Version 1, 2 and 3:  Course participants must be actively involved in an educational or recreational program during the time they are enrolled in the course. They are expected to read four articles selected from professional literature and respond to a selected article. Participants also maintain a dialogue journal, which includes observations and recording of children's behavior, behavior management situations, questions and concerns about their work, and personal reflections on the nature and meaning of their interactions with children. During the field experience component, course participants apply the skills and strategies presented in the course. Using the readings from the course and interactions with children, participants also submit a written report to their supervisors that discusses their perceptions of the course materials, readings, and how the field experience changed their behavior. The report also includes examples of behavior management skills used, what they learned about themselves as a manager of children's behavior, and how they have modified their goals working with special needs children, based on their insights. Topics covered include skills and strategies associated with being a positive leader, building relationships, structuring situations, being an effective coach, and proactive intervention. These strategies are supported by research in change theory and involve building a knowledge base, observing models and examples, reflecting on practice, changing practice, and gaining and sharing expertise. NOTE: For those individuals recommended for graduate-level credit, an annotated bibliography of approved referenced articles which support issues discussed or related issues of interest to the individual is also assigned.