SPED 301 Behavioral and Learning Principles in Urban Special Education Settings

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.