Read Syllabus 6215 ABA Basic Principles-2012 text version

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Applied Behavior Analysis Basic Principles EDF 6215 Fall 2012 M and W 9:00 ­ 11:00 MHC 1503

Professor: Office location: Office phone: Office fax: E-mail: Office hours: Prerequisites: Readings: Raymond G. Miltenberger, Ph.D., BCBA MHC 2332 (813) 974 5079 (813) 974 6115 [email protected] arranged Enrollment in the Master's Program in Applied Behavior Analysis or permission of the instructor. Miltenberger, R. G. (2012) Behavior modification: Principles and procedures (5th Ed). Pacific Grove, CA: Wadsworth. Cooper, J., Heron, T., & Heward, W. (2007). Applied behavior analysis (2nd Ed.). Pearson: Upper Saddle River, NJ. American Psychological Association (2010). Publication manual of the American Psychological Association. Washington, DC: APA. Research articles ­ mostly from JABA. Go to the JABA web site to retrieve articles. (http://seab.envmed.rochester.edu/JABA/)

Course Description

This first, graduate level, 60-hour course provides the student with an introduction to the concepts and principles of Behavior Analysis. This course will be the first step in becoming prepared to sit for the Behavior Analyst Certification Board exam. This course emphasizes Content Area 2 (definition and characteristics principles, processes, and concepts), and Content Area 6 (behavior change procedures) of the BACB Coursework Content Areas (BACB.com).

Course Objectives

· · Describe the history and defining features of applied behavior analysis. Describe the goals and methods of research in applied behavior analysis.

2 · · · · Identify, explain, and apply basic behavior analytic principles. Describe behavior change procedures and their relationship to basic behavioral principles. Describe the functional model of intervention selection and application. Write a review paper utilizing APA format successfully

Course Assignments

Tests: There will be 5 short answer essay tests (about every 3 weeks). The tests will cover material from the readings and from lecture. The tests will be given in the first half of the class period, except for the final test during finals week. Quizzes: There are three quizzes at the end of each chapter in the Miltenberger text book. Prior to class time, students must complete all three quizzes from the chapters scheduled for that day. At the beginning of class students will hand in one quiz (chosen by me) from each chapter. There also may be quiz questions over the journal articles assigned for a particular day Class presentation: Each student will do a PowerPoint presentation in which the student will summarize and lead a discussion over one of the research articles listed in the syllabus. In the presentation, the student will describe a) the purpose of the study with reference to prior research, b) the method (data collection and procedures), and c) the results with reference to the figures. The student will then lead class discussion on relevant issues from the article. Paper: Students will have a series of writing assignments to complete for class. Students will read, summarize, and critique behavior analysis research. Details on the writing assignments will be forthcoming.

Course Grade

Your grade for the course will be calculated according to the following: Tests 70% Quizzes 15% Paper 10% Presentation & Class participation 5% A+ = 98 - 100% A = 93 ­ 97% A- = 90 - 92% B+ = 88 ­ 89% B = 83 ­ 87% B- = 80 - 82% C+ = 78 - 79% C = 73 ­ 77% C- = 70 ­ 72%

3 D = 60 - 69% F = < 60%

Attendance and participation

Your attendance in class is expected. As a graduate student you will actively participate in class discussions and activities. You will not miss class except for an illness or emergency (do not schedule a trip during any class meeting dates, do not schedule meetings during class times, do not stay home from class to study for a test in another class, etc.). If you must miss a class due to illness or emergency, you are responsible for anything that happens in class including announcements, changes in assignments, quizzes, additions or deletions from the syllabus, change in class schedule, etc. I expect to be informed in advance (phone or e-mail) and provided with an explanation if you will be absent from class. Your behavior in class is expected to be professional. You are expected to pay attention to PowerPoint presentations from the instructor and from classmates. Paying attention includes looking at the presenter and slides, asking questions, answering questions, taking notes, and using the white boards when asked. Unacceptable behavior in class includes using your phone for any reason, using your computer for any reason except note taking, any engaging in rude or disrespectful behavior. If you must take a call or receive a text due to an emergency (e.g., you have a client in crisis, you are waiting for a call from a sick family member) you must leave the class to receive the call or text or make a call or text. Otherwise, students must not have a phone out of their pocket, purse, or handbag in class. Phones must be set on silent or vibrate in class. Students using computers or tablets in class to take notes cannot be connected to the internet (no email, Facebook, or web browsing) and cannot work on other class or work assignments. **If a student misses a class, the student must hand in the answers to all three quizzes and the Practice Test questions at the end of the chapters assigned for that day. If research articles are assigned, the student will write a two page summary of each of the articles. The quiz and practice test answers and/or article summaries will be typed in a Word document and sent to the instructor electronically before the next class period.

Cheating and Plagiarism

See the policy in the USF Graduate Catalog. If you are caught cheating or plagiarizing in this course, you will receive a "0" for the assignment and possible termination from the course. Cheating may mean using a previous or another student's project and turning it in as your own. Plagiarizing means turning in written work that includes copyrighted material taken from someone else, without using quotation marks or otherwise giving proper credit to the true author. In

4 other words, plagiarism is the presentation of an author's work in a way that the material might be mistaken to be your own.

USF's Policy on Religious Observances

"No student shall be compelled to attend class or sit for an examination at a day or time prohibited by his or her religious belief in accordance with the University policy on observance of religious holy days. Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the dates to the instructor, in writing, by the second class meeting. "

Audio or Video Recording Policy

You must obtain advance written permission from the Instructor prior to audio recording or video recording any lecture or discussion with the Instructor. Suitable reasons may include a reasonable accommodation for a disability. However, students are not permitted to sell notes or tapes of class lectures.

Emergency Planning

In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It's the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

Course Calendar

Dates

Aug 27 Aug 29 Sept 3

Topics

Class overview Introduction to ABA Recording and graphing behavior Labor Day ­ no class Overview of Basic Principles

Readings

M, 1, 2, 3 (M = Miltenberger) CHH, 1 (CHH = Cooper, Heron & Heward)

Sept 5,

Reinforcement Motivating operations

M, 4, CHH, 16, pp 375-380 Laraway et al. (2003)

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Sept 10

Extinction

M, 5

Sept 12 Sept 17

Test 1 Punishment Stimulus control M, 6 M, 7 Lalli, Mace Livezay, & Cates (1998) M, 8

Sept 19

Respondent conditioning

Sept 24, 26

Verbal behavior and rule governed behavior

CHH, 25, pp 527-534 Wallace et al. (2006) Lerman et al. (2005)

Oct 1

Test 2 Behavioral Acquisition:

Oct 3 Oct 8 Oct 10

Shaping Prompting and transfer of stimulus control Behavioral chaining Behavioral skills training Behavioral acquisition readings

M, 9, 10 Scott, Scott, & Goldwater (1997) M, 11, 12 Azrin & Foxx (1971) Page, Iwata, & Neef (1976) Lumley et al. (1998) Himle et al. (2004 Stokes et al. (2010) Boyer et al. (2009) BenitezSantiago & Miltenberger (2011)

Oct 15

Behavioral acquisition readings

Functional Approach to Assessment and Intervention Oct 17, 22, 24 Functional assessment and functional analysis M 13 Carr, Newsom, & Binkoff (1980) Vollmer, Marcus, Ringdahl, & Roane (1995) Rapp et al. (1999)

Oct 29

Test 3

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Oct 31, Nov 5,7

Differential reinforcement/extinction

M, 14, 15 Iwata, Pace, Cowdery, & Miltenberger (1994) Vollmer et al. (1993) Vollmer, Marcus, & Ringdahl (1995) Kahng et al. (1997) Steege et al. (1990) M, 16 Miltenberger (2006) Stephenson & Hanley (2010) Romaniuk et al. (2002) Kennedy (1994) O'Reilly (1997) Horner, Day, & Day (1997) Carr, Smith et al. (2003) Carr, Magito-McLaughlin et al. (2003)

Nov 14, 19

Antecedent manipulations

Nov 21 Nov 26, 28

Test 4 Punishment Promoting generalization M, 17, 18, 19 Hanley et al. (2005) Vorndran & Lerman (2006) M, 21 M, 22 M, 23 M, 24 M, 25

Dec 3, 5

Other behavior analysis interventionshabit reversal behavioral contracts token economies fear/anxiety reduction cognitive behavior modification Final test

Dec 10

References

Azrin, N. H., & Foxx, R. M. (1971). A rapid method of toilet training the institutionalized retarded. JABA, 4, 89-99. Benitezsantiago, A., & Miltenberger, R. (2011). Using video feedback to improve martialarts performance. Unpublished master's thesis. Boyer, E., Miltenberger, R. G., Batsche, C., & Fogel, V. (2009) Video modeling by experts with video feedback to enhance gymnastics skills. Journal of Applied Behavior Analysis, 42, 855-860. Carr, E. G., Newsom, C. D., & Binkoff, J. A. (1980). Escape as a factor in the aggressive behavior of two retarded children. JABA, 13, 101-117.

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Carr, E. G., Magito McLaughlin, D., Giacobbe-Grieco, T., & Smith, C. E. (2003). Using mood ratings and mood induction in assessment and intervention for severe problem behavior. American Journal on Mental Retardation, 108, 32-55. Carr, E. G., Smith, C. E., Giacin, T. A., Whelan, B. M., & Pancari, J. (2003). Menstrual discomfort as a biological setting event for severe problem behavior: Assessment and intervention. American Journal on Mental Retardation, 108, 117-133. Hanley, G., Piazza, C., Fisher, W., & Maglieri, K. (2005). On the effectiveness of and preference for punishment and extinction components of function-based interventions. JABA, 38, 51-65 Himle, M.B., Miltenberger, R.G., Flessner, C., & Gatheridge, B. (2004). Teaching safety skills to children to prevent gun play. JABA, 37, 1-9. Horner, R. H., Day, H. M., & Day, J. R. (1997). Using neutralizing routines to reduce problem behaviors. Journal of Applied Behavior Analysis, 30, 601-614. Iwata, B., Pace, G., Cowdery, G., & Miltenberger, R. (1994). What makes extinction work: An analysis of procedural form and function. JABA, 27, 131-144. Kahng, S., Iwata, B., DeLeon, I., Worsdell, A. (1997). Evaluation of the "control over reinforcement" component of functional communication training. JABA, 30, 267277. Kennedy, C. (1994). Manipulating antecedent conditions to alter the stimulus control of problem behaviors. JABA, 27, 161-167. Lalli, J. S. Mace, F. C. Livezey, K. & Kates, K. (1998). Assessment of stimulus generalization gradients in the treatment of self-injurious behavior. JABA, 31, 479483. Laraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe them: some further refinements. JABA, 36, 407-414. Lerman, D., Parten, M., Addison, L., Vorndran, C., Volkert, V., & Kodak, T. (2005) A methodology for assessing the functions of emerging speech in children with developmental disabilities. JABA, 38, 303-316 Lumley, V. A., Miltenberger, R. G., Long, E. S., Rapp, J. T., & Roberts, J. A. (1998). Evaluation of a sexual abuse prevention program for adults with mental retardation. ABA, 31, 91-101. Miltenberger, R. G. (2006). Antecedent intervention for challenging behavior maintained by escape from instructional activities. In J. K. Luiselli (Ed.), Antecedent assessment & intervention: Supporting children & adults with developmental disabilities in community settings (pp 101-124). Baltimore: Brookes. O'Reilly, M. (1997). Functional analysis of episodic self-injury correlated with recurrent otitis media. JABA, 30, 165-167.

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Page, T. J., Iwata, B. A., & Neef, N. A. (1976). Teaching pedestrian skills to retarded persons: Generalization from the classroom to the natural environment. JABA, 9, 433-444. Rapp, J., Miltenberger, R., Galensky, T., Ellingson, S., & Long, E. (1999). A functional analysis of hair pulling. JABA, 32, 329-337. Romaniuk, C., Miltenberger, R., Conyers, C., Jenner, N., Jurgens, M., & Ringenberg, C. (2002). The influence of activity choice on behavior problems maintained by escape versus attention. JABA, 35, 349-362. Scott, D., Scott, L. M., & Goldwater, B. (1997). A performance improvement program for an international-level track and field athlete. JABA, 30, 573-575. Steege, M., Wacker, D., Cigrand, C., Berg, W., Novak, C., Reimers, T., Sasso, G., & DeRaad, A. (1990). Use of negative reinforcement in the treatment of self-injurious behavior. JABA, 23, 459-467. Stephenson, K. M., & Hanley, G. P. (2010). Preschoolers' compliance with simple instructions: A descriptive and experimental evaluation. Journal of Applied Behavior Analysis, 43, 229-247. Stokes, J. V., Luiselli, J. K., Reed, D. D., & Fleming, R. K. (2010). Behavioral coaching to improve offensive line pass-blocking skills of high school football athletes. Journal of Applied Behavior Analysis, 43, 463-472. Vollmer, T., Iwata, B., Zarcone, J., Smith, R., & Mazaleski, J. (1993). The role of attention in the treatment of attention-maintained self-injurious behavior: Noncontingent reinforcement and differential reinforcement of other behavior. JABA, 26, 9-21. Vollmer, T., Marcus, B., & Ringdahl, J. (1995). Noncontingent escape as treatment for self-injurious behavior maintained by negative reinforcement. JABA, 28, 15-26. Vollmer, T. R., Marcus, B. A., Ringdahl, J. E., & Roane, H. S. (1995). Progressing from brief assessments to extended experimental analyses in the evaluation of aberrant behavior. JABA, 28, 561-576. Vorndran, C., & Lerman, D. (2006). Establishing and maintaining treatment effects with less intrusive consequences via a pairing procedure. JABA, 39, 35-48 Wallace, M., Iwata, B., & Hanley, G. (2006) Establishment of mands following tact training as a function of reinforcer strength. JABA, 39, 17-24.

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