EAB – 5721 Behavior Analysis in Education
and Performance Management
Colin Peeler, PhD
Fall, 2000
Class Meetings:
Thur
5:00 - 7:30pm
Office Hours:
Tue
3:00 - 5:00pm
Office: Faculty Building 212
Wed 3:00 - 4:00pm
MAILCODE:1099
Thurs 3:00 - 5:00pm
By appointment, see me in class, call, or e-mail.
E-mail: cpeeler@mail.pc.fsu.edu
Bay 111/ITV studio
Phone: 522-2075
Textbooks:
Schloss, P. J., & Smith, M. A. (1994). Applied behavior analysis in the classroom
(2nd ed.). Boston: Allyn and Bacon.
Daniels, A. C. (1989). Performance management: Improving quality productivity
through positive reinforcement (3rd ed., revised). Tucker, GA: Performance
Management Publications, Inc.
Reid, D. H., Parsons, M. B., & Green, C. W. (1989). Staff management in human
services. Springfield, IL: Charles C. Thomas Publisher.
Skills to be learned
1. Learn how behavior analysis has been used in the past to improve education and
staff performance.
2. Learn and practice the skills necessary to improve an educational setting and
organizational setting.
3. Collection, analysis, and graphing of data.
4. Design a study that you would like to conduct and report the results.
Class design
This class is going to be a lot of hard work. My intention is not to torture you, but
rather to create a class that maximizes the likelihood that you learn the above skills. The
textbooks will provide you with the knowledge and the articles will serve as examples of
how that knowledge can be applied. Together with class discussions you should have
enough information to be able to apply it in real life settings.
The requirements and structure of this class are based on what research has shown
to be effective ways of learning. Namely that active participation (in class), frequent but
smaller learning trials (quizzes), opportunities to apply information (homework and
assignments), and frequent feedback on performance (I’ll give this to you in class and on
your work) leads to better learning than lectures and testing alone.
Participation: You will be expected to have read the material before class, and be
ready to discuss and ask questions about it. If you actively participate in this way every
class, you will get 50pts for the whole semester.
Quizzes: There will be 12 weekly essay quizzes. These will test you on your
comprehension and understanding of the readings and in-class discussions. No make up
exams or quizzes will be given unless pre-arranged with me. Plan to be at every class and
this won’t be a problem.
Assignments: These are designed to provide opportunities to practice the skills
learned in class. Assignments are due at the beginning of class.
Research Paper: The purpose of this is to provide you the opportunity to
integrate the lecture, assignments, and material. Through out the semester you will be
completing assignments that will serve as the basis for your paper. The paper should
either be a proposed study or an in depth literature review and critique of a specific topic.
If you do the literature review you will need to be much more comprehensive than if you
did the study. If you do the study it should include baseline data collected during the
semester. I would strongly recommend doing the study, as applying these skills as you
learn them will improve acquisition. The papers should be approximately: 15 double
spaced pages for the study, and 20 for the literature review (12 point Times New Roman
font). APA format.
Presentations: There will be two small presentations during the semester and one
large one at the end of the semester. All presentations should be done using overheads, be
organized, clear, and professional looking. This means having a title page, outline of
what you will present, and then clear presentation of ideas without reading from the
overheads.
ADA Policy
Students with disabilities needing academic accommodations should:
1. Register with and provide documentation to the Student Disability Resource
Center (SDRC)
2. Bring a letter to the instructor from the SDRC indicating you need academic
accommodations. This should be done within the first week of class.
Academic Honor System
“The Academic Honor System of the Florida State University is based on the
premise that each student has the responsibility to: 1) Uphold the highest standards of
academic integrity in the student’s own work, 2) refuse to tolerate violations of academic
integrity in the academic community, and 3) foster a high sense of integrity and social
responsibility on the part of the University community” (2000-01 FSU General Bulletin,
p.75)
Your performance in the class will be based on the following:
Participation
50
Quizzes (12)
10
Homework (8)
10
Small presentations (2)
20
Final Presentation
40
Paper
75
Total
405
Your course grade will be based on the percentage of points earned using the following
scale:
A = 93 – 100
B+ = 86 - 89 C+ = 76 – 79 D+ = 66 –69 F = 59 or below
A- = 90 – 92
B = 83 - 85 C = 73 – 75 D = 63 - 65
B- = 80 – 82 C- = 70 – 72 D- = 60 – 63
Class Schedule
Date
Topic
Readings
8/31/00
Introduction and Overview
- Presentation: school
reform
Developing an intervention;
selecting goals; social
validity, DI
Antecedent control of
classroom behavior,
Emotional factors
None
9/21/00
9/28/00
FABA
Consequent control of
classroom behavior
FABA PROGRAM
Schloss & Smith Ch 7-9
Articles 7-10
10/05/00
Data Collection
Schloss & Smith Ch 10-11
Article 11
10/12/00
Graphing and Single
Subject Research Design
Schloss & Smith 12-13
10/19/00
Generalization and SelfManagement
Introduction to PM
ABC analysis
Reinforcement in the
workplace
Schloss & Smith 14-16
Articles 12 & 13
Daniels Ch. 1-4
Article 14
Daniels Ch 5-8
Article 15
11/09/00
Changing unwanted
behavior and pinpointing.
Daniels Ch 9-12
Article 16
11/16/00
Feedback, goals, and
applying PM
Daniels Ch. 13-16
Article 17
11/23/00
11/30/00
THANKSGIVING
PM in Human Services
12/07/00
PM in Human Services
TV GUIDE
Reid, Parsons, & Green
Ch 1-5
Article 18
Reid, Parsons, & Green
Ch 6-10
Article 19
12/14/00
Project Presentations
9/07/00
9/14/00
10/26/00
11/02/00
Assignments
Schloss & Smith Ch 1-3
Articles 1-3
Quiz 1.
Schloss & Smith Ch 4-6
Articles 4-6
Quiz 2. Turn in homework on
use of behavioral objectives.
Schedule visits to schools for
observation of classroom,
including a sample of behavior;
beh. Definition; graphs,
sampling procedure
GO TO FABA
Quiz 3. Turn in homework on
antecedent control and social
skills.
Quiz 4. Turn in homework,
social validation with teacher,
behavioral definitions,
observation procedure
Quiz 5. Presentations on
teacher’s views of the treatment
of disruptive behavior:
Suggestions for improvement
Quiz 6. Turn in graphing
exercise
Quiz 7.
Quiz 8. Turn in homework on
target work behaviors,
definition, observation system,
and ABC analysis
Quiz 9. Turn in homework on
how you would increase
positive beh, and decrease
negative beh. At work
Quiz 10. Turn in graphing
assignment. Report on
pinpointing of a persons job and
how it could be improved, and
impeding factors.
EAT TURKEY
Quiz 11. Turn in homework on
model feedback system.
Quiz 12.
Papers Due and Presented
Article 1
Schwartz, I.S., & Baer, D.M. (1991). Social Validity assessments: Is current practice state
of the art? JABA, 24, 189-204
Article 2
Englemann, S., Becker, W.C., Carnine, D., & Gersten, R. (1988). The direct instruction
follow through model: Design and outcomes. ETC, 11(4), 303-317.
Article 3
Gersten, R., Keating, T., & Becker, W. C. (1998). The continued impact of the direct
instruction model: Longitudinal studies of Follow through students. ETC, 11(4), 318-327.
Article 4
Murphy, H. A., Hutchison, M., Bailey, J. S., (1983). Behavioral school psychology goes
outdoors: The effect of organized games on playground aggression. JABA, 16, 29-35.
Article 5
Dunlap, G., dePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R.,
& Gomez, A. (1994). Choice making to promote adaptive behavior for
students with emotional and behavioral challenges. Journal of Applied
Behavior Analysis, 27, 505-518.
Article 6
Gumpel, T.P. & Frank, R. (1999). An expansion of the peer-tutoring
paradigm: Cross-age peer tutoring of social skills among socially rejected
boys. Journal of Applied Behavior Analysis, 32, 115-118.
Article 7
Rosenberg, M. S. (1989). Maximizing the effectiveness of structured classroom
management programs: Implementing rule-review procedures with disruptive and distractible
students. Behavioral Disorders, 11, 239-248.
Article 8
Miller, D. L., & Kelley, M. L. (1994). The use of goal setting and
contingency contracting for improving children's homework performance. Journal of Applied
Behavior Analysis, 27, 73-84.
Article 9
Lalli, J. S., Browder, D. M., Mace, F. C., & Brown, D. K. (1993).
Teacher use of descriptive analysis data to implement interventions to
decrease students' problem behaviors. Journal of Applied Behavior
Analysis, 26, 227-238.
Article 10
Grace, N. C., Kahng, S. W., & Fisher, W. W. (1994). Balancing social
acceptability with treatment effectiveness of an intrusive procedure: A
case report. Journal of Applied Behavior Analysis, 27, 171-172.
Article 11
Mudford, O. C., Beale, I. L., & Singh, N. N. (1990). The
representativeness of observational samples of different durations.
Journal of Applied Behavior Analysis, 23, 323-331.
Article 12
Davis, C. A., Brady, M. P., Williams, R. E., & Hamilton, R. (1992).
Effects of high-probability requests on the acquisition and generalization
of responses to requests in young children with behavior disorders.
Journal of Applied Behavior Analysis, 25, 905-916.
Article 13
Ninness, H. A. C., Fuerst, J., Rutherford, R. D., & Glenn, S. S. (1991).
Effects of self-management training and reinforcement on the transfer
of improved conduct in the absence of supervision. Journal of Applied
Behavior Analysis, 24, 499-508.
Article 14
Jessup, P. A, & Stahelski, A. J. (1999). The effects of a combined goal setting, feedback
and incentive intervention on job performance in a manufacturing environment. Journal of
Organizational Behavior Management, 19,(3), 5-26.
Article 15
Wilson, C., Boni, N., & Hogg, A. (1997). The effectiveness of task clarification, positive
reinforcement and corrective feedback in changing courtesy among police staff. Journal of
Organizational and Behavior Management, 17, (1), 65-99.
Article 16
Mawhinney, T. C., & Fellows-Kubert, C. (1999). Positive contingencies versus quotas:
Telemarketers exert countercontrol. Journal of Organizational Behavior Management, 19,(2), 35 –
57.
Article 17
Wilk, L. A., & Redmon, W. K. (1998). The effects of feedback and goal setting on the
productivity and satisfaction of university admissions staff. Journal of Organizational Behavior
Management, 18,(1), 45-68.
Article 18
Greene, B. F., & Neistat, M. D. (1983). Behavior analysis in consumer affairs:
Encouraging dental professionals to provide consumers with shielding from unnecessary x-ray
exposure. JABA, 16, 13-27.
Article 19
Parsons, M. B., Schepis, M. M., Reid, D. H., McCarn, J. E., & Green, C.
W. (1987). Expanding the impact of behavioral staff management: A
large-scale, long-term application in schools serving severely
handicapped students. Journal of Applied Behavior Analysis, 20, 139-150.