COURSE INFORMATION - Rollins Public Sharepoint

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BACS 522: Principles of Applied Behavior Analysis Fall 2016; 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 208 Instructor: Stephanie Kincaid, Ph.D., BCBA Office: Warren Basement E Phone: 407-646-2781 E-mail: SKincaid@Rollins.edu Office Hours: Thursdays 3:30-6:30 p.m. or by appointment

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 will be lecture and discussion, both as a class and in small groups, as well as in-class exercises. Class participation is expected.

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 user-friendly companion website for this textbook that provides study aids and resources, including interactive chapter quizzes to help with studying for the in-class quizzes and final exam, available at cooper.

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

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Baer, D. M., Wolf, M. M., & Risley, T. R. (1987). Some still-current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 20(4), 313-327.

Conyers, C., Miltenberger, R., Maki, A., Barenz, R., Jurgens, M., Sailer, A., . . . Kopp, B. (2004). A comparison of response cost and differential reinforcement of other behavior to reduce disruptive behavior in a preschool classroom. Journal of Applied Behavior Analysis, 37(3), 411-415. doi:10.1901/jaba.2004.37-411

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

Galbicka, G. (1994). Shaping in the 21st century: Moving percentile schedules into applied settings. Journal of Applied Behavior Analysis, 27(4), 739-760. doi:10.1901/jaba.1994.27-739

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

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165? 179.

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).

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.

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

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

Michael, J. (1974). Statistical inference for individual organism research: Mixed blessing or curse? Journal of Applied Behavior Analysis, 7(4), 647-653. doi:10.1901/jaba.1974.7-647

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

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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

Rusch, F. R., & Kazdin, A. E. (1981). Toward a methodology of withdrawal designs for the assessment of response maintenance. Journal of Applied Behavior Analysis, 14(2), 131140. doi:10.1901/jaba.1981.14-131

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

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

Young, J. M., Krantz, P. J., McClannahan, L. E., & Poulson, C. L. (1994). Generalized imitation and response-class formation in children with autism. Journal of Applied Behavior Analysis, 27(4), 685-697. doi:10.1901/jaba.1994.27-685

Supplemental and Recommended Resources There is a companion website for your textbook that provides study aids and resources, including interactive chapter quizzes to help with studying for your in-class quizzes and exams: cooper

Free videos and tutorials on the Autism Center of Excellence at Western Michigan University website. The videos are interviews with experts in ABA, autism, and behavioral pediatrics:

Podcasts of interviews with experts in behavior analysis created by Dr. Matt Normand on his website, Current Directions in Behavioral Science

Cambridge Center for Behavioral Studies is an excellent source for videos, readings, and resources on autism, verbal behavior, behavioral safety, animal behavior, and more:

Requirements, Expectations, and Grading Criteria Quizzes A 15-min quiz composed of short-answer questions 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. If you plan to be absent from class, it is your responsibility to arrange to take the scheduled quiz in advance of the class you will not attend. A total of 11 quizzes will be given and your lowest score will be dropped. (10 points each; 100 points total)

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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 = 350

Grade A B C F

Points Needed 313-350 points 278-312 points 243-277 points 242 points or fewer

Percentage 89.5% or higher

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

Course Schedule

Date 8/22 8/29

9/5

Class Number 1

2

No class

Topics

Definition and Characteristics of ABA; Dimensions of ABA Basic concepts of ABA, selecting and defining target behaviors; measuring behavior Labor Day

Textbook Readings

Chapter 1, 2, 3

Primary Source Readings

Baer et al., 1968; Baer et al., 1987; Wolf, 1978; Ayllon & Michael, 1959

Assignments and Activities

Syllabus review; In-class exercise on the causes of behavior; In-class exercise on defining characteristics of ABA Quiz 1; In-class exercises on prioritizing, defining, & recording target behaviors

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9/19 4 9/26 5

10/3 6 10/10 7 10/17 8 10/24 9 10/31 10 11/7 11

Assessing and improving quality of measurement, constructing and interpreting graphic displays, analyzing behavior change Analytic tactics, experimental designs Analytic tactics, experimental designs cont'd, conducting and evaluating research Positive, negative, schedules of reinforcement Exam 1 (midterm)

Positive and Negative punishment Motivating operations, stimulus control Imitation, Shaping, and chaining

Extinction, Differential Reinforcement, antecedent interventions, functional behavior assessment

Chapters 4, 5, 6

Chapter 7, 8 Chapter 9, 10

Chapter 11, 12, 13

Chapter 14, 15 Chapter 16, 17 Chapter 18, 19, 20

Chapter 21, 22, 23, 24

Repp et al., 1976; Horner et al., 2005; Michael, 1974

Donahoe, 2004

Schreck & Mazur, 2008

Fisher et al., 1992;

Hanley et al., 2005; Conyers et al., 2004; Langthorne & McGill, 2009; Piazza et al., 1996 Young et al., 1994 Ferguson & RosalesRuiz, 2001; Galbicka, 1994 Lerman et al., 1999; Iwata et al., 1994

Operational definition for project due; Quiz 2; In-class exercises on calculating IOA; In-class exercise on creating a line graph in Excel

Quiz 3; In-class exercise on research designs

Quiz 4; In-class exercise on evaluating journal articles

Quiz 5; In-class exercise on administering preference assessments

Measurement plan and proposed intervention for project due Quiz 6

Quiz 7

Quiz 8; In-class exercise on shaping target behaviors; In-class exercise on writing task analyses Quiz 9; FBA & scatterplot exercises

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