SPED 301 Behavioral and Learning Principles in Urban Special Education Settings
The conceptual foundations developed in this course support understanding of academic and behavioral problems in applied urban special education settings, as well as the development of functional behavioral assessment and positive behavior intervention plans.
Note: Formerly known as SPED 350. Co-requisite: EDU 311.
Prerequisites
Special information
3 Undergraduate credits
Effective May 2, 2024 to present
Learning outcomes
General
- Apply behavioral theory, student data, evidence-based practices, and ethics in developing and implementing individual urban student and urban classroom behavior management.
- Design and manage positive instructional environments that convey high expectation for urban students to develop independence, self-motivation, self-direction, self-regulation and self-advocacy.
- Demonstrate knowledge of laws, policies and ethical principles regarding behavior management planning and implementation of positive behavior supports for urban students with challenging behavior.
- Applied understanding of systematic functional behavior assessment to develop, implement, monitor, and evaluate and revise, as needed, a positive behavioral support plan.
- Recall challenges of applying school-wide Positive Behavioral Supports (PBS) in Urban settings including review of empirical studies.
- Describe the relationship between school-wide Positive-Behavior Support and academic achievement.