COURSE INFORMATION - Rollins Public Sharepoint

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BACS 522: Principles of Applied Behavior Analysis Fall 2017; 4 Credits

Department of Health Professions Mission Statement Anchored in the pragmatic liberal arts tradition, the department of health professions educates

students to become effective and innovative health and behavioral professionals who will satisfy the growing demand for their services.

COURSE INFORMATION

General Class Time & Location: Mondays 6:45-9:15 p.m. in Bush 308 Instructor: Stephanie Kincaid DePriest, Ph.D., BCBA-D Office: Warren Basement E Phone: 407-646-2781 E-mail: SKincaid@Rollins.edu Office Hours: Mondays and Wednesdays 3:30-6:30 p.m. or by appointment To Request an appointment: (include at least 2 dates in your request)

Getting in touch with me: Email is the best way to contact me. I respond to email within 24 hrs. I place great importance on being available to students, so please do not hesitate to schedule a meeting with me if there are topics you wish to discuss.

Course Summary The foundations course serves as an introduction to the field of applied behavior analysis. In the first half of the semester, students begin to become fluent in the terminology used in behavior analysis and learn to use basic behavioral principles to modify and explain behavior. Students also learn to interpret and discuss seminal writings that have shaped the understanding of behavior. Topics include the selection and measurement of behavior, operant conditioning, and single-subject research designs. In the second half, students learn how to conduct functional assessments and functional analyses to develop data-based interventions. Additional topics include verbal behavior and ethical considerations for behavior analysts.

Course Format The format includes in-class and online components. Outside of class, students will complete readings (textbook and articles) and online instructional modules. Class meetings will begin with a brief (5 min) quiz to assess preparedness for class. Following the quiz, the format of class meetings will vary but may include lecture, discussion (both as a class and in small groups), exercises, and demonstrations. Active class participation is expected and essential.

Required Text Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper

Saddle River, New Jersey: Pearson Education, Inc.

There is a companion website for this textbook that provides study aids and resources, including interactive chapter quizzes, available at cooper.

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Required Primary Source Readings Ayllon, T., & Michael, J. (1959). The psychiatric nurse as a behavioral engineer. Journal of the

Experimental Analysis of Behavior, 2(4), 323-334. doi:10.1901/jeab.1959.2-323 Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior

analysis. Journal of Applied Behavior Analysis, 1(1), 91-97. doi:10.1901/jaba.1968.1-91 DeLeon, I. G., Frank, M. A., Gregory, M. K., & Allman, M. J. (2009). On the correspondence

between preference assessment outcomes and progressive-ratio schedule assessments of stimulus value. Journal of Applied Behavior Analysis, 42(3), 729-733. Donahoe, J. W. (2004). Interpretation and experimental-analyses: An underappreciated distinction. European Journal of Behavior Analysis, 5(2), 83-89. Ferguson, D. L., & Rosales-Ruiz, J. (2001). Loading the problem loader: The effects of target training and shaping on trailer- loading behavior of horses. Journal of Applied Behavior Analysis, 34(4), 409-424. doi:10.1901/jaba.2001.34-409 Fisher, W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25(2), 491-498. doi:10.1901/jaba.1992.25-491 Hanley, G. P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Behavior Analysis in Practice, 5(1), 54-72. Hanley, G. P., Piazza, C. C., Fisher, W. W., & Maglieri, K. A. (2005). On the effectiveness of and preference for punishment and extinction components of function-based interventions. Journal of Applied Behavior Analysis, 38(1), 51-65. doi:10.1901/jaba.2005.6-04 Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27(2), 197-209. doi:10.1901/jaba.1994.27-197 (Reprinted from Analysis and Intervention in Developmental Disabilities, 2(1), 3-20). Kahng, S. W., Chung, K. M., Gutshall, K., Pitts, S. C., Kao, J., & Girolami, K. (2010). Consistent visual analyses of intrasubject data. Journal of applied behavior analysis, 43(1), 35-45. Lambert, J. M., Copeland, B. A., Karp, E. L., Finley, C. I., Houchins-Juarez, N. J., & Ledford, J. R. (2016). Chaining Functional Basketball Sequences (with Embedded Conditional Discriminations) in an Adolescent with Autism. Behavior analysis in practice, 9(3), 199210. Langthorne, P., & McGill, P. (2009). A tutorial on the concept of the motivating operation and its importance to application. Behavior Analysis In Practice, 2(2), 22-31. LeBlanc, L. A., Raetz, P. B., Sellers, T. P., & Carr, J. E. (2016). A proposed model for selecting measurement procedures for the assessment and treatment of problem behavior. Behavior analysis in practice, 9(1), 77-83. Lerman, D. C., Iwata, B. A., & Wallace, M. D. (1999). Side effects of extinction: Prevalence of bursting and aggression during the treatment of self-injurious behavior. Journal of Applied Behavior Analysis, 32(1), 1-8. doi:10.1901/jaba.1999.32-1

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Marckel, J. M., Neef, N. A., & Ferreri, S. J. (2006). A preliminary analysis of teaching improvisation with the picture exchange communication system to children with autism. Journal of Applied Behavior Analysis, 39(1), 109-115. doi:10.1901/jaba.2006.131-04

McGinnis, J. C., Friman, P. C., & Carlyon, W. D. (1999). The effect of token rewards on "intrinsic" motivation for doing math. Journal of Applied Behavior Analysis, 32(3), 375379. doi:10.1901/jaba.1999.32-375

Normand, M. P. (2008). Science, Skepticism, and Applied Behavior Analysis. Behavior Analysis in Practice, 1(2), 42?49.

Perone, M. (2003). Negative effects of positive reinforcement. The Behavior Analyst, 26(1), 114.

Piazza, C. C., Hanley, G. P., & Fisher, W. W. (1996). Functional analysis and treatment of cigarette pica. Journal of Applied Behavior Analysis, 29, 437-449. doi:10.1901/jaba.1996.29-437

Repp, A. C., Deitz, D. E. D., Boles, S. M., Deitz, S. M., & Repp, C. F. (1976). Differences among common methods for calculating interobserver agreement. Journal of Applied Behavior Analysis, 16(1), 435-445. doi:10.1901/jaba.1983.16-435

Schreck, K. A., & Mazur, A. (2008). Behavior analyst use of and beliefs in treatments for people with autism. Behavioral Interventions, 23(3), 201-212. doi:10.1002/bin.264

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349-367. doi:10.1901/jaba.1977.10-349

Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1(1), 16-23.

Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203214. doi:10.1901/jaba.1978.11-203

Assignments Online Modules There will be 3 online modules for each unit of the course. These modules were customdesigned for this course in accordance with the principles of Precision Teaching, and include practice questions and video lectures. Modules are self-paced, and designed to adapt to the level of instruction you need to master the concept. One module may take under 5 minutes to complete or up to over an hour (including multiple module attempts), depending on your performance. Thus, it is highly encouraged that you begin working on the modules early in the "week" before class. Each module is worth 3 points, with an additional 1 point for completing all modules prior to class. (3 modules per unit = 10 points per unit; 12 Units; 120 points total) In addition, 10 bonus points are available for completing all modules by Exam 2 (12/11/17).

Quizzes A 5-min quiz will be given at the beginning of most classes (specified on the course schedule, below) on the assigned readings for that date. If you come to class while the quiz is being administered, you will have until time is up on the quiz to finish. If you come to class after the quiz has been completed, you will not have the opportunity to take it and you will receive a grade of 0 for that quiz. No make-up quizzes will be permitted, but your lowest quiz score will

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be dropped. A total of 12 quizzes will be given. (10 points each plus one dropped quiz; 110 points total)

Exams There will be 2 exams given throughout the semester. Each exam will consist of a variety of question formats (i.e., multiple-choice, short answer, matching, & fill-in-the-blank questions) and will cover the assigned readings from that portion of the course. (100 points each; 200 points total)

Behavior Change Project To give you experience applying behavior principles on a small scale, you will complete a project in which you attempt to change a behavior. You will work on this project throughout the semester. Points will be awarded for the following project components (50 points total) -Operational definition (5 points) -Measurement Plan and Proposed intervention (15 points) -Graph (10 points) -Presentation (10 points) -Abstract describing your project (10 points)

Grading Scale Total points available = 480

Grade A B C F

Points Needed 429-480 points 381-428 points 333-380 points 332 points or fewer

Percentage 89.5% or higher

79.5-89.4% 69.5-79.4% 69.4% or below

Course Policies Participation and Preparedness for Class Given the highly interactive format of this course (and graduate study, generally), active participation by all class members is essential. Do not expect to sit back and take notes/passively learn in this class. It is expected that Modules and Quizzes should prepare you to participate in a substantive way during class meetings. However, if this is not the case, an additional grading component (i.e., participation points) may be added.

Here is a suggested checklist to help you prepare for each week's class. Weekly Checklist:

Read and take notes on assigned textbook chapters Complete Module 1 Complete Module 2 Compete Module 3 Read and take notes on assigned articles Review all notes to prepare for the Quiz Optional: Take additional practice questions in Modules for more practice

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Attendance As the function of the quiz to is ensure that you are prepared to meaningfully contribute to the class, absence from class will result in a 0 quiz grade. Absence is defined as missing 25% or more of any class period.

Course Schedule

Unit

Class Date

Topics

1 8/28 Introduction to ABA

Article Reading

Textbook Reading

1

Due Dates

No 9/4 Labor day holiday:

class

No class, modules

due!

Unit 1 Modules

2 9/11 Basic Concepts

Allyon & Michael, 1959; 2 Baer, Wolf, & Risley, 1968

Unit 2 Modules; Quiz 1

3 9/18 Measuring Behavior

Repp et al., 1976; LeBlanc et al., 2016

3-5

Unit 3 Modules;

Quiz 2

4 9/25 Graphs and

Donahoe, 2004;

Analytic Tactics, Kahng et al., 2010

Experimental

Designs

6-8

Unit 4 Modules;

Quiz 3;

Operational

definition due

5 10/2 Experimental

Normand, 2008;

9-10

Designs cont'd Shreck & Mazur, 2008

Unit 5 Modules; Quiz 4

6 10/9 Reinforcement

Fisher et al., 1992; DeLeon et al., 2009

11-13

Unit 6 Modules; Quiz 5

10/16 Exam 1

7 10/23 Punishment

8 10/30 Antecedent Variables

9 11/6 Shaping and Chaining

Perone, 2003; Hanley et al., 2005

14-15

Langthorne et al., 2009; Piazza et al., 1996

16-18

Ferguson & Rosales-Ruiz, 2001; Lambert et al., 2016

19-20

Measurement plan and proposed intervention due Unit 7 Modules; Quiz 6

Unit 8 Modules; Quiz 7

Unit 9 Modules; Quiz 8

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