SPED 4859 - Behavior and Classroom Management for Students with Exceptionalities, 6-12
Fall 2026 Syllabus, Section 01, CRN 42785,
Credit hours: 4
Course Meeting Times
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Instructor
Melissa Durse
Email: madurse@ysu.edu
Course Description
4859. Behavior and Classroom Management for Students with Exceptionalities, 6-12. This course is designed to increase the candidate’s effectiveness as an educator by providing the candidate with an understanding of the theoretical framework for and practical applications of behavior and classroom management for exceptional children. Candidates will develop a working knowledge of the developmental theories of behavior and legal issues of classroom management as well as functional behavior assessment/analysis, and development, implementation and evaluation of individual and classroom-wide positive behavior intervention support plans for students with exceptionalities in the 6-12 classroom environment. Admission to BCLASSE upper division status required. Prereq.: SPED 2630, SPED 4867. Coreq.: SPED 4858, SPED 4860; TCED 4800L. 4 s.h.
Course Readings
| Group | Title | Author | ISBN |
|---|---|---|---|
| Required | Behavior and Classroom Management in the Multicultural Classroom, Proactive, Active and Reactive Strategies | Shepherd, Terry, L., Linn, Diana |
You can get this textbook from the merchant of your choice, digital or hardcopy, new or used; it's not new but the content is valuable and essential for the course.
The course readings are subject to change in the event of extenuating circumstances, research developments, current events, and/or to ensure better learning.
Assignments/Assessments
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Class Schedule (see Blackboard for Assignment Due Dates)
| Day | Date | Reading(s) | Proposed Topic | Due/To Prepare for Class |
|---|---|---|---|---|
| Tue | 8/25 | Chapter 1: Developmental Theories of Behavior | Introduction to Course, Classroom Management Review & Preview, Chapter 1 Discussion | What's seen, heard, and felt in a well-managed classroom? Prepare to share. |
| Thu | 8/27 | Chapter 2: Legal Issues in Classroom Management | Manifestation Determination and Other Legal Issues | Research the role of an FBA in the manifestation determination process. |
| Tue | 9/1 | Chapter 8: Functional Behavior Assessment | Identifiying and Defining Behaviors of Concern, and Quantifying Them | In Class: ABC charting practice, categorization of behaviors. |
| Thu | 9/3 | Chapter 9: Functional Behavior Analysis | Utilizing Behavior Data to Determine Functions and Develop Goals | In Class: Behavior Data Study and goal writing practice |
| Tue | 9/8 | Chapter 10: Behavior Intervention Plans | Developing well-written behavior intervention plans | In Class: Behavior Intervention Plan Preview, Review, and Practive |
| Thu | 9/10 | Chapter 11: Single Subject Design | Identifying and practicing different ways to graphically present behavior data | In Class: Behavior Data Graphing & Analysis preview and practice |
| Tue | 9/15 | Chapter 6: Classroom Management Strategies | Proactive, Active, and Reactive Behavior Intervention Strategies: An Overview | In Class: Pairing Interventions with Behaviors In Class: Discussion of introductory field visit and potential target student for critical task |
| Thu | 9/17 | Ch. 14: Cognitive Behavior Management | CB Approach to classroom management, including mindfulness, bibliotherapy, and social stories | See Blackboard for assignment choices |
| Tue | 9/22 | ASYNCHRONOUS CLASS | Please view Trauma-Informed Care for Educators Teacher In-Service video on Blackboard | As per Blackboard, complete TICE response essay bibliotherapy lesson, and social story & social skill goals |
| Thu | 9/24 | Discussions & Presentations | TICE discussion (not necessary to disclose contents of response essay); bibliotherapy lesson presentations, social story & social skill goal presentations. | |
| Tue | 9/29 | Chapter 4: The Role of the Teacher | The Role of the Teacher; professional self-esteem, professional boundaries, professional ethics Effective vs Ineffective Teachers Midterm Project Preview |
In Class: Ethical Gray Areas case studies See Blackboard for midterm project specifics and due date |
| Thu | 10/1 | Chapter 5: The Learning Environment | The Impact of the Physical Environment on a Well-Managed Classroom | |
| Tue | 10/6 | Midterm Project Presentation | Midterm Project Presentations | Preview and list questions, challenges, concerns regarding critical task components; prepare to share on 10/8 |
| Thu | 10/8 | Wrap-Up Class | Critical Task Preview | Critical Task Consultation (group or individual |
| Tue | 10/13 | No Class Meeting/Field Only | Critical Task in Progress for remainder of semester; individual consult available during supervision or by appointment | See Blackboard for Critical Task individual component due dates (but submit entire critical task on SL&L upon completion) |
| Thu | 10/15 | No Class Meeting/Field Only | ||
| Tue | 10/20 | No Class Meeting/Field Only | ||
| Thu | 10/22 | No Class Meeting/Field Only | ||
| Tue | 10/27 | No Class Meeting/Field Only | ||
| Thu | 10/29 | No Class Meeting/Field Only | ||
| Tue | 11/3 | No Class Meeting/Field Only | ||
| Thu | 11/5 | No Class Meeting/Field Only | ||
| Tue | 11/10 | No Class Meeting/Field Only | ||
| Thu | 11/12 | No Class Meeting/Field Only | ||
| Tue | 11/17 | No Class Meeting/Field Only | ||
| Thu | 11/19 | No Class Meeting/Field Only | ||
| Tue | 11/24 | No Class Meeting/Field Only | ||
| Thu | 11/26 | No Class | ||
| Tue | 12/1 | No Class Meeting/Field Only | ||
| Thu | 12/3 | No Class Meeting/Field Only | ||
| Tue | 12/8 | No Class Meeting/Field Only | ||
| Thu | 12/10 | No Class Meeting/Field Only |
The course schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances, by mutual agreement, and/or to ensure better learning.