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Z " R Z | R R & Z Y R " T T " U Z :
Department of Exceptional Student Education (ESE)
Name of Instructor
Contact Information
Office Hours
Course Number: EEX 3603 Course Credits: 3
COURSE TITLE: Positive Behavioral Supports in Inclusive Early Childhood Settings
CATALOG DESCRIPTION:
This course focuses on promoting positive behavior and reducing challenging behavior in children with and without disabilities from infancy to grade 3. Methods and materials using research based developmentally appropriate practices will be covered. 8 hours of field observation are required. 3 semester hours. Prerequisite: EEX 3226 and Programmed Bece Major.
COURSE CONNECTION TO CONCEPTUAL FRAMEWORK:
As a reflective decision-maker the student will make informed decisions, exhibit ethical behavior, and provide evidence of being a capable professional by documenting childrens prosocial development, developing a behavior plan that demonstrates respect for the developmental characteristics of young children, their families, and needs of ESOL students, and demonstrating the capability to teach and respect young children.
REQUIRED TEXTS:
Kaiser, B., & Raminsky, J. (2012). Challenging behavior in young children: Understanding, preventing, and responding effectively. Boston: Allyn & Bacon.
Sandall,S. & Ostrosky (Eds.). (1999). The Young Exceptional Children Monograph Series No. 1 Practical Ideas for Addressing Challenging Behavior.
RECOMMENDED TEXTS:
Bredekamp, S. & Copple, C. (Eds.) (1997). Developmentally appropriate practice in early childhood programs. Revised ed. Washington: NAEYC
LIVETEXT REQUIRED
Students in this course are required by the College of Education to have an active LiveText account to track mastery of programs skills, competencies and critical assignments and to meet program and college accreditation requirements. Students must have an account within: the first four (4) weeks of the fall or spring semester, within the first three (3) weeks of summer session, or after the first class of a fast track course. Students who do not have an active LiveText account may have an academic hold placed on their record. Information regarding account activation is provided on the College of Education website, HYPERLINK "http://coe.fau.edu/livetext"http://coe.fau.edu/livetext.
AUDIO/VISUAL TECHNOLOGY:
Computer: Blackboard Distance Learning
Computer: MyFAU Email
Computer: Power Point Presentations, Word processing
Overhead projector, Computer Projector, VCR, CD-ROMs, DVD
ELECTRONIC DEVICES
Use of any electronic devices in the classroom should be limited to the content and activities taking place there. Inappropriate use of such devices may result in removal from the classroom, a reduction in your grade, or some other consequence, as determined by the professor.
GUIDELINES USED IN DEVELOPING COURSE OBJECTIVES:
Council for Exceptional Children/Division for Early Childhood (CEC/DEC)
State of Florida Prekindergarten/Primary Education (Age 3) Through Grade Three (3) Specialization Competencies ((PK/P))
National Association for the Education of Young Children (NAEYC)
Florida Educator Accomplished Practices (FEAP)
NCATE Recommendations for Technology in Teacher Education (NCATE-tech)
Subject Matter Content Standards for Floridas Teachers: ESOL = (ESOL)
RELATIONSHIP BETWEEN THIS COURSE AND THE BECE DEGREE ASSESSMENT PLAN
ALC Outcomes
Course
Assignments
FEAP (2010)
CEC/
DEC (2009)
NAEYC (2010)
ESOL (2010)Communication:
Written
Communication: OralEEX 3603Classroom Management Written Plan
Classroom Management Plan Oral Presentation(b) 4.e.
(a) 2.c.ICC4S3
ICC5K2
ICC7K11 a,b,c
4 a,b,c,d
6 d,ea,b
3.2 i,k
3.3 a,b
4.1 b,e
4.2 a,b,c
Note: The CEC/DEC, NAEYC, and ESOL standards apply to both ALC outcomes.
COURSE OBJECTIVES:
Students will plan an environment that organizes space, time, and material to ensure students safety and addresses childrens age, background, and exceptionality.
Students will be able to identify and demonstrate the appropriate use of instructional materials and resources to create a classroom climate conducive to developing pro-social and academic skills.
Students will demonstrate understanding of theories, models, laws and strategies associated with the management of young children with and without exceptionalities.
Students will identify developmentally appropriate, cultural and individual differences in conflict issues and strategies.
Students will demonstrate sensitivity to diverse children and families and identify strategies to provide for their needs.
Students will demonstrate knowledge of professional and educational trends and issues through the ability to read, comprehend, and interpret professional literature.
Students will be able to identify and apply skills that contribute to their development as ethical, reflective and responsive practitioners.
Students will be able to identify and apply skills that contribute to the development of social, emotional, and self-advocacy skills.
CONTENT OUTLINE:
Week Topic(s) Reading Assignments 1 Overview of Course, Readings, Assignments
Conceptual Framework
DEC Position Paper on Interventions for Challenging Behavior (YEC, pp. 3-4 )
DEC Concept Paper on the Identification of and Intervention with Challenging Behavior (YEC, pp. 63-69) 2 Defining Challenging Behavior
Is it sometimes appropriate for young children?
Do they outgrow it?
Does culture play a role? Kaiser & Raminsky, Chapter 1
Challenging Behaviors in Your Classroom? (YEC, pp. 5-17) 3 Risk Factors
Biological Risk Factors
Environmental Risk Factors Kaiser & Raminsky, Chapter 2 4 Functional assessment and PBS
Function, hypothesis, interventionKaiser & Raminsky, Chapter 10 5Protective Factors
Defining Resiliency
How does the family contribute to resiliency?
What is the communitys role in resilience? Kaiser & Raminsky, Chapter 3 6 Behavior and the Brain
How do babies brains develop?
Is there a critical period for social or emotional behavior?
Does caregiving affect brain development? Kaiser & Raminsky, Chapter 4 7Understanding Yourself
Caregiver Influences on Childrens Behavior
Self-Reflection; what, how, when, why
Techniques to help self-reflection Kaiser & Raminsky, Chapter 5 Mid-term exam
(50 points)8 Opening the culture door
Collaborating with Families
What is culture?
The culture of childcare and school
How does culture influence behavior? Kaiser & Raminsky, Chapter 6
Addressing Challenging Behaviors at Home (YEC, pp. 29-41) FBA draft9 Preventing Challenging Behavior with the Right Social Context
Creating the social Context
Teaching social and emotional skills Kaiser & Raminsky, Chapter 7 10Preventing Challenging Behavior: Physical routines, transitions
How does prevention work?
Cooperative and inclusive community Kaiser & Raminsky, Chapter 8
Examining the Role of the Classroom Environment in the Prevention of Problem Behaviors (YEC, pp. 29-41)11 Guidance
Positive Reinforcement
Time out
PunishmentKaiser & Raminsky, Chapter 9 Revised FBA and BIP
(75 points)12 Working with Families and Other Experts
Meetings
Collaboration
Seeking assistance Kaiser & Raminsky, Chapter 12 13 Bullying
The targets
The bystanders
The bullies Kaiser & Raminsky, Chapter 13 Classroom Management Plan
(75 points)14 Tying it All Together
Keys to Being Successful
(YEC, pp. 17-29)
First Step to Success
(YEC, pp. 41-49) 15 Course Review/Wrap-Up
Course Evaluation FINAL EXAM (50 points)
COURSE REQUIREMENTS:
1. Two Exams: The student gains information to become an informed reflective decision-maker. 100 points
2. Field Experience Conduct and complete a Functional Behavioral Assessment
Each student will complete a minimum of eight hours of field work. During the field work, each student will complete a functional behavioral assessment (FBA) on a child aged birth to eight with challenging behavior. The completed FBA will include an operational description of the childs challenging behavior and data that has been be collected through observations, checklists, and interviews). The completed FBA will be the basis for determining the childs behavior intervention plan (BIP). (50 points)
3. Behavior Intervention Plan (BIP)
Following the FBA, each student will analyze and describe the findings, as well as identify general and specific strategies for teaching appropriate replacement behaviors in the BIP. The strategies must include rewards, consequences, and at least three methods for helping the child fulfill his needs appropriately. A BIP form is provided in Appendix A. (25 points)
4. CLASSROOM MANAGEMENT PLAN
This is the Critical Assignment for this course, meant to fulfill the ALC indicator of Oral and Written Communication. See evaluation rubric at the end of this syllabus.
Students will develop a classroom management plan that will be suitable for use in present or future settings. This assignment is both written and a presentation. The plan should include the following elements:
a. Statement of philosophy (i.e., education and discipline) that includes cultural considerations and behavior
b. Delineation of class rules with explanation for students, parents, and administration.
c. Delineation of classroom procedures to facilitate the classroom rules.
d. Consequences for behavior (i.e., positive and negative).
e. Description of how you will teach/explain this plan to the groups involved (i.e., students and parents). This can be done in several ways- formal lesson, games, role-plays, etc.
The plan should not exceed ten pages.
Written 50 points; Oral 25 points
For written formatting guidelines, use the APA Style. Please access the following websites for information about the APA style:
http://www.wisc.edu/writing/Handbook/DocAPA.html;
http://www.english.uiuc.edu/cws/wwrorkshop/bibliography/apa/apamenu.htm
http://www.apastyle.org/fifthchanges.html
Critical Assignments
The Departments of Curriculum, Culture, and Educational Inquiry (CCEI) and Exceptional Student Education (ESE) have identified competencies that must be mastered in order to continue in the Bachelors in Early Care and Education Degree Program. For this course, the Academic Learning Compact Competencies (Oral and Written Communication) will be measured by the written and presentation portions of the Classroom Management Plan. Please carefully read the departmental policies below on Critical Assignments.
Departmental Policy on CRITICAL ASSIGNMENT(S):
Assessment criteria:
A student must earn a minimum grade of 73% of the points allotted for the Critical Assignment to receive a passing grade of C or better in this course. In other words, a student cannot earn a C or better in this course without successfully completing the Critical Assignment.
Remediation policy:
If a student is passing the course, but has failed to pass the Critical Assignment with a minimum of 73% of the possible points for the assignment, the student will receive an I in the course until the Critical Assignment is successfully redone (only one attempt allowed). The conditions and time frame for the resubmission of the assignment will be determined by the instructor. However, the second attempt must be completed within one semester. Upon successful completion of the resubmitted assignment, the I will be changed to a grade for the course and the student may continue in the sequence of courses. The original points earned for the initial attempt at the Critical Assignment will be used to calculate the final grade in the course. If the resubmitted Critical Assignment is not successfully passed, the grade for the course will be C- or below regardless of the total points earned in the course.
If a student does not have a grade of C or better, and has failed to pass the Critical
Assignment with a minimum of 73% of the possible points, the student will not be allowed to resubmit the Critical Assignment. The student will need to repeat the course and the Critical Assignment.
ASSESSMENT PROCEDURES:
AssignmentPoints% of Course GradeClassroom Management Plan7530%FBA and BIP7530%Exams10040%TOTAL250100%
All assignments must be completed in order to earn a grade of A in this course.
GRADING SCALE
A 93-100
A- 90-92
B+ 87-89
B 83-86B- 80-82
C+ 77-79
C 73-76
C- 70-72D+ 67-69
D 63-66
D- 60-62
F Below 60
STUDENTS WITH DISABILITIES:
In compliance with the Americans with Disabilities Act (A.D.A.), students who require special accommodations due to a disability to properly execute coursework must register with the Office for Students with Disabilities (OSD) located in Boca - SU 133 (561-297-3880), in Davie - MOD I (954-236-1222), or in Jupiter SR 117 (561-799-8585) and follow all OSD procedures. The purpose of this office is to provide reasonable accommodations to students with disabilities. Students who require assistance should notify the professor immediately by submitting a letter from the Disabilities Office to your instructor requesting your need of specific assistance. Without such letter, the instructor is not obligated to make any accommodations for students.
Expectations: Attendance and Participation
Students are expected to attend all of their scheduled University classes and to satisfy all academic objectives as outlined by the instructor. The effect of absences upon grades is determined by the instructor, and the University reserves the right to deal at any time with individual cases of nonattendance. Attendance includes active involvement in all class sessions, class discussions, and class activities, as well as professional conduct in class.
Students are responsible for arranging to make up work missed because of legitimate class absence, such as illness, family emergencies, military obligation, court-imposed legal obligations, or participation in University-sponsored activities (such as athletic or scholastic team, musical and theatrical performances, and debate activities). It is the students responsibility to give the instructor notice prior to any anticipated absence, and within a reasonable amount of time after an unanticipated absence, ordinarily by the next scheduled class meeting. Instructors must allow each student who is absent for a University-approved reason the opportunity to make up work missed without any reduction in the students final course grade as a direct result of such absence.
ACADEMIC HONESTY
Students at Դɼ are expected to maintain the highest ethical standards.
Academic dishonesty, including cheating and plagiarism, is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty, which may include an F on the assignment, an F in the course, or even removal from the degree program.
Դɼ Regulation 4.001, Honor Code, Academic Irregularities, and Students Academic Grievances is strictly adhered to in this course. The regulation states:
(1) Academic irregularities frustrate the efforts of the faculty and serious students to meet University goals. Since faculty, students and staff have a stake in these goals, the responsibility of all is to discourage academic irregularities by preventative measures and by insuring that appropriate action is taken when irregularities are discovered. Thus, FAU has an honor code requiring a faculty member, student or staff member to notify an Instructor when there is reason to believe an academic irregularity is occurring in a course. The Instructors duty is to pursue any reasonable allegation, taking action, as described below, where appropriate. (2) The following shall constitute academic irregularities: (a) The use of notes, books or assistance from or to other students while taking an examination or working on other assignments unless specifically authorized by the Instructor are defined as acts of cheating. (b) The presentation of words or ideas from any other source as ones own an act defined as plagiarism. (c) Other activities which interfere with the educational mission within the classroom.
Link to University Academic Integrity Policy HYPERLINK "http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf"http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf
In the Publication Manual of the American Psychological Association (APA, 2009), plagiarism is defined as:
Plagiarism (Principle 6.22). Psychologists do not claim the words and ideas of another as their own; they give credit where credit is due. Quotation marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you will need to credit the source in the text.
PLEASE NOTE:
Attending Դɼ is a privilege. Professional conduct is expected, and includes, but is not limited to, showing respect to colleagues and the instructor; being on time for class; completing assignments prior to entering class; preparing assignments with substantive content and accurate spelling, grammar, and mechanics; and displaying a positive interest in class.
Relationship to Grade
Points may be deducted for missing some or all of a class session. Students are responsible for getting class notes/handouts from peers and making up any missed written assignments.Approval for making up any missed work and setting a new deadline must be granted by the instructor before work is submitted.
Punctuality
Students are expected to be on time and to remain for the duration of each class session. Since late arrivals and early departures are disruptive, they will be treated as absences and may affect your grade.
Dropping the Course
To withdraw from a course, it is not sufficient to stop attending class or to inform the instructor of your intention to withdraw. In accord with university policy, students wishing to withdraw from a course must do so formally through the Registrars office. It is the students responsibility to complete all forms. If this is not done, the instructor must assign a grade of F at the end of the semester. Check withdrawal and drop dates for the current academic year at HYPERLINK "http://www.fau.edu/registrar/acadcal.php"http://www.fau.edu/registrar/acadcal.php
Religious Accommodation
Florida Law requires that the University provide reasonable accommodations with regard to class attendance, examinations, and work assignments to students who request such consideration in order to observe their religious practices and beliefs. The details of this policy appear on the FAU online University Catalog under Academic Policies and Regulations: HYPERLINK "http://www.fau.edu/academic/registrar/catalog/"http://www.fau.edu/academic/registrar/catalog/
BIBLIOGRAPHY:
Adams, S. K., & Baronberg, J. (2005). Promoting positive behavior: Guidance strategies for early childhood settings. Columbus, OH: Merrill Prentice Hall.
Beaty, J. J. (1999). Prosocial guidance for the preschool child. Columbus, OH: Merrill Prentice Hall.
Bell, S. H., Carr, V., Denno, D., Johnson, L. J., Phillips, L. R. (2004). Challenging behaviors in early childhood settings creating a place for all children. Baltimore, MD: Brookes Publishing Company.
Gordon, A., & Brown, K.W. (1996). Guiding young children in a diverse society. Boston,MA: Allyn and Bacon.
Hearron, P. F., & Hildebrand, V. (2005). Guiding young children. Columbus, OH: Merrill Prentice Hall.
Wheeler, E. J. (2004). Conflict resolution in early childhood: Helping children understand and resolve conflicts. Columbus, OH: Merrill Prentice Hall.
EEX 3603 Evaluation Rubric for Classroom Management Plan (Oral and Written Communication)
Description of Assignment: Students demonstrate effective oral and written communication skills by writing a report and presenting the assignment, Classroom Management Plan.
FAU Academic Learning Compact (ALC) Indicators: Written Communication: The students will demonstrate their skills by writing a classroom management plan that describes pro-social development philosophies, classroom management activities, and developmentally appropriate classroom rules that convey high expectations.
Oral Communication: The students will demonstrate their oral communication skills by explaining the plan and its implementation to classroom colleagues. Several methods are expected, including clarity in expression, interaction with colleagues, and preparedness.
ComponentsExceeds Expectation (91-100%)Meets Expectations (73- 90%)Does Not Meet Expectations ( QUOTE 72%)Written CommunicationStatement of PhilosophyFully explained education and discipline philosophies that (a) focused on childrens pro-social development and (b) demonstrated respect for children. 9-10 pointsExplained education and discipline philosophies that (a) focused on childrens pro-social development and (b) demonstrated respect for children. 7-8 pointsDid not fully explain education and discipline philosophies that (a) focused on childrens pro-social development and (b) demonstrated respect for children. 0-6 pointsOral CommunicationStatement of philosophyClearly articulated, positively interacted with colleagues, and was fully prepared to explain education and discipline philosophies that (a) focused on childrens pro-social development and (b) demonstrated respect for children. 6 pointsArticulated, interacted with colleagues, and was prepared to explain education and discipline philosophies that (a) focused on childrens pro-social development and (b) demonstrated respect for children. 4-5 pointsDid not clearly articulate or somewhat clearly articulated, did not or somewhat interacted, and did not or was somewhat prepared to explain education and discipline philosophies that (a) focused on childrens pro-social development and (b) demonstrated respect for children. < 4 pointsWritten CommunicationMeaningful ActivitiesIdentified three or more examples of activities related to effective classroom management for an identified age group of children. 14-15 pointsIdentified two examples of activities related to effective classroom management for an identified age group of children. 10-13 pointsDid not identify enough activities or identified inappropriate activities related to classroom management for an identified age group of children. 0-9 pointsOral CommunicationMeaningful ActivitiesClearly articulated, positively interacted with colleagues, and was fully prepared to provide three or more examples of activities related to effective classroom management for an identified age group of children. 6 pointsArticulated, interacted with colleagues, and was prepared to provide two examples of activities related to effective classroom management for an identified age group of children. 4-5 points Did not clearly articulate or somewhat clearly articulated, did not or somewhat interacted, and did not or was somewhat prepared to identify age group and examples were not or somewhat meaningful or appropriate activities. < 4 pointsWritten CommunicationDemonstration of Classroom RulesFully explained the selection and demonstration of developmentally appropriate rules to children at the beginning and throughout the school year. 9-10 pts Explained the selection and demonstration of developmentally appropriate rules will be selected to children at the beginning and throughout the school year. 7-8 ptsDid not clearly explain or somewhat clearly explained the selection and demonstration of developmentally appropriate rules. < 7 pointsOral CommunicationDemonstration of Classroom RulesClearly articulated, positively interacted with colleagues, and was fully prepared to explain the selection and demonstration of developmentally appropriate rules to children at the beginning and throughout the school year. 7 pts Articulated, interacted with colleagues, and was prepared to explain the selection and demonstration of developmentally appropriate rules will be selected to children at the beginning and throughout the school year. 5-6 ptsDid not clearly articulate or somewhat clearly articulated, did not or somewhat interacted, and did not or was somewhat prepared to explain the selection and demonstration of developmentally appropriate rules. < 5 pointsWritten CommunicationCommunication of high expectationsIdentified four to five positively stated rules for the identified age group of children.
9-10 points Identified three positively stated rules for the identified age group of children. 7-8 pointsDid not identify or somewhat clearly identified positively stated rules. < 7 pointsOral CommunicationCommunication of high expectationsClearly articulated, positively interacted with colleagues, and was fully prepared in identifying four to five positively stated rules for the identified age group of children.
6 points Clearly articulated, positively interacted with colleagues, and was fully prepared in identifying two to three positively stated rules for the identified age group of children. 4-5 pointsDid not clearly articulate or somewhat clearly articulated, did not or somewhat interacted, and did not or was somewhat prepared in identifying positively stated rules. < 4 pointsWritten CommunicationWritten skillsWell organized and written plan with no more than two writing errors. 5 pointsWell organized and written plan with no more than four writing errors. 4 pointsNot well organized, or more than four writing errors were noted. < 4 pointsLive Text ResultsExceeds Expectation (91-100%)Meets Expectations (73-90%)Does Not Meet Expectations ( QUOTE 72%) ALC Indicators
Written Communication:
Direction
Record total score into the applicable cell.
45-50 points
35-44 points
0-34 points
Oral Communication:
Direction
Record total score into the applicable cell.
24-25 points
16-23 points
0-15 points
APPENDIX A
Behavior Intervention Plan (BIP)
Name of child: Age of child: Todays date:
SUMMARY OF FUNCTIONAL BEHAVIOR ASSESSMENT (FBA)
Target behavior observed during FBA:
Summary of contextual influences
Location:
Time of day:
Environmental or physical setting:
Children and adults near child:
Suspected reason(s) for behavior:
Biological:
Social:
Affective:
Environmental:
Most frequent trigger (antecedent) describe who, what, when, where, how
Most second frequent trigger, if any describe who, what, when, where, how
Which of the following is the most likely function of the behavior? Provide documentation to support the function.
Obtain:Escape from, or avoid:Attention
ActivityActivity, item, material, object
Demand/requestChange in stimulation
Person (child, teacher, others)
Other: ____________________________
Other: _______________________________
Could the function of the childs behavior be related to:
Skill deficit (something that the child does not know how to do). What is it that the child does not know how to do? Why not?
Performance deficit (something that the child does know, but does not consistently engage). What is it that the child knows but does not consistently engage in? Why not?
Describe the consequences, in order of magnitude, related to the childs engagement in the target behavior, as well as its function:
Complete the following hypothesis statement (please feel free to make appropriate adjustments):
When (name of child) engages in (the target behavior), it usually happens at (location) and during (time of day, routine, activity). The behavior is almost always preceded by (antecedents). (Name of child) usually responds by (specific details of the target behavior), which results in (consequences or pay-off for child). The function of the behavior is/are probably (list probable functions). The behavior appears to be related to (skill or performance deficit) because (provide explanation).
INTERVENTION PLAN TO CHANGE CHILDS BEHAVIOR
REPLACEMENT BEHAVIOR
Select one of the following options and write a one-page rationale explaining the connection between the FBA findings and the desired outcome:
Decrease the target behavior and replace it with a desired behavior. Indicate the replacement behavior in the space provided below and submit a separate one-page rationale:
Eliminate the target behavior and replace it with a desired behavior. Indicate the replacement behavior in the space provided below and submit a separate one-page rationale:
Increase the target behavior. Submit a one-page rationale to explain this selection.
Identify general classroom management changes that are needed, if any:
Physical setting:
Materials:
Equipment:
Rules:
Routines:
Activities:
Whole class management:
Small group management:
Identify specific individualized interventions that are needed, if any:
Prevention strategies:
Replacement skills (what, and how, will you teach):
Reinforcement contingencies (for re-occurrence of target behavior):
Reinforcement contingencies (for replacement behavior):
Suggested timeline for assessment or evaluation to see if the intervention and changes in management have been successful:
Comments and other considerations about this plan:
APPENDIX B
TEACHING METHODOLOGIES:
Modeling
Guided Practice
Research
Simulations
Lecture
Discussion
Internet communication (use of e-mail, web sites, distance learning)
Power Point presentations by instructor and students
Use of overhead projector, videos, computer, and other media
JOURNALS:
Childhood Education
Early Childhood Research Quarterly
Journal of Educational Research
Journal of Research in Childhood Education
TESOL Journal
TESOL Matters
Young Children
Organizations:
Association of Childhood Education International (ACEI)
Council for Exceptional Children (CEC)
National Association for the Education of Young Children (NAEYC)
Southern Early Childhood Association (SECA)
Early Childhood Association of Florida (ECA of Florida)
Association of Childhood International (ACEI)
Children and Family Services
Florida Children
Kids Campaign
Reports, Standards, etc.
Early Childhood Research Institute on Culturally and Linguistically Appropriate Services: http://clas.uiuc.edu/
National Association for Bilingual Education: http://www.NABE.org
National Clearinghouse for English Language Acquisition and Language Instruction Education Programs: http://www.ncela.gwu.edu
Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (formerly the Office of Bilingual Education and Minority Languages Affairs, OBEMLA): http://www.ed.gov/offices/OBEMLA/
OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) http://www.pbis.org
Rehabilitation Research and Training Center on Positive Behavior Support http://rrtcpbs.org
Tobin, T. J., & von Ravensberg, H. (2001). Parents guide to functional assessment and support. Eugene, OR: Educational and Community Supports, University of Oregon. (Available for free at http://darkwing.uoregon.edu/~ttobin.)
Resources (Materials, Activities, Lesson Plans, etc.)
101 Activities to Do With Your Toddler Home Page
Carol Hursts Childrens Literature www.carolhurst.com
Childrens Literature www.childrenslit.com
Early Childhood Educators and Family Web Corner
Early Childhood Education On Line
Early Childhood Special Education Resources
Early Connections-Tech. In Early Childhood Education
www.education-world.com
EdWeb
Imaginizium
Internet Sites for Early Childhood Development
Kids Almanac www.yahooligans.com
www.LeapFrogSchoolHouse.com
www.lessonplans.page.com
www.ncbe.gwu.edu
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August 2012
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