Counseling Psychology and Special Education 410
Fall 2010 Semester
Course & Title: CPSE 410—Section 001: Applied Behavior Analysis
Course Credit: CPSE 410: 3 hours
Room &Time: MCKB 238, Monday 4:00-6:50 pm
Instructor: Darlene Anderson, Ph.D.
237-D MCKB
(801) 422-7603 (office)
(801) 205-1286 (cell) if necessary
Teaching Assistant: Amy Andrus
(801) 369-5517 if necessary
(email contact preferred)
Office Hours: Monday 2:00-3:00 and by appointment
Required Text: Alberto, P. A., & Troutman, A. C. (2009). Applied Behavior Analysis
for Teachers. Upper Saddle River, NJ: Merrill Prentice Hall. (8th Edition) and corresponding study guide that is posted on Blackboard.
Course Description: This course introduces students to the principles of applied behavior analysis (ABA). It focuses on the roots of ABA, responsible applications, the technology of behavior change, collecting and graphing data, single subject designs, arranging consequences that increase and decrease behavior, differential reinforcement, functional assessment and analysis, providing for generalization/self-management, and organizing a learning environment for effective management.
Prerequisites: Admission to BYU’s Special Education Licensure Program or permission of the instructor
Course Objectives: These will be demonstrated by the students at a level of 80% or higher (Knowledge-based objectives)
1. Describe the history of ABA.
2. Describe several approaches for explaining the occurrence of human
behavior.
3. Describe the ethical and responsible use of ABA.
4. Describe the components of a Functional Behavior Assessment and Behavior Intervention Plan.
5. Describe the function and format of target replacement behaviors and
behavior objectives.
6. Describe data collection and graphing procedures.
7. Describe a variety of single-subject designs, their elements, how they are used, and when they are used.
8. Describe the principles that underlie the selection of appropriate consequences and providing differential reinforcement.
9. Describe stimulus control, its various facets, and how it is used.
10. Describe the principle components of generalization procedures and
provide appropriate rationale for training for generalization.
11. Effectively describe the elements of self-management and how it
might be taught to children, youth, and adults.
(Skill-based objectives)
1. Use the Functional Behavior Assessment procedures to determine the
function of an identified problem behavior.
2. Develop a target replacement behavior (TRB) that serves the same function as the identified problem behavior.
3. Develop a behavioral objective that corresponds with the target replacement behavior.
4. Observe, count, and graph behavioral data that is based on the target replacement behavior.
5. Make data based decisions using these data to determine the most effective intervention to increase the occurrence of the TRB.
6. Employ appropriate techniques for designing the Behavioral Intervention Plan. This includes manipulating setting events, using instructional methods, providing differential reinforcement, and arranging appropriate consequences.
Conceptual Framework/Professional Standards
Syllabus Elements: Mapping Core Course Outcomes to the Conceptual Framework Aims & INTASC Evaluation Standards
Core Course Outcomes / Conceptual Framework Aims / INTASC Evaluation StandardsCF 1: Embrace and Apply the Moral Dimensions of Teaching
· Practicing nurturing pedagogy
· Providing access to knowledge
· Enculturating for democracy
· Ensuring responsible stewardship of the schools
CF2: Demonstrate Academic Excellence
CF3: Model Collaboration
CF4: Act with Social Competence / S1: Subject Matter
S2: Student Learning
S3: Diverse Learners
S4:Instructional Strategies
S5: Learning Environments
S6: Communication
S7: Planning Instruction
S8: Assessment
S9: Reflection and Professional Development
S10: Collaboration, Ethics, & Relationships
Knowledge
Describe the history of ABA / CF1, CF2 / S1, S2, S10Describe several approaches for explaining the occurrence of human behavior / CF1, CF2 / S1, S2, S10
Describe the ethical and responsible use of ABA / CF1, CF2, CF3, CF4 / S1, S2, S3, S4, S5, S6, S7, S8, S9, S10
Describe the components of a Functional Behavior Assessment / CF1, CF2 / S1, S2, S3, S8
Describe the function and format of target replacement behaviors and behavior objectives / CF1, CF2 / S1, S2, S3, S4, S5, S7
Describe data collection and graphing procedures / CF1, CF2, CF3, CF4 / S1, S2, S6, S7, S8
Describe a variety of single-subject designs, their elements, how they are used, and when they are used / CF1, CF2 / S1, S2, S8
Describe the principles that underlie the selection of appropriate consequences and providing differential reinf0rcment / CF1, CF2, CF4 / S1, S2, S4, S5, S6, S10
Knowledge, cont
Describe stimulus control, its various facets, and how it is usedCF1, CF2, / S1, S2, S4, S5, S8,
Describe the principle components of generalization procedures and provide appropriate rationale for training for generalization / CF1, CF2 / S1, S2, S10
Effectively describe the elements of self-management and how it might be taught to children, youth, and adults / CF1, CF2 / S1, S2, S4, S5, S7, S8,
Skill-based
Use the functional behavior assessment procedures to determine the function of an identified problem behavior / CF1, CF2, CF4 / S1, S2, S8,Develop a target replacement behavior (TRB) that serves the same function as the identified problem behavior / CF1, CF2, CF3 / S1, S2, S3, S4, S5, S6, S7, S8, S9, S10
Skill-based, cont.
Develop a behavior objective that corresponds with the target replacement behavior / CF1, CF2 / S1, S2, S5, S7, S8,Observe, count, and graph behavioral data based on the target replacement behavior / CF1, CF2 / S1, S2, S8, S10
Make data based decisions using these data to determine the most effective intervention to increase the occurrence of the TRB / CF1, CF2 / S1, S2, S5, S7, S8, S10
Use appropriate techniques for designing the Behavior Intervention Plan. This includes manipulating setting events, using instructional methods, providing differential reinforcement, and arranging appropriate consequences.
/ CF1, CF2, CF3, CF4 / S1, S2, S4, S5, S6, S7, S8, S10Course Expectations:
1. Observe the BYU Honor Code.
2. Attend all class sessions.
3. Come to class prepared having read the assigned readings and
completed the assigned projects.
4. Actively participate in all learning activities.
5. Actively participate in your learning team.
6. Hand in all assignments on time.
Course Content: 1. Foundations of Applied Behavior Analysis
2. Ethical use of ABA.
3. Preparing and using socially valid behavioral objectives.
4. Collecting and graphing appropriate data.
5. Understanding single-subject designs.
6. Arranging consequences that increase behavior.
7. Arranging consequences that decrease behavior.
8. Using functional assessment.
9. Providing for generalization and maintenance of behavior.
10. Using differential reinforcement effectively.
Methodologies/Teaching Strategies: The instructor will use a variety of teaching approaches including discussion, recitation, small group problem solving, and out of class application activities in practicum setting.
Assignments: 1. Reading assignments (complete study guide questions). You are expected to read the assigned chapters and complete the corresponding study guide questions. Class discussions and activities will evolve around these readings. Quiz questions and exams will be taken directly from these readings. Students will be asked to self-evaluate completion of the study guide before it is turned in. (Place a grade on your study guide.)
2. Quizzes: You will take group or partner quizzes from your readings. These quizzes will be “pop quizzes” and are intended to serve as an attendance tracker. Your lowest score will be dropped.
3. Completion of out-of-class exams: Three exams will be given over the
course of the semester. These exams will be posted on Blackboard. You
are expected to take these exams via Blackboard without using resources, books, people, or other materials. Due to the nature of the exams, they should be taken in a computer lab on campus using the suggested web browser.
4. ABC report: Prior to beginning the Functional Behavioral Assessment,
you will complete an ABC data collection sheet(s) that provides anecdotal information about the pattern of the behavior you intend to change.
5. Target Replacement Behavior Definition: The ABC report will enable you to identify a problem behavior. From there you will identify and write an operationally defined target replacement behavior that will be incorporated in your Behavioral Intervention Plan (BIP).
6. Behavior Objective: Based on information included in the target replacement behavior, you will write a behavioral objective using the guidelines in chapter 2. This objective will be written using the ABCD format.
7. Data Collection System. Students are required to collect data as part of the FUBA and BIP process. The type of data collected will impact the results obtained; thus, it is critical to select the most appropriate system. You will submit your system with a rationale for its selection.
8. Baseline Data Collection Report. Prior to moving into the treatment phase of your BIP, it is critical to analyze the baseline data and make decisions about the most appropriate ways in which to intervene with the target student. You are required to submit your baseline data with a discussion about the trend, level, and variability of your data, as well as a reason for why you feel that you can advance to treatment.
9. Functional Behavioral Assessment (FUBA) to Behavioral Intervention Plan (BIP) Form: You will conduct a Functional Behavioral Assessment that will guide you in designing your Behavioral Intervention Plan (BIP). After completing the ABC report, FUBA, and writing the target replacement behavior and behavioral objectives, you will design a BIP. The objective of the BIP is to increase the occurrence of a replacement behavior.
10. FUBA to BIP Report: You will write the procedures and results from your FUBA and BIP in a narrative discussion. This assignment offers a thorough synopsis of the outcome or results of the intervention plan.
11. Class Presentation of one Behavior Intervention Plan: Students are required to prepare and present information about their Functional Behavioral Assessment and Behavioral Intervention Plan in PowerPoint format. You will need to share the methods and results--including your graph.
12. Participation will be recognized through completion of selected written responses or activities in class. These are posted on Blackboard as a cumulative total. You are responsible for tracking your individual points.
Assignment Policy: Assignments are to be handed in at the beginning of class on the due date designated by the instructor. This also applies in case of absences.
Assignments will be lowered 10% for each day late. In line with
University policy, no assignments will be accepted after the last day
of class.
Assignments should be completed on a word processor. Hard copies of the assignments with rubric attached are to be turned in to the instructor unless prior arrangements are made.
The five assignments relating to the FUBA-BIP report must be completed to mastery before any points will be given. When the assignment is satisfactorily revised, and turned in by the revision date, full points will be given – if a good faith effort is made on the first attempt, and the assignment was turned in on the assigned due date, otherwise maxixum points can not be earned.
Evaluation: A variety of evaluation activities will be used. These include short quizzes, unit exams, self-assessments, and behavior change projects.
Three Unit Exams 3x100 300 points
Ten Quizzes (drop one) 9x10 90
Study Guides (graded/self-assessed) 7x10 70
Study Guide (self-assessed) 3 x 5 15
ABC data for FUBA 1x20 20
Target Replacement Behavior 1x10 10
Behavior Objective 1x10 10
Data Collection System 1x10 10
Baseline Data Collection Report 1x10 10
FUBA to BIP Form 1x35 35
FUBA to BIP Report 1x35 35
Class Presentation 1x15 15
Participation Points 1x15 15
Course Evaluation 1x5 5
Total Possible 640
Grade Scale: (Percentage scale)
A 95-100 / B+ 87-89 / C+ 77-79 / D+ 67-69 / E 59 - lessA- 90-94 / B 84-86 / C 74-76 / D 64-66
B- 80-83 / C- 70-73 / D- 60-63
Grading: Evaluating your performance is a complex process. As your instructor, I consider myself a mentor, but as your evaluator, I must be as impartial and objective as possible. Your grades reflect both effort and achievement!
Professionalism: You will conduct a self-evaluation on your professionalism for this course at
mid-term and at the end of the semester. The form you will use may be retrieved at:
http://education.byu.edu/cpse/forms.html. Please review this form so that you are aware of the areas you should attend to in your professional behavior. Appropriate professional behavior
influences your continuation in the special education program and participation in practica and
student/teaching internship experiences. Professionalism is impacted by variables such as class involvement, ability to accept feedback in a positive manner, attendance, punctuality, and remaining in class for the duration of each class period.
Other Critical Information: Please be courteous to all members of the class by turning off cell phones class time. Your instructor will be communicating with you via e-mail this term. Open computers can be distracting, please leave your computer closed unless special arrangements with the instructor. As a BYU student, each of you has access to an account. Please obtain your account information and inform the department of your e-mail address. You are also expected to learn how to use Blackboard to access information for this course. Information will follow. THANK YOU!
Honor Code Standards: In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact, be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university.
Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university’s expectation, and the expectation of your instructor that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.
Preventing Sexual Harassment: Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your Professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24 hours); or contact the Honor Code Office at 422-2847.