University of Wisconsin-Whitewater

Curriculum Proposal Form #3

New Course

Effective Term:

Subject Area - Course Number:SPECED 711Cross-listing:

(See Note #1 below)

Course Title:(Limited to 65 characters)Ethics in Research and Applied Behavior Analysis

25-Character Abbreviation: ABA Ethics

Sponsor(s): Tia Schultz

Department(s):Special Education

College(s):

Consultation took place:NA Yes (list departments and attach consultation sheet)

Departments:

Programs Affected:NA

Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)

NA Yeswill be at future meeting

Prerequisites:SPECED 709

Grade Basis:Conventional LetterS/NC or Pass/Fail

Course will be offered:Part of Load Above Load

On CampusOff Campus - Location

College:Dept/Area(s):Special Education

Instructor:Dr. James Collins

Note: If the course is dual-listed, instructor must be a member of Grad Faculty.

Check if the Course is to Meet Any of the Following:

Technological Literacy Requirement Writing Requirement

Diversity General Education Option:

Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Credit/Contact Hours: (per semester)

Total lab hours:NATotal lecture hours:48

Number of credits:3Total contact hours:48

Can course be taken more than once for credit? (Repeatability)

No Yes If "Yes", answer the following questions:

No of times in major:No of credits in major:

No of times in degree:No of credits in degree:

Revised 10/021 of 9

Proposal Information:(Procedures for form #3)

Course justification:

The course provides practitioners with ethical and legal information related to the application of applied behavior analysis techniques.The course, is justified because there is a need for practitioners to design, deliver, and evaluate individualized behavioral intervention in an ethical manner. There is a demand for individuals who are trained to work with children and adults who have autism and other developmental, mental, physical, and educational disabilities in a variety of clinical, residential, and other human services and rehabilitation programs to be able to understand and implement behavioral programming in accordance with ethical standards set forth by the Behavior Analyst Certification Board.

Relationship to program assessment objectives:

The Special Education Graduate Program at the University of Wisconsin-Whitewater provides high quality, practitioner-oriented coursework that incorporates knowledge and skills acquired through baccalaureate degrees as a foundation for advanced professional development. Learner-centered activities are coupled with professional experiences so that students demonstrate the best practices of the profession. These activities are aligned with the Council for Exceptional Children (CEC) Advanced Role Content Standards: Leadership and Policy, Program Development and Organization, Research and Inquiry, Student and Program Evaluation, Professional Development and Ethical Practice, and Collaboration. Specifically graduates of the program will:

  • Advocate for legal and ethical policy that supports high quality education for individuals with exceptional learning needs
  • Coordinate educational standards with the needs of children with exceptionalities to access challenging curriculum standards
  • Use understanding of the effects of cultural social, and economic diversity and variations of individual development to help develop programs and services for individuals with exceptional needs
  • Safeguard the legal rights of students, families, and personnel
  • Engage in Action Research to evaluate the effectiveness of instructional practices and program goals

The course relates to the department’s program assessment objectives in that the course is to provide students with advanced practical application using applied behavior analysis techniques in an ethical manner. In addition, this course will discuss the ethical issues related to behavioral research.

Budgetary impact:

None, course to be offered during the self-sustaining summer session

Course description:(50 word limit)

This course is designed to meet professional standards involving ethics, as outlined by the Fourth Edition Task List of the Behavior Analyst Certification Board. This course has been developed for prospective therapists, researchers, and educators who are seeking certification as a Board Certified Behavior Analyst.

If dual listed, list graduate level requirements for the following:

1. Content (e.g., What are additional presentation/project requirements?)

2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )

3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)

Course objectives and tentative course syllabus:

Course Objectives

  • Students will understand the ethical implications of behavioral practices.
  • Students will understand the ethical implications of behavioral research.
  • Students will follow BACB ethics standards when designing and/or implementing behavioral programming.
  • Students will follow BACB ethics standards when designing and/or implementing behavioral research.

Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)

Bailey, J., & Burch, M. (2011). Ethics for Behavior Analysts (Second Expanded Edition).

Routledge, New York, NY.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis. Pearson

Education, Upper Saddle River, NJ.

Horner, R., Carr, E., 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, 165-180.

Kazdin, A. E. (2011). Single-Case Research Design. Oxford University Press, New York, NY.

Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. D., Thompson, B., & Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence-based practices: Executive summary. Arlington, VA: Council for Exceptional Children Division for Research.

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).

Course objectives and tentative course syllabus:

Ethics in Research and Applied Behavior Analysis

SPECED 711

3 Credit Hours

Summer, 2014

Class Meetings: Online

Prerequisite: SPECED 709

Mission Statement

The College of Education and Professional Studiesat the University of Wisconsin-Whitewater is committed to the development ofprofessionals who are lifelong learners, creators of knowledge, and leaders of character and integrity. Responding to the changing needs within our global society, our programs prepare professionals to actively engage in an open democratic society inclusive of diverse populations. As a premier center for global learning, theCollege's focus on depth of learning and academic excellence provides our students with the requisites to be leaders dedicated to change in their communities.

Academic Integrity Policy

Academic honesty and integrity are fundamental to the mission of higher education and of the University of Wisconsin System. The university has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors.

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to behave in a professional manner and familiarize themselves with information contained within the University Handbook, which can be accessed here: .

If you have a documented disability that requires accommodation(s), please notify me during the first week of classes. Additionally, the Center for Students with Disabilities is an excellent resource. Please visit for more information.

Instructor Information

Dr. James Collins

WH 5044

262-472-5804

Texts

Bailey, J., & Burch, M. (2011). Ethics for Behavior Analysts (Second Expanded Edition).

Routledge, New York, NY.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis. Pearson

Education, Upper Saddle River, NJ.

Course Description

This course is designed to meet professional standards involving ethics, as outlined by the Fourth Edition Task List of the Behavior Analyst Certification Board. This course has been developed for prospective therapists, researchers, and educators who are seeking certification as a Board Certified Behavior Analyst.

Course Objectives

  • Students will understand the ethical implications of behavioral practices.
  • Students will understand the ethical implications of behavioral research.
  • Students will follow BACB ethics standards when designing and/or implementing behavioral programming.
  • Students will follow BACB ethics standards when designing and/or implementing behavioral research.

Standards Addressed

Guidelines for Responsible Conduct

1.0 Responsible Conduct of a Behavior Analyst

The behavior analyst maintains the high standards of professional behavior of the professional organization.

1.01Reliance on Scientific Knowledge

1.02 Competence

1.03 Professional Development

1.04 Integrity

1.05 Professional and Scientific Relationships

1.06 Dual Relationships and Conflicts of Interest

1.07 Exploitative Relationships

2.0 The Behavior Analyst’s Responsibility to Clients

The behavior analyst has a responsibility to operate in the best interest of clients

2.01Definition of Client

2.02 Accepting Clients

2.03 Responsibility

2.04 Consultation

2.05 Third-Party Requests for Services

2.06Rights and Prerogatives of Clients

2.07 Maintaining Confidentiality

2.08 Maintaining Records

2.09 Disclosures

2.10 Treatment Efficacy

2.11Documenting Professionaland Scientific Work

2.12 Records and Data

2.13 Fees, Financial Arrangements and Terms of Consultation

2.14 Accuracy in Reports to Those Who Pay for Services.

2.15Referrals and Fees

2.16 Interrupting or Terminating Services

3.0 Assessing Behavior

Behavior analysts who use behavioral assessment techniques do so for purposes that are appropriate in light of research.

3.01 Behavioral Assessment Approval

3.02Functional Assessment

3.03 Explaining Assessment Results

3.04 Consent-Client Records

3.05 Describing Program Objectives

4.0The Behavior Analyst and the Individual Behavior Change Program

The behavior analyst (a) designs programs that are based on behavior analytic principles, including assessments of effects of other intervention methods, (b) involves the client or the client-surrogate in the planning of such programs, (c) obtains the consent of the client, and (d) respects the right of the client to terminate services at any time.

4.01 Describing Conditions for Program Success

4.02 Environmental Conditions that Preclude Implementation

4.03 Environmental Conditions that Hamper Implementation

4.04Approving Interventions

4.05Reinforcement/Punishment

4.06Avoiding Harmful Reinforcers

4.07 On-Going Data Collection

4.08 Program Modifications

4.09 Program Modifications Consent

4.10Least Restrictive Procedures

4.11 Termination Criteria

4.12 Terminating Clients

5.0The Behavior Analyst as Teacher and/or Supervisor

Behavior analysts delegate to their employees, supervisees, and research assistants only those responsibilities that such persons can reasonably be expected to perform competently.

5.01Designing Competent Training Programs and Supervised Work Experiences

5.02Limitations on Training

5.03 Providing Course or Supervision Objectives

5.04 Describing Course Requirements

5.05 Describing Evaluation Requirements

5.06 Providing Feedback to Students/Supervisees

5.07 Feedback to Student/Supervisees

5.08 Reinforcing Student/Supervisee Behavior

5.09 Utilizing Behavior Analysis Principles in Teaching

5.10 Requirements of Supervisees

5.11 Training, Supervision, and Safety

6.0The Behavior Analyst and the Workplace

The behavior analyst adheres to job commitments, assesses employee interactions before intervention, works within his/her scope of training, develops interventions that benefit employees, and resolves conflicts within these Guidelines.

6.01Job Commitments

6.02 Assessing Employee Interactions

6.03 Preparing for Consultation

6.04 Employees’ Interventions

6.05 Employee Health and Well Being

6.06 Conflicts with Organizations

7.0The Behavior Analyst’s Ethical Responsibility to the Field of Behavior Analysis

The behavior analyst has a responsibility to support the values of the field, to disseminate knowledge to the public, to be familiar with these guidelines, and to discourage misrepresentation by non-certified individuals.

7.01 Affirming Principles

7.02 Disseminating Behavior Analysis

7.03 Being Familiar with These Guidelines

7.04 Discouraging Misrepresentation by Non-Certified Individuals

8.0The Behavior Analyst’s Responsibility to Colleagues

Behavior analysts have an obligation to bring attention to and resolve ethical violations by colleagues.

8.01 Ethical Violations by Behavioral and Non-behavioral Colleagues

9.0The Behavior Analyst’s Ethical Responsibility to Society

The behavior analyst promotes the general welfare of society through the application of the principles of behavior.

9.01Promotion in Society

9.02 Scientific Inquiry

9.03 Public Statements

9.04 Statements by Others

9.05 Avoiding False or Deceptive Statements

9.06 Media Presentations and Emerging Media-Based Services

9.07 Testimonials

9.08 In-Person Solicitation

10.0The Behavior Analyst and Research

Behavior analysts design, conduct, and report research in accordance with recognized standards of scientific competence and ethical research. Behavior analysts conduct research with human and non-human research participants according to the proposal approved by a local Human Research Committee, and/or Institutional Review Board.

10.01Scholarship and Research

10.02 Using Confidential Information for Didactic or Instructive Purposes

10.03 Conforming with Laws and Regulations

10.04 Informed Consent

10.05 Deception in Research

10.06 Informing of Future Use

10.07 Minimizing Interference

10.08Commitments to Research Participants

10.09Ensuring Participant Anonymity

10.10 Informing of Withdrawal

10.11 Debriefing

10.12Answering Research Questions

10.13Written Consent

10.14Extra Credit

10.15Paying Participants

10.16 Withholding Payment

10.17Grant Reviews

10.18Animal Research

10.19 Accuracy of Data

10.20 Authorship and Findings

10.21Acknowledging Contributions

10.22 Principal Authorship and Other Publication Credits

10.23Publishing Data

10.24Withholding Data

Professional Disciplinary and Ethical Standards

  1. Offenses that result in sanctions
  2. Reporting requirements
  3. Limitations on applying
  4. Procedures: The review committee

Class Format

Classes will be structured around lecture, discussion, and activities. Students are expected to participate in all class discussion and activities by asking questions and providing experiences as well as professional perspectives. D2L will be used to facilitate the exchange of information. This course is completely web based. The University of Wisconsin-Whitewater’s policy on teaching formats stipulates that there should be a minimum of 16 hours per credit, plus the provision for at least 32 hours of preparation and other extra-classroom activity. Accordingly, students enrolled in this course should expect the following time allocation for course activities:

30 hours of reviewing videos, lectures, and Power Point presentations on the web

10 hours of required group discussions

50 hours reading course materials

50 hours writing papers

10 hours taking course examinations.

Course Policies

  • If at any time you have questions or are struggling with the content of the course, please contact me via email or during office hours. Be sure to schedule an appointment during office hours to ensure my availability.
  • Attendance is a professional obligation. Punctuality is mandatory. More than one absence may result in lowering of the final grade. Students are responsible for the information contained in each class meeting, assignments, and handouts (including information discussed or distributed when student is absent).
  • Your participation in on-site and online activities is necessary to facilitate understanding of content and development of the skills and knowledge within the course curriculum. Be aware that your final grade will be negatively affected by non-participation and/or missed due dates.
  • All electronic communication devices must be turned off before the beginning of class and in-the-field activities. Exceptions will be made for emergencies and must be arranged with me before class.
  • Students should follow APA 6th guidelines for all written assignments.
  • All projects, quizzes, and exams are due on the specified date.
  • Any "re-do's" approved by the instructor will be penalized by a 20% point reduction.
  • Make-up exams are given only under extraordinary circumstances and students must inform the instructor prior to the administration of the exam. Please note that make-up exams may receive a reduced grade.
  • Should it be necessary to hand in an assignment any time following the due date, the grade for that assignment will be reduced by at least 20%.
  • It is recommended that students make a copy of any submitted assignments they turn into the instructor as a record and back-up of their work. Any assignment submitted via email will receive a response from the instructor when it is received. It is the student’s responsibility to ensure the instructor received assignments if delivered via email.

Course Requirements

  • Quizzes. Students will complete five quizzes throughout the course related to in-class content and assigned readings (40%).
  • Midterm exam (20%).
  • Final exam. This examination will be cumulative and will include content from required readings and class discussions (20%).
  • Research paper. Students will write a 6-8 page research paper involving a topic related to ethical conduct. The paper should include an introduction that defines the problem, a literature review that discusses research surrounding the problem, a discussion of the implications from your findings, and areas in need of future research (20%).

Course Sequence

Class / Topic
1 / Overview of Ethical Practices
2 / Responsible Conduct
3 / Responsibility to Clients
4 / Assessing Behavior
5 / The Individual Behavior Change Program
6 / The Behavior Analyst as Teacher and/or Supervisor
7 / The Behavior Analyst and the Workplace
8 / Midterm Exam
9 / Ethical Responsibility to the Field of Behavior Analysis
10 / Responsibility to Colleagues
11 / Ethical Responsibility to Society
12 / Conducting Human Subject Research
13 / Conducting Human Subject Research (continued)
14 / Professional Disciplinary and Ethical Standards
15 / Final Exam
Graduate
Percent / Letter Grade
100-94
93-90
89-87
86-84
83-80
79-77
76-74
73-70
69-67
66-64
63-60
≤ 59 / A
A-
B+
B
B-
C+
C
C-
D+
D
D-
F

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details, please refer to the Schedule of Classes, the “Rights and Responsibilities” section of the undergraduate catalog; the Academic Requirements and Policies and the Facilities and Services sections of the graduate catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Non-academic Disciplinary Procedures” (UWS Chapter 17).