Module Title and Code
PS3455 Thoery and application of Behavioural Analysis
Lecturer(s)
Sam Cromie & Kristin Maglieri
Contact Hours
One semester: 11 lectures; 11 Seminars, 103 hours independent study
ECTS Value
5 ECTS (=125 student hours)
Rationale and Aims
Much of psychology concerns itself with what is happening inside the head or brain.
Behaviour Analysis, by contrast, insists that much of the explanation for behaviour, and the
leverage to change it, can be found in the analysis of the context in which it develops and
occurs. This option explores the theory of behaviour analysis , and the principles of Applied
Behaviour Analysis (ABA) and assesses their contribution to modern psychology.
For whom is the module intended?
Psychology Junior & Senior Sophister SH/TSM students and Higher Diploma in Psychology
Years 1& 2 students.
How does it fit in to the academic programme?
This module provides advanced coverage of material in some of the essential aspects of the
discipline of psychology and is required to be covered by the professional accreditation
body, Psychological Society of Ireland.
Is it mandatory or optional?
Optional
Are there prerequisites?
Cognate foundation modules.
From a teaching point of view, what are the intentions of the lecturer?
The intentions are to present both the theoretical concepts an applied practice of Behaviour
Analysis in a way that facilitates ready understanding of them and to enhance the students’
ability to apply the concepts through practical exercises in seminars.
Course Content
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Introduction to the science and philosophy of Behaviour Analysis
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The three-term contingency as a basic unit of analysis
Single-subject designs
Functional analysis
Applied interventions
Verbal behaviour
Rule-governed behaviour
Stimulus equivalence
Self-control
Indicative Resources
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Leslie, Julian C.
Essential behavioural analysis London : Arnold, 2002.
ISBN 034076273x (Referred to above as Les)
Julian C. Leslie, Mark F. O'Reilly. Behavior Analysis: Foundations and Applications to
Psychology (February 2003) Psychology Press; ISBN: 9057024853 (Referred to
above as L&O)
John D. Baldwin & Janice I. Baldwin. Behavior Principles in Everyday Life, 4/e 2001
ISBN 0-13-087376-4 (Referred to above as B&B)
Rachlin, H.(2000) The Science of Self-Control
Cromie & Baker (1997) The Behavioural Self-Control of Study in Third-Level Students
: A Review In Dillenburger et. al. (Eds)“Advances in Behaviour Analysis”
Cromie (1994) The Behavioural Self-Control of Study in Third-Level Students PhD
Thesis, TCD 1994 Esp. Chs 1, 2, 5, 9
Mallot, R. W. (1989) The achievement of evasive goals: control by rules describing
contingencies that are not direct acting. In S. C. Hayes (Ed.), Rule-Governed
Behavior, Cognition, Contingencies, and Instructional Control
Learning Outcomes
On successful completion of this course, students will be able to:
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Explain basic and advanced theoretical concepts of Behaviour Analysis, and provide
accurate examples [PO 1,2,4]
Apply the principles of Behaviour Analysis to the analysis of a functional response
class [PO 4]
Be able to articulate and evaluate the contribution that Behaviour Analysis can
make to contemporary Psychology and practice [PO 4,5,8]
Be able to critically evaluate the theoretical concepts behind Behaviour Analysis [PO
2,4]
Methods of Teaching and Student Learning
The format of lectures is conventional but students are encouraged to ask questions and to
engage the lecturer in discussion where practicable.
Seminars are used to give students a more active learning experience by enabling them to
engage with the principles in collaborative exercises.
Inclusive curriculum: Each lecture and any supporting and accompanying documentation is
posted on our school website to facilitate independent study and self-paced learning.
Methods of Assessment
This module is assessed by continuous assessment of one report (2,500 words, 32%) and
one written examination (68%) in the annual session. The exam is 2 hours 30 minutes long
and students are required to answer two questions discursively.
It is expected that:
(i) a range of areas should be covered in addressing each question. A poor mark will be
awarded to essays/answers that do not integrate a majority of the relevant topics
covered in the lectures; and
(ii) responses should be critical, original and synthetic and should be based on reading
beyond the lecture notes.
Students are given very detailed guidelines in their handbook as to grading criteria for
degree classes.
Evaluation
All modules are evaluated by students by means of CAPSL survey requested by the School
and all feedback is noted and incorporated in module design where appropriate for delivery
of the module in subsequent years.
Feedback is also delivered via student representatives at the School’s once a term staffstudent meetings, at School Committee meetings and at the Committee for Undergraduate
Teaching & Learning meetings.