Toussaint - BEHV 5028 Syllabus

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BEHV 5028 – Fall 2013

Autism I: Conceptual/Methodological Issues in Applied Behavior Analysis

Department of Behavior Analysis

The University of North Texas

PROFESSOR: Karen Toussaint, PhD, BCBA-D

PROFESSOR CONTACT INFORMATION:

Email:

Phone: 940-369-5371

Office Hours: Chilton 360F: Mondays 9:30-10:30 a.m.; by appointment

COURSE TIME: Wednesday 6:00 – 8:50 pm (Location: KFAC)

COURSE DESCRIPTION: This course addresses some conceptual and methodological issues surrounding early and intensive behavioral interventions (EIBI) for children with autism. Topics include: diagnosis and assessment as they relate to treatment, rules of evidence and the role of evidence-based treatment, distinctions between various treatment approaches, comparisons of treatment formats, a review of curricular options, and professional and ethical issues specific to the behavioral treatment of autism. The course is designed to meet the educational requirements of students with advanced levels of experience and training in the behavioral treatment of children with autism.

COURSE OBJECTIVES

  • To describe diagnosis and etiology issues as they relate to EIBI treatment.
  • To describe the rules of evidence that allows selection of appropriate treatments for individual children.
  • To describe the scientist-practitioner model of service delivery as it applies to early intervention.
  • To describe Applied Behavior Analysis (ABA) within the context of interventions for children with autism.
  • To describe the continuum of ABA program models and to compare and contrast ABA with other approaches.

LEARNING ACTIVITIES & EVALUATION

1)Participation and Attendance: Students are expected to attend and participate with each class meeting. The methodological framework for this course is based upon interteaching which emphasizes reciprocal peer tutoring and cooperative learning during class periods. Participation is critical for student success. Due to the interactive nature of this seminar, a student’s grade will be dropped by a letter grade for each unexcused absence. Please refer to this link for UNT’s policy on unexcused absences. If you have to arrive late or leave early please have PRIOR approval. Make sure that you arrive or depart discreetly. Late arrivals and early departures are disruptive and discourteous to your classmates and instructor

2)Quizzes: A quiz will be at the beginning of each class meeting during the semester according to the schedule presented below. The quizzes will be in the form of short answer questions and will draw heavily from preparation guides. Each quiz will cover the material from the previous week. The first 15 minutes of the designated class meetings will be used for the quiz. Quizzes will be returned at the end of each lecture period.

3)Reading/Preparation Guide: A reading guide orprep guide (that is, a set of study questions) will be posted in the “Assignments” tab on Blackboard that correspond with the readings. Please complete your assignments within the original Word document and attach that document as your submitted homework through Blackboard Learn. In addition, bring your printed homework to EACH CLASS PERIOD. Homework will be due at the beginning of each class and late submissions will not be accepted (i.e., you must complete your study questions before coming to class). The homework will consist of thought and content questions that you will be expected to answer (answers will typically be 3-4 sentences). Your answers are expected to reflect YOUR ORIGINAL WORK – if you “share” your homework you will not receive credit and may be subject to additional sanctions.

4)“How-to-Read-an-Article” Guide: In addition to questions on the reading guide for specific articles, you will also complete the questions outlined on the link below regarding skeptical reading of journal articles. You must turn this in along with your reading guide at the beginning of each class. More information will be provided in class. Please see this link:

5)Group Discussion/Round Robin: A lecture introducing the material for that week will occur during each class period. Lectures will be instructor-led and will encourage active student responding. Questions and discussions are encouraged.

6)Post-tests: Students will briefly revise the previous week’s pre-test. This will provide students with an opportunity to reflect upon how their prior knowledge both facilitates and hinders information provided in this course. This will also provide an additional opportunity for students to consider and apply information received from course content.

7)Pretests: Students will briefly reflect upon their current understanding of upcoming readings. Pretests will occur for the last 15 minutes of the class period. Students must answer each question on the pretest to the best of their ability.

8)Final In-Class Presentation: Students will present to the class a brief reflection of what they learned in the course and how this information integrates with the principles and concepts learned in a separate course in the M.S. program. Presentations should be no longer than 7 min and should be constructed using PowerPoint, Keynote, or a similar program.

GRADING RUBRIC:

Coursework / Point Value
Reading Guides (13 @ 5 points each) / 65
“How-to-Read” Assignments (HTRA) (5@ 10 points each) / 50
Quizzes (12 @ 10 points each) / 120
Interteaching Participation (13 @ 5 points each) / 65
Revised Post-Tests (13 @ 5 points each) / 65
Capstone Presentation / 35
TOTAL / 400

GRADE EQUIVALENTS (% of 400 points earned):

A: 90 to 100%360 points or above

B: 80 to 89%320-359 points

C: 70 to 79%280-319

D: 60 to 69%240-279

F: 59% or less239 or below

ACCOMODATIONS FOR STUDENTS WITH DISABILITIES

The University of North Texas is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 – The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.

As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administrative channels. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at Also, you may visit the Office of Disability Accommodation in the University Union (room 321) or call us at (940) 565-4323.

POLICIES

No individual exceptions can be made to the syllabus.

Re-grades: If a student believes an error has been made in grading, a written request for reconsideration of the item(s) in question may be submitted within 1 week of receipt of the graded material. The written request should specify the item(s) in question, and the reason the student believes the answer given was correct, citing relevant sources (e.g., page number from readings on which the answer was based).

Absences: If a student must be absent for any reason, s/he should arrange to submit the applicable written assignment early,as no assignments turned in after the due date can be accepted. Students are responsible for making their own arrangements to obtain information from any missed class period. There will be no additional make-up opportunities for missed quizzes.

Student Conduct: Each student automatically certifies that any material submitted for grading is his/her own independent work. UNT policies require reporting of plagiarism or any suspected violations that constitute possible academic misconduct. Students are responsible for being familiar with the Code of Student Conduct.

Assistance: Students are encouraged to contact the instructor (by email or during office hours) any time clarification or additional help in understanding the material is needed. Any questions that will aid you in mastering the material are welcomed.

Diversity Statement: It is the policy of the University of North Texas (and this instructor) not to discriminate on the basis of race, color, religion, sex, age, national origin, disability (where reasonable accommodations can be made), disabled veteran status or veteran of the Vietnam era status in its educational programs, activities, admissions or employment policies. In addition to complying with federal and state equal opportunity laws and regulations, the university through its diversity policy declares harassment based on individual differences (including sexual orientation) inconsistent with its mission and educational goals. Direct questions or concerns to the equal opportunity office, (940) 565-2456, or the dean of students, (940) 565-2648. TTY access is available through Relay Texas: (800) 735-2989.

REQUIRED ARTICLES & COURSE MATERIALS

Most readings will be on blackboard (BB).

You do need to purchase:How to Teach Verbal Behavior by Peter Sturmey.

Amazon link:

WEEK / DATE / READINGS / ASSIGNMENTS DUE
1 / 8.25.14 / Introduction, Syllabus Review, Course Expectations / None
2 / 9.1.14 / None – Labor Day / None
3 / 9.8.14 / History, Diagnosis, & Assessment of Autism
1.)Huerta, M., Bihop, S., Duncn, A., Hus, V., & Lord, C. (2012). Application of DSM-5 Criteria for ASD to Three Samples of Children with DSM-IV Diagnoses of PDD. The American Journal of Psychiatry, 169, 1056-1064.
2.)Miles, J.H. et al., (2005). Essential vs. Complex Autism: Definition of Fundamental Prognostic Subtypes. American Journal of Medical Genetics, 35A, 171-180.
3.)Thompson, T. (2011). Chapter 1 - It’s Not Your Father’s Autism. In:Individualized Autism Intervention for Young Children.
4.)DSM-V Diagnostic criteria – see handout on BB
/
  • RG1
  • HTRA1 for
Miles article
4 / 9.15.14 / EIBI: History of Behavioral Treatment & Early Models
1.)Thompson, T. (2013). Autism Research and Services for Young Children: History, Progress and Challenges. Journal of Applied Research in Inellectual Disabilities, 26, 81-107
2.)Lovaas, O. (1987). Behavioral Treatment and Normal Educational and Intellectual Functioning in Young Autistic Children. Journal of Consulting and Clinical Psychology, 55, 3-9.
3.)Lovaas, O. (1973). Some Generalization and Follow-Up Measures on Autistic Children in Behavior Therapy. Journal of Applied Behavior Analysis, 6, 131-166.
4.)Howlin, P., Magiati, I., Charman, T. (2009). Systematic review of early intensive behavioral interventions for children with autism. American Journal of Intellectual and Developmental Disabilities, 114, 23-41. /
  • RG2
  • Quiz 1

5 / 9.22.14 / EIBI: Evidence-Based Practice and Systematic reviews
1.)Dawson, G. Rogers, S. Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., Varley, J. Randomized Controlled Trial of an intervention for toddlers with autism: The Earl Start Denver Model. Pediatrics, 125, 17-23.
2.) Sallows G. and Graupner T. 2005 Intensive behavioural treatment for children with autism. American Journal on Mental Retardation 110(6) 417-438
3.)Eikeseth, S. (2008) Outcome of comprehensive psycho-educational interventions for young children with autism. Research in Developmental Disabilities, 30, 158-178.
4.)National Autism Center (2014). {see pdf on BB} /
  • RG3
  • Quiz 2

6 / 9.29.14 / Naturalistic Instruction Models
1.)Noonan, M., & McCormick, L. (2013). Specialized Instructional Strategies. In teaching Young Children with Disabilities in the Natural Environment.
2.)Laski, K., Charlop, M.J., Schreibman, L., (1988). Teaching parents to use the natural language paradigm to increase their autistic children’s speech. Journal of Applied Behavior Analysis, 21, 391-400.
3.)Ingersoll, B. (2014). The differential effect of three naturalistic language intervnetions on language use in children with autism., Journal of Positive Behavior Interventions, 13, 109-118.
4.)Kaiser, A.P., & Robertgs, M.Y. (2013). Parent-implemented enhanced milieu teaching with preschool children who have intellectual disabilities, Journal of Speech, Language, and Hearing Research, 56, 295-309. /
  • RG4
  • Quiz 3

7 / 10.6.14 / Preference & Reinforcer Assessments
1.)Karsten, A.M., Carr, J.E., Lepper, T.L., (2011). Description of a practitioner model for identifying preferred stimuli with individuals with autism spectrum disorders. Behavior Modification, 35, 347-368.
2.)Hagopian, L., Long, E.S., Rush, K.S., (2004). Preference assessment procedures for individuals with developmental disabilities, Behavior Modification, 28, 668-677.
3.)Tustin, R. D. (1994). Preference for reinforcers under varying schedule arrangements: A behavioral economic analysis. Journal of Applied Behavior Analysis, 27, 597–606
4.)Hanley, G.P., Iwata, B.A., Roscoe, E.M. (2006). Some determinants of changes in preference over time. Journal of Applied Behavior Analysis, 39, 189-202. /
  • RG5
  • Quiz 4
  • HTRA2 for Tustin

8 / 10.13.14 / Reinforcer Expansions/Conditioning
1.)Dozier, C.L., Iwata, B.A., Thomason-Sassi, Worsdell, A.S., Wilson, D.M. (2012). A comparison of two pairing procedures to establish praise as a reinforcer. Journal of Applied Behavior Analysis, 45, 721-35.
2.)Holth, P., Vandbakk, M., Finstad, J., Gronnerud, E.M., Sorense, J.M., An operant analysis of joint attention and the establishment of conditioned social reinforcers. European Journal of Behavior Analysis, 10, 143-158.
3.)Esch, B.E., Carr, J.E., Michael, J. (2005). Evaluating Stimulus-Stimulus Pairing and Direct Reinforcement in the Establishment of an Echoic Repertoire of Children Diagnosed with Autism, The Analysis of Verbal Behavior, 21, 43-58. /
  • RG6
  • Quiz 5
  • HTRA 3 for Holth

9 / 10.20.14 / Joint Attention – Early Social Communicative Behavior
1.)Whalen, C., & Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry, 44, 456-468.
2.)Dube, W. V., McDonald, R. P. F., Mansfield, R. C., Holcomb, W. L., & Ahearn, W. H. (2004). Toward a behavioral analysis of joint attention. The Behavior Analyst, 27, 197-207.
3.)Jones, E.A., Carr, E.g., & Feeley, K.M. (2006). Multiple Effects of Joint Attention Intervention for Children with Autism, Behavior Modification, 30, 782-832. /
  • RG7
  • Quiz 6

10 / 10.27.14 / Verbal Behavior – An Introduction to Manding
1.)Sturmey, P. How to Teach Verbal Behavior. pp. 1-47.
2.)Sundberg, M.L. (1993). The Application of Establishing Operations. The Behavior Analyst, 16, 211-214.
3.)Naplitano, D.A., Smith, T., Zarcone, J.R., Goodkin, K., McAdam, D.B. (2010). Increasing Response Diversity in Children with Autism, Journal of Applied Behavior Analysis, 43, 265-271.
4.)Sweeney-Kerwin, E.J., Carbone, V.J., O’Brien, L., Zecchin, G., & Janecky, M.N. (2007). Transferring control of the mand to the motivating operation in children with autism. The Analysis of Verbal Behavior, 23, 89-02. /
  • RG8
  • Quiz 7

11 / 11.3.14 / Verbal Behavior – Generalized Imitation
1)Sturmey, P. Watching other people. In How to Teach Verbal Behavior. pp. 49-56.
2)Tsiouri, I., & Greer, D. (2003). Inducing vocal verbal behavior in children with severe language delays through rapid motor imitation responding. Journal of Behavioral Education, 12, 185–206.
3)Ingersoll, B. (2010). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention, Journal of Autism and Developmental Disabilities, 4, 487- 505.
4)Leblanc, L., Esch, J., Sidener, T.M., Firth, A.M., (2006). Behavioral language interventions for children with Autism: Comparing AVB and naturalistic, The Analysis of Verbal Behavior, 22, 49-60. /
  • RG9
  • Quiz 8
  • HTRA#4 on Tsiouri

12 / 11.10.14 / Verbal Behavior – Listener Behavior + Tacts
1)Sturmey, P. Say something. Anything. In: How to Teach Verbal Behavior. pp. 69-75.
2)Petursdottir, A. I., & Carr, J. E. (2011). A review of recommendations for sequencing receptive and expressive language instruction. Journal of Applied Behavior Analysis, 44, 859-876.
3)Grow, L.L., Carr, J.E., Kodak, T.M., Jostad, C.M., Kisamore, A.N. (2013). A comparison of methods for teaching receptive labeling to children with autism spectrum disorders, Journal of Applied Behavior Analysis, 44, 475-498.
4)Axe, J.B., & Sainato, D.M. (2010). Matrix training of preliteracy skills with preschoolers with autism. Journal of Applied Behavior Analysis, 43, 635-652.
5)Partington, J.W., Sundberg M.L., Newhouse, L., Spengler, S.M. (1994). Overcoming an autistic child’s failure to acquire a tact repertoire. Journal of Applied Behavior Analysis, 27, 733-734. /
  • RG10
  • Quiz 9
  • HTRA#5 on Grow

13 / 11.17.14 / Verbal Behavior – Intraverbal
1)Sturmey, P. How to Teach Verbal Behavior. pp. 77-87.
2)Sundberg, M.L., & Sundberg, C.A., (2011). Intraverbal Behavior and Verbal Conditional Discriminations in Typically Developing children and Children with Autism. The Analysis of Verbal Behavior, 27, 23-43
3)Goldsmith (2007). Teaching Intraverbal behavior to children with autism. Research in Autism Spectrum Disorders, 1, 1-13.
4)Ingvarsson, E. T., & Hollobaugh, T. (2011). A comparison of prompting tactics to establish intraverbals in children with autism. Journal of Applied Behavior Analysis, 44, 659-664 /
  • RG11
  • Quiz 10

14 / 11.24.14 / Repetitive Behavior - Stereotypy
1.)Taylor, B.A., Hoch, H., & Weissman, M. (2005). The analysis and treatment of vocal stereotypy in a child with autism. Behavioral Interventions, 20, 239-253.
2.)Koegel, R. L., & Koegel, L. K. (1990). Extended reductions in stereotypic behavior of students with autism through a self‐management treatment package.
3.)Ahearn, W., Clark, K.M., & MacDonald, R.P.F. (2007). Assessing and treating vocal stereotypy in children with autism. Journal of Applied Behavior Analysis, 40, 263-275. /
  • Rg12
  • Quiz 11

15 / 12.1.14 / Biology and pharmacological interventions
1.)Thompson, T. (2007). Making sense of autism (Ch. 3.: Early intervention: Preventing and overcoming acquired brain dysfunction in autism). Baltimore: Paul H. Brookes.
2.)Huffman, L. C., Sutcliffe, T. L., Tanner, I. S. D., & Feldman, H. M. (2011). Management of symptoms in children with autism spectrum disorders: A comprehensive review of pharmacologic and complementary-alternative medicine treatments. Journal of Developmental & Behavioral Pediatrics, 32, 56-68.
3.)Poling, A., Ehrhardt, K. E., Wood, A. S., & Bowerman, R. (2011). Psychopharmacology and behavior analysis in autism treatment. In E. A. Mayville & J. A. Mulick (Eds.), Behavioral foundations of effective autism treatment (pp. 257-275). Cornwall-on-Hudson, NY: Sloan Publishing.
4.)McCracken, J. T., McGough, J., Shah, B., Cronin, P., Hong, D., Aman, M. G., & McMahon, D. (2002). Risperidone in children with autism and serious behavioral problems.New England Journal of Medicine,347(5), 314-321. /
  • Rg13
  • Quiz 12

16 / 12.6.14 / Capstone Presentation / Presentation