Jul 22, 2024  
College Catalog 2022-2023 
College Catalog 2022-2023 [ARCHIVED CATALOG]

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ECHS 2000 - Guidance & Behavior

Credit Hours: 3.00

Prerequisites: ENGL 1190  or ENGL 1220 ECHS 1250  and ECHS 1710  all with grade C or better

This course provides an introduction to recognizing, addressing, and preventing challenging and disruptive behaviors, with an overview of social emotional milestones, observation and documentation, factors that influence behavior, appropriate guidance techniques and prevention strategies.  Students will learn that behaviors communicate a message, and that relationship building and evidence-based guidance techniques foster mental health and well-being which results in social competence and adaptive outcomes.  This course is designed to serve early educators, paraeducation professionals and elementary teachers working with children ages zero to eight years old.  Students will complete 10 hours of observation.

Billable Contact Hours: 3

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Outcome 1: Upon completion of this course, the student will be able to identify influences on behavior.


  1. Biological factors
    1. Prenatal development
    2. Genes
    3. Gender
    4. Health
    5. Temperament
  2. Interpersonal Relationships
    1. Familial influences
    2. Attachment
    3. Cultural practices
    4. Trauma - violence, abuse, addiction or neglect or chronic health problem or disability of a family member.
  3. Environmental factors
    1. Housing
    2. Nutrition
    3. Toxins and pollution
    4. Community resources
    5. Economic and employment status
    6. Education

Outcome 2: Upon completion of this course, the student will be able to determine stages of development from infancy through early elementary.


  1. Emotional Development
  2. Social Development
  3. Cognitive Development
  4. Language Development
  5. Physical Development

Outcome 3: Upon completion of this course, the student will be able to identify key social and emotional milestones for young children.


  1. Interpersonal Relationships - Establishing emotional connections with others.
  2. Self-Awareness - Developing a sense of themselves as individuals.
  3. Self-Regulation - The control of emotion, attention and physiological responses to stimulation.
  4. Social Competence - Social skills, social awareness and self-confidence.
  5. Autonomy / Agency - Decision making skills, independence and responsibility.

Outcome 4: Upon completion of this course, the student will be able to assess behavior through the use of observation.


  1. Describe the value of observation.
  2. Clarify the difference between objective and subjective recording techniques.
  3. Identify professional and ethical considerations to observing.
  4. Observe and record using various assessment methods.
    1. Anecdotal Record
    2. Developmental Checklist
    3. Frequency Count
    4. Event Sample
    5. Time Sample
    6. Running Record
  5. Interpret data collected.
    1. Identify the personality and dimensions of the child (interests, needs, developmental level).
    2. View children in the context of family, culture, and community.
    3. Acknowledge that life circumstances and past experiences can contribute to or stifle development.
    4. Concede that observers’ perceptions of behaviors may be biased, and that because of this it is crucial for observers to make efforts to be aware and focused on truly seeing the child.
  6. Describe how observations can be shared with colleagues and families.

Outcome 5: Upon completion of this course, the student will be able to modify classroom schedules, routines and environments that encourage inappropriate behaviors.


  1. Schedule
    1. Addresses child’s physiological needs
    2. Ratio of adults to children
    3. Balance of activities organized around care routines
    4. Consistent and predictable
  2. Routine
    1. Rules
    2. Rituals
    3. Transitions
  3. Environment
    1. Space
    2. Design
    3. Materials
    4. Organization
    5. Visual stimulation
    6. Aesthetics

Outcome 6: Upon completion of this course, the student will be able to identify appropriate child guidance techniques to address and prevent challenging behaviors.


  1. Determine developmentally appropriate approaches to child guidance.
    1. Provide positive attention and active listening
    2. Model prosocial behavior
    3. Label feelings
    4. Provide choices
    5. Demonstrate calming techniques
    6. Use natural and logical consequences
    7. Scaffold conflict resolution strategies
    8. Positive reinforcement - descriptive praise, encouragement and acknowledgement of proper behavior.
    9. Direct guidance, clear limits, explanations of appropriate behavior

Outcome 7: Upon completion of this course, the student will be able to initiate a behavior intervention plan.


  1. State how early educators can collaborate with the child’s family, colleagues, resource and referral organizations and other professionals to work together for the good of the child.       
  2. Collect information through objective observation and documentation.
    1. Seek out family input.
    2. Notate antecedents and events or conditions that increase or trigger the behavior as well as the consequence of the behavior.
    3. Notate all factors and patterns related to the behavior such as time, location, activities and other persons who may be present.
  3. Identify what could be the intended message of the behavior - what does the child hope to gain or escape from.
  4. Determine the goal for intervention
    1. Increase social competence
    2. Enhance self-esteem
    3. Promote a healthy expression of emotions
    4. Encourage children’s self-regulation and self-control
    5. Support autonomy
  5. Determine prevention strategies - attempt to mitigate behaviors.
  6. Determine appropriate child guidance techniques.
  7. Establish expectations for outcome behaviors.

• Communication: The graduate can communicate effectively for the intended purpose and audience.
• Critical Thinking: The graduate can make informed decisions after analyzing information or evidence related to the issue.
• Global Literacy: The graduate can analyze human behavior or experiences through cultural, social, political, or economic perspectives.
• Information Literacy: The graduate can responsibly use information gathered from a variety of formats in order to complete a task.
• Quantitative Reasoning: The graduate can apply quantitative methods or evidence to solve problems or make judgments.
• Scientific Literacy: The graduate can produce or interpret scientific information presented in a variety of formats.

CDO marked YES apply to this course:
Communication: YES
Critical Thinking: YES
Global Literacy: YES
Information Literacy: YES
Scientific Literacy: YES

Week(s) Topic(s)
1 Course Synopsis
2 Influences on Behavior
3 Stages of Development
4 Social and Emotional Milestones
5, 6 & 7 Observation, Recording and Assessment
8 & 9 Prevention Strategies - Classroom Rules, Schedules, Routines and Environments
10 & 11 Developmentally Appropriate Guidance Techniques
12 & 13 Challenging Behavior Scenarios
14 & 15 Child Case Studies
16 Wrap Up


Primary Faculty
Boni, Lisa
Secondary Faculty

Associate Dean
Primeau, Paula
Mirijanian, Narine

Official Course Syllabus - Macomb Community College, 14500 E 12 Mile Road, Warren, MI 48088

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