EDCI 5910P – Behavioral Approaches to Managing Mild/Moderate Disabilities

COURSE OVERVIEW:

This course will provide the student with a comprehensive understanding of how to incorporate the use of assessment as an integral part of teaching individuals with mild behavioral disabilities. Students will be introduced to a variety of types of assessment tools, the steps of assessment and practical teaching strategies for use with this unique student population. I have taught the course 8 times, (Fall 2018, 19, 20, 21, 22, 23, 24 and 25).

 SAMPLE SYLLABUS:

• Fall 2025

Sample Course Assignment:

• Final Project

• Sample Exemplar Below 

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• Instructional & Classroom Management Plan

GRADE DISTRIBUTION

COURSE EVALUATIONS

Fall 2022 Evaluation Fall 2023 Evaluation                      Fall 2024 Evaluation

COURSE REVISION STATEMENT

Since first teaching EDCI 5910: Behavior Approach Managing Mild/Moderate Disabilities in Fall 2018, I have continually revised the course to better prepare graduate candidates to assess and support students with diverse behavioral needs. Originally structured as an introduction to assessment tools and basic management strategies, the course has developed into a practice-oriented, equity-centered learning experience that emphasizes data-driven decision-making, culturally responsive interventions, and collaborative problem-solving.

Early iterations focused on foundational behavior management and the role of assessment in instructional planning. Over time, I strengthened the applied components by embedding functional behavior assessments (FBAs), positive behavior intervention plan (PBIP) design, and case-based simulations that mirror the decision-making process educators face in schools. These revisions reflect the spirit of the CEC Advanced Standards, particularly in requiring candidates to design valid, bias-free assessments and to use their understanding of cultural and individual differences to develop effective, equitable programs and supports.

The next major stage of course development occurred during the COVID-19 pandemic (Fall 2020–21), when I transitioned the course to an online format. This required rethinking engagement and assessment in digital environments. Candidates conducted mock FBAs using virtual observation tools, collaborated in online groups to design intervention plans, and worked through multimedia case studies of behavior scenarios. These adjustments not only preserved rigor during disruption but also highlighted how behavior supports must adapt in hybrid and technology-mediated contexts. Candidates frequently noted in reflections that these activities deepened their ability to apply psychological and behavioral theory in flexible and innovative ways.

Revisions also align with the 2024 Louisiana Department of Education Teacher Preparation Competencies, which emphasize differentiated management, IEP planning, and culturally responsive practice. By incorporating Louisiana-specific case examples, candidates learned to analyze legal and ethical responsibilities, design individualized reinforcement systems, and modify learning environments to meet the needs of diverse students. In their projects, many candidates demonstrated stronger integration of cultural and linguistic factors into PBIPs, reflecting both their growing expertise and the course’s emphasis on equity.

Across the eight times I have taught this course, I have refined pacing to allow deeper practice in conducting FBAs, scaffolded major assignments to support candidates in developing comprehensive PBIPs, and built in structured peer feedback on intervention plans. These revisions have consistently improved candidate confidence, engagement, and readiness to lead behavior support initiatives in their schools.

Looking ahead, I plan to further integrate Universal Design for Learning (UDL) principles into intervention planning, expand community-based partnerships so candidates can apply behavior management strategies in authentic contexts, and incorporate action research projects that allow students to evaluate the effectiveness of their interventions over time. In this way, EDCI 5910 continues to evolve as a course that not only grounds candidates in behavior management theory but also equips them with the tools, judgment, and leadership skills needed to transform practice.