Syllabus
Course Prefix/Number: EDF 6943
Course Title: Supervised Experience in Educational Settings/Single Case Design
Course Credit Hours: 3 (up to 6 credit hours maybe taken)
Lead Instructor: Dr. Leasha Barry
Associate Professor
Office Address: Building 85 Room 189
Telephone Number: (850) 857-6195
Fax Number: (850) 474-2824
Email: lbarry@uwf.edu
Office Hours: I am available every day online. Email is the best way to contact me.
Prerequisites/Corequisites: Completion or concurrent enrollment in EDF 6225
Foundations of Applied Behavior Analysis in Education.
Course Description:
 Supervised experience in educational settings: Equivalent of 45 classroom hours
in the application of behavior analytic principals in educational settings.
Students are required to work a minimum of 25 hours/week for a period of 15 weeks in
the application of behavior analytic principals in an educational setting. Settings may
include behavioral clinic and in home behavioral services. This course is designed to
provide 375 hours of intensive practicum hours preparing students to apply for the Board
Certified Behavior Analyst Exam. Students may enroll in the practicum twice to
complete all 750 hours required by the BACB.

Supervision requirements: Supervision will occur for 3 hours weekly, separated
into two weekly visits. All supervisors are BCBA’s in good standing or are
eligible for and have been accepted by the board to take the exam. All supervisors
have over 2 years of experience in the field of ABA and have previous experience
supervising others in the field. Supervision may include a combination of a) direct
observation of the application of behavior analytic principals in the applied
setting, b) individual meeting time between one student and the supervisor, and c)
relevant small group meetings in which a specific client’s IEP team or IFSP team
is gathered to specifically discuss the behavioral needs of the client.
Course Format/Type: Mixed mode. Students will be required to access supporting
documents from the Internet including the syllabus, assignments, and testing.
Purpose of the Course: The Empowered Professional Making a Difference is the theme
of the Professional Education Unit’s conceptual framework. This theme focuses learning
experiences on activities that permit the candidate to examine what he/she does and to
make a difference in the instructional process. The subject matter, class activities, and
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skill development of this course were selected to assist your professional growth in one or
more of the following Empowered Professional Making a Difference characteristics: a)
critical thinker, b) lifelong learner, c) counselor/mentor, d) decision maker, e) problem
solver, and f) ethical/moral professional.
The State of Florida has responded to national and state initiatives in education reform
and accountability by creating legislative policies relative to the preparation of educators.
Florida’s Uniform Core Curricula outline the knowledge, skills and dispositions that
candidates require to be successful in Florida’s educational system.
To monitor your progress in this teacher preparation program, Key Assignments are
required. Key Assignments are specific learning activities that directly relate to the
course and program learning outcomes. A passing grade (70% or higher) is required on
each of the student learning outcomes identified on the assignment in order to receive a
grade for the course and advance in the teacher education program. (Specific details are
provided in your Teacher Education Handbook.)
Course Student Learning Outcomes: Students will demonstrate proficiency in the
following areas:
1. Demonstrate increased ability to apply behavior analytic principals in the appropriate
setting of their choice.
2. Develop an understanding of system support for behavior analysis and change
including staff development, monitoring, and securing support.
3. Students will be able to use behavior change procedures in an applied setting.
4. Students will be able to identify, define, and explain behavior change procedures in a
variety of settings and with a variety of students/clients/consumers.
Florida Educator Accomplished Practices (Professional):
http://www.fldoe.org/dpe/publications/professional4-99.pdf
NCATE Standards:
http://ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default.aspx
NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS
http://www.nbpts.org/the_standards/standards_by_cert
ADVANCED SPECIAL EDUCATION CONTENT STANDARDS -CEC
http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/Profes
sional_Standa.htm
Course Alignments by Assessments, Outcomes, and Standards:
Project
Name and
Assessment
Conceptual
Framework
Outcomes
Course SLOs NCATE
FEAPs
Standard (professional)
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SPA
NBPTS
2
Tool
Functional
Behavior
Assessment
with
intervention
plan (rubric)
Research
Paper
(Rubric)
(Characteristics)
Indicator
Critical Thinker
Decision Maker
Ethical/Moral
Professional
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4
1a, 1b.
1d, 1e,
1f, 1g
1.1, 1.5, 2.2,
3.6, 5.7, 10.1
38.11, 1, 3,
38.12, 10, 11
38.13,
38.17
Critical Thinker
Ethical/Moral
Professional
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2
1c, 1b,
1d, 1e,
1f, 1g
1.1, 1.5, 2.1, 38.13, 1, 2, 3,
2.3, 5.6, 11.5, 38.15, 5, 18
11.6, 11.7
38.19
Topics Covered:
All areas of applied behavior analysis maybe relevant to individual experiences. The
focus of content in supervision will be on the application of principals in context
regarding specific target behaviors for specific students/clients/consumers as appropriate.
Setting & Client Requirements:
Students are free to choose the setting in which they conduct their hours. Confidentiality
forms must be provided by the setting administration to the supervisor of the course so
that all aspects of cases can be discussed. The setting must provide at least 25
hours/weekly of opportunities to work in the are of applied behavior analysis. This can
include conducting functional assessments, developing, implementing, and monitoring
behavioral programming, writing behavior support plans, and supervising others
completing these tasks. Clients/students/consumers must be individuals with, or at risk
for, developmental disabilities as identified by state funding sources through a school
district or other state funding agency. Settings will be in either districts or within private
behavior analytic therapy companies, or clinics.
Tentative Schedule:
Schedule is set between the student and the supervised instructor but must fulfill 25 hours
a week with 2 weekly meetings with supervised instructor.
Required Texts:
Kennedy, C. H. (2005). Single-case designs for educational research. Boston:
Pearson/Allyn & Bacon. (ISBN: 0205340237)
O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S.
(1997). Functional assessment of problem behavior: A practical assessment guide
(Second Edition). Pacific Grove, CA: Brookes/Cole Publishing.
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Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis.(2nd
Ed.). Prentice Hall. (ISBN: O-675-20223-X)
Notes:
Setting & Client Requirements: Students are free to choose the setting in which they
conduct their hours. Confidentiality forms must be provided by the setting administration
to the supervisor of the course so that all aspects of cases can be discussed. The setting
must provide at least 25 hours/weekly of opportunities to work in the are of applied
behavior analysis. This can include conducting functional assessments, developing,
implementing, and monitoring behavioral programming, writing behavior support plans,
and supervising others completing these tasks. Clients/students/ consumers must be
individuals with, or at risk for, developmental disabilities as identified by state funding
sources through a school district or other state funding agency. Settings will be in either
districts or within private behavior analytic therapy companies, or clinics.
Supervision requirements: Supervision will occur for 3 hours weekly, separated into two
weekly visits. All supervisors are BCBA’s in good standing or are eligible for and have
been accepted by the board to take the exam. All supervisors have over 2 years of
experience in the field of ABA and have previous experience supervising others in the
field. Supervision may include a combination of a) direct observation of the application
of behavior analytic principals in the applied setting, b) individual meeting time between
one student and the supervisor, and c) relevant small group meetings in which a specific
client’s IEP team or IFSP team is gathered to specifically discuss the behavioral needs of
the client.
Course Format/Type: Mixed mode. Students will be required to access supporting
documents from the Internet including the syllabus, assignments, and testing.
Grading / Evaluation: The course is graded on a Satisfactory/Unsatisfactory basis.
1.
2.
Participation in two weekly supervision meetings is mandatory. Any missed
meetings will need to be rescheduled with the supervisor to attain a passing grade.
25 hours of weekly ABA practice is mandatory. Any missed hours must be
rescheduled so that students actually complete the full 375 hours of ABA practice.
Supervisors will have discretion to assign S/U grades for the practicum. Supervisors will
complete progress forms for each student, twice weekly, over the course of 15 weeks.
Provided that reasonable progress is made toward professional development goals in the
application of ABA in context, and assuming that the student has performed in a
professional and ethical manner, a satisfactory grade can be awarded. The coordinator of
the BCBA approved sequence at UWF. Dr. Leasha M. Barry, will review all supervision
experiences provided through this program.
Incompletes (I) will not be given except under very extreme circumstances. Please see the
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UWF catalog for rules about Incompletes and course withdrawals.
Special Technology Requirements:
Students need to activate their Argo account and use UWF email for this course. Students
need to have access to the Internet to participate in the on-line components of the course.
Computer labs are available on the UWF main campus that have the needed technology
prerequisites.
Plagiarism & Fraud:
Committing any academic misconduct including plagiarism or fraud is punishable by
expulsion from the University System. See UWF’s Student Life Handbook page 48 for
regulations and other sanctions. Ignorance regarding what constitutes academic
misconduct will not excuse you from sanctions. If you commit plagiarism or fraud in this
course you will fail this course without exception and additional sanctions may be
pursued against you.
Statement of the University Policy on Academic Conduct: The Student Code of
Conduct sets forth the rules, regulations and expected behavior of students enrolled at the
University of West Florida. Violations of any rules, regulations, or behavioral
expectations may result in a charge of violating the Student Code of Conduct. It is the
student’s responsibility to read the Student Code of Conduct and conduct themselves
accordingly. You may access the current Student Code of Conduct at
http://www.uwf.edu/judicialaffairs.
Expectations for Academic Conduct/Plagiarism Policy: Academic Conduct Policy:
(Web Format) | (PDF Format) (RTF Format)
Assistance: Students with special needs who require specific examination-related or
other course-related accommodations should contact the Student Disability Resource
Center (SDRC), sdrc@uwf.edu, 850.474.2387. SDRC will send an email to the instructor
that specifies any recommended accommodations.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to
determine the originality of student papers. If I submit your paper to TurnItIn, it will be
stored in a TurnItIn database for as long as the service remains in existence. If you
object to this storage of your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.
Syllabus Notice of Change: Although this syllabus is intended for multiple audiences
and incorporates the minimum course criteria, the content of this syllabus may change
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based on individual instructor’s specifications. Any modifications to this syllabus will be
announced during the first week of the semester.
Other Technology Requirements: Computer labs are available on the UWF main
campus that have the needed technology prerequisites.
Elements required in CCRs for course changes: Midterm and Final exams
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