Building Positive Behavior and Self-Regulation in Early Learners - EDC-X771AA

Course Description

Credit Validation for DoWEA Participants Only

Participants will explore how brain development, executive functioning, relationships, classroom environments, and instructional practices influence student behavior. Through readings, case studies, discussions, self- reflection, and practical application activities, educators will learn to design proactive classroom systems, establish effective routines and expectations, implement co-regulation and self-regulation strategies, teach replacement behaviors, collect and analyze behavioral data, and develop appropriate intervention plans for students requiring additional support.

Learner Outcomes

• Examine the relationship between child development, brain development, and behavior in early learning environments
• Interpret behavior as a form of communication by identifying environmental, social-emotional, and developmental factors that influence student behavior
• Design proactive classroom systems, routines, and procedures that promote predictability, engagement, and positive behavioral outcomes
• Implement evidence-based co-regulation and self-regulation strategies that support students' emotional and behavioral needs
• Teach behavioral expectations, executive functioning skills, and replacement behaviors through explicit instruction and positive behavior supports
• Apply trauma-informed, PBIS-aligned, and developmentally appropriate practices to address challenging behaviors and foster inclusive learning environments
• Analyze behavioral data to identify patterns, determine potential functions of behavior, and guide intervention planning
• Develop measurable behavior goals and intervention plans that align with MTSS and individualized student needs
• Evaluate the effectiveness of classroom behavior supports and make data-informed adjustments to improve student outcomes
• Collaborate effectively with families, student support teams, and multidisciplinary professionals in the implementation of behavioral interventions and support plans
• Advocate for sustainable, relationship-centered practices that promote positive behavior, self-regulation, and long- term student success
• Differentiate between skill deficits and performance deficits when selecting instructional and behavioral interventions

Course Details

Number of Units: 1.0 - 2.0 graduate level extension credit(s) in semester hours

Who Should Attend: This course provides continuing education for DoWEA Participants.

University of San Diego – Graduate-Level Extension Credit Information

The University of San Diego partners with this program to offer graduate-level extension credit(s) in semester hours through the Credit Validation Program. To earn units, participants must register for and successfully complete coursework through the external program provider.

Credits earned through USD’s Credit Validation Program are widely accepted by many school districts and universities across the United States for purposes such as license renewal, required professional development hours, short-term skill building, salary advancement, credentialing, and potential advanced degree pathways.

These units do not apply toward a master’s or higher degree program at the University of San Diego; however, they may be transferable to advanced degree programs (e.g., MA, EdD, PhD) at other institutions that accept external graduate-level credits.

Participants are responsible for confirming acceptance, transcript requirements, deadlines, and applicability of units with their employing district or intended institution prior to enrollment.

Please Note: USD does not provide course materials, manage instruction, or assign grades. All coursework is evaluated by the program’s instructor or coordinator.

Transcript Process: Final grades submitted by the program provider will initiate the transcript process. Grades should be submitted within 7 days of the official course end date or the course enrollment deadline—whichever comes last. Participants are responsible for ensuring their mailing address is accurate and up to date in their USD student account to avoid delays in transcript delivery.

Transcript Delivery Timeline:

• U.S. addresses: 2–3 weeks
• International addresses: 3–4 weeks

If you would like to purchase Continuing Education Units (CEUs) instead of USD Graduate-Level Extension Credit (GLEC), CEU participants will receive a Confirmation of Completion Letter documenting the CEUs earned, which can be downloaded and provided as a PDF for professional records. Click here to view the CEU option.