Educational Psychology (EDPY) 471
Managing Behavioural Problems in the Classroom (Revision 3)
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Area of Study: Applied Studies
Precluded Course: EDPY 471 is a cross-listed course—a course available in two different disciplines—with PSYC 471. EDPY 471 cannot be taken for credit if credit has already been obtained for PSYC 471.
EDPY 471 has a Challenge for Credit option.
This course focuses on management strategies and techniques for children and adolescents who present serious disruptive and/or emotional and behavioural disorders in schools. A comprehensive review of assessment techniques and strategies and techniques for use in inclusive classroom and/or segregated settings is presented.
Topics covered include the following:
- The identification of students with behavioural problems
- The types of behavioural problems and possible educational service
- The assessment of behaviour
- Developing intervention objectives
- Monitoring student progress
- Managing behaviours in the classroom
- Selecting and evaluating interventions
- Strategies for dealing with specific behaviour problems
- Maintaining and generalizing intervention effects
- Unit 1: Identifying and Serving Students with Behaviour Problems
- Unit 2: School- and Classroom-Wide Positive Behaviour Support
- Unit 3: Principles of Intervention Planning
- Unit 4: Assessment-Based Intervention Planning
- Unit 5: Monitoring Student Progress
- Unit 6: Evaluating Intervention Effects
- Unit 7: Classroom-Wide Positive Behaviour Support
- Unit 8: Addressing Disruptive Behaviours
- Unit 9: Addressing Aggressive Behaviours
- Unit 10: Developing Alternatives to Self-Stimulatory and Self-Injurious Behaviour
- Unit 11: Supporting Students with Psychiatric and Substance Abuse Problems
- Unit 12: Extending Intervention Effects
- Unit 13: Addressing Attention Deficit/Hyperactivity Disorder
Your final grade in Educational Psychology 471 will be based on your performance on four reflective journals, the completion of a research paper, and the final exam. To receive credit for the course, you must achieve 50 percent or better on the final exam and on the research paper as well as an overall grade of at least D (50 percent). As well, you must complete all components of the course in order to receive credit for the course. The following chart indicates the assignments for credit and the value of each assignment toward the final course grade.
|Reflective Journals (4)||30%|
To learn more about assignments and examinations, please refer to Athabasca University's online Calendar.
Kerr, M. M., & Nelson, C. M. (2010). Strategies for Addressing Behaviour Problems in the Classroom (6th ed.). Toronto: Prentice-Hall.
A print version of the eText may be available for purchase from the publisher through a direct-to-student link provided on the course website; you can also acquire the textbook on your own if you wish.
All other learning resources will be available online.
Challenge for Credit Overview
The Challenge for Credit process allows students to demonstrate that they have acquired a command of the general subject matter, knowledge, and intellectual and/or other skills that would normally be found in a university level course.
Full information about the Challenge for Credit can be found in the Undergraduate Calendar.
Undergraduate Challenge for Credit Course Registration Form
Athabasca University reserves the right to amend course outlines occasionally and without notice. Courses offered by other delivery methods may vary from their individualized-study counterparts.
Opened in Revision 3, November 14, 2013.
View previous syllabus