for behavior support. Journal of Positive Behavior Interventions, 4. Hall, P. S., & Hall, N. D. (2003). Educating oppositional and defiant children. Alexandria, VA: ASCD.
Classroom Management: Managing Challenging Behaviors > Syllabus
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Hall, P. S., & Hall, N. D. (2003, September). Building relationships with challenging children. Educational Leadership, 61(8), 60–63. Markward, M.J.; Bride, B. (2001, April). Oppositional Defiant Disorder and the Need for Family-Centered Practice in Schools. Children and Schools, 23(2), 73-83. Marzano, R., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: ASCD. Matus, D. (2001). Traditional classroom management revisited in the urban school. American Secondary Education, 30(1), 46–57. Mendler, A. (Speaker). (2004). Making good choices: Developing responsibility, respect, and self-discipline [Audio]. Alexandria, VA: ASCD. Scott, T. M., DeSimone, C., Fowler, W., & Webb, E. (2000). Using functional assessment to develop interventions for challenging behaviors in the classroom: Three case studies. Preventing School Failure, 59(3), 20–25. Smith, S. W., & Gilles, D. L. (2003). Using key instructional elements to systematically promote social skill generalization for students with challenging behavior. Intervention in School and Clinic, 39(1), 30–39. Tidwell, A., Flannery, K. B., & Lewis-Palmer, T. (2003). A description to prevent classroom discipline referral patterns. Preventing School Failure, 48(1), 18–26. Webster-Stratton, C; Reid, M.J. (2003). Treating Conduct Problems and Strengthening Social and Emotional Competence in Young Children: The Dina Dinosaur Treatment Program. Retrieved: November 26, 2008, http://www.son.washington.edu. Wilkinson, L. A. (2003). Using behavioral consultation to reduce challenging behavior in the classroom. Preventing School Failure, 47(3), 100–105. U. S. Department of Health and Human Services (2001). Youth violence: A report of the Surgeon General. Washington, DC: Office of the Surgeon General.
