THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER & YEAR:
INSTRUCTOR:
SOWO 751
Behavioral Intervention with Children
Spring, 2010
Jean Livermore, MSW, LCSW
335C Tate Turner Kuralt
Phone: (919) 962-6529
Fax: (919) 962-3384
Email: jlivermo@email.unc.edu
OFFICE HOURS:
Tuesdays 12:15 – 1:45pm, or by appointment
COURSE DESCRIPTION: This course teaches basic principles of behavior theory and
intervention, current applications, and how to assess behavior, design and implement behavior
plans for children
COURSE OBJECTIVES:
At the end of the course students will:
1. Know current applications of behavior theory with children, including individual
behavior management, Positive Behavior Intervention in school settings, and parent
training.
2. Know the research on effectiveness of behavioral interventions with children and on
parent training programs.
3. Be able to conduct an individual behavioral assessment of a child using a Functional
Behavioral Assessment framework.
4. Be able to create an individual intervention plan for a child using a Positive Behavioral
Intervention framework, and know how to evaluate the effectiveness of such plans.
5. Have knowledge of other behavior intervention strategies with children such as token
economies.
6. Know the application of behavioral interventions to some specific disorders of childhood,
such as Attention Deficit/Hyperactivity Disorder.
7. Identify diversity and ethical issues regarding the use of behavioral interventions with
children.
EXPANDED DESCRIPTION:
This course builds on the introduction to behavior theory that is presented in the Integrated
Practice course. It will review the history, theoretical foundations and basic principles of clinical
behavior therapy and teach the application of these principles to child behaviors. Students will
practice assessing specific child behaviors and designing and evaluating individualized
intervention plans, consistent with the Functional Behavioral Assessment/Positive Behavioral
Intervention approach used in schools. Students will be introduced to additional behavioral
intervention strategies such as social skills training, self-management programs and token
economies. The appropriate application of behavioral intervention to some specific disorders of
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childhood including Attention Deficit Hyperactivity Disorder and anxiety disorders will be
reviewed. Research on effectiveness of behavioral interventions with children and on groupbased parent training programs will be presented. Diversity considerations and ethical issues
regarding the use of behavioral interventions with children will be considered and discussed.
REQUIRED TEXTS/READINGS:
There is no textbook for this class; required readings can be obtained via Blackboard or the UNC
electronic library.
RELATED READINGS:
Supplemental recommended readings are noted for specific classes and found in the attached
Bibliography.
TEACHING METHODS
This course will use a variety of teaching and learning methods, including lecture, group
discussions, role plays and student presentations. Discussions will draw upon work and field
experiences, readings and assignments; participation by each student is essential and expected.
For discussions to be lively and enthusiastic, the development of a supportive learning
environment, in which all contributions are valued, is essential. A supportive learning
environment is fostered by listening to the ideas and views of others, being able to understand
and appreciate a point of view which is different from your own, articulating clearly your point
of view, and demonstrating interest and engagement in the contributions of classmates.
CLASS ASSIGNMENTS
Assignments are described below, and assignments, expectations and grading criteria will be
discussed in more detail during the first class session. All written assignments should use references
following APA format and be typed or word processed using correct grammar, punctuation and
spelling.
Class participation (20%)
In a seven week course, missing class has a significant impact on participation and learning
opportunities. Students are expected to attend all classes, to be on time, and to stay for the
duration of the class. Points will be deducted for missing class, arriving late or leaving early. It
is the student’s responsibility to notify the instructor in advance if unable to attend class.
Students are expected to contribute regularly to classroom discussion, including being prepared
to discuss readings and assignments; asking questions; initiating topics; offering ideas, examples
and comments; and responding to contributions of other students. Students are expected to
demonstrate engagement in discussions by listening respectfully to others and through other
verbal and nonverbal behaviors.
First Paper: Brief report of positive reinforcement (10%)
A one-two page paper presenting details of a two-week behavioral observation and brief
intervention. Students will be required to define the behavior, record baseline measurements,
describe and justify the positive social reinforcer, measure and report results of the intervention.
A detail description of the assignment and a form for recording data are available on Blackboard.
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Second paper: Review of behavioral instructional programs for parents and caregivers (25%)
A four-five page paper reviewing a book or guide for teaching behavior management skills to
parents or caretakers. Choices will include self-help books, curricula for use individually with
parents or in group Behavioral Training Programs, and manuals or guides for therapists to use in
working with parents. These books and manuals will be available from the instructor, or, with
permission, you may purchase or utilize your own. Students are to describe the primary target
audience; assess the ‘user friendliness’ of the information or program; assess and discuss the
presentation of basic principles including thoroughness and clarity; identify parenting skills
represented in the material that are in addition to strictly behavioral interventions, and justify
why or why not they would use it with parents or caregivers. Lastly, a brief, concise (one
paragraph) summary of the material is required, to be distributed to classmates during
presentation of the review. A list of parent training materials is available on Blackboard.
Brief (5 minute) presentations of these papers in class (10%)
Third paper: A comprehensive Functional Behavioral Assessment (FBA) and Positive
Behavioral Intervention (PBI) plan for a specific, problematic behavior (35%)
Through their field placements, students will identify a child with a specific behavior that is
problematic either at home or in school. (Students who are not in a child serving field placement
will work with the instructor to identify an alternative opportunity.) Students will be required to
conduct a comprehensive functional analysis of the behavior in context and to develop a positive
intervention plan for behavior change. The six-seven page paper will present the details of the
FBA and PBI in a format provided for the assignment. The paper will describe the child and the
environment; define the behavior and explain why this behavior was selected; describe the
assessment process including function of the behavior for the child, antecedents, reinforcement
and other variables; describe the intervention plan including a description of the alternative,
socially appropriate skill and details regarding how this skill will be taught or increased, an
explanation and justication of choice of consequences and persons involved; and describe how
the success of the PBI will be evaluated. Sample FBA and PBI forms are available on
Blackboard.
COURSE EVALUATION:
Class Attendence and Participation
First Paper on Positive Reinforcement
Second Paper on Review of Parent Training
Class Presentation on Reviewed Material
Third Paper on FBA and PBI
20%
10%
25%
10%
35%
100%
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GRADING SYSTEM
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
POLICY ON LATE ASSIGNMENTS AND INCOMPLETES
Written assignments are due at the beginning of class on their due date, as noted in the course
outline. Points will be deducted for late assignments. A grade of Incomplete is given on rare
occasions when there is sufficient reason to warrant it. It is the student’s responsibility to initiate
a conversation with the instructor to request an Incomplete—instructors have no responsibility to
give an Incomplete without such a request.
POLICY ON ACADEMIC DISHONESTY
Please refer to the APA Style Guide, The SSW Manual, and the SSW Writing Guide for
information on attribution of quotes, plagiarism and appropriate use of assistance in preparing
assignments. All written assignments should contain a signed pledge from you stating that, "I
have not given or received unauthorized aid in preparing this written work." In keeping with the
UNC Honor Code, if reason exists to believe that academic dishonesty has occurred, a referral
will be made to the Office of the Student Attorney General for investigation and further action as
required.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students with disabilities that affect their participation in the course and who wish to have
special accommodations should contact the University’s Disabilities Services. Disabilities
Services will notify the instructor that the student has a documented disability and may require
accommodations. Students should discuss the specific accommodations they require (e.g.
changes in instructional format, examination format) directly with the instructor.
POLICIES ON THE USE OF ELECTRONIC DEVICES
The use of electronic devices in the classroom is prohibited. Exceptions will be made only for
students with written documentation of a disability. For these students the use of electronic
devices for non-class related activities (e.g. checking email, playing games) is strictly prohibited.
COURSE OUTLINE AND READINGS
The class format is based on the expectation that you are prepared and active learners. Reading the
assigned materials prior to the date they are due is a prerequisite to getting the most out of class
sessions and successfully meeting the course objectives.
WEEK 1: FOUNDATIONS OF BEHAVIOR THERAPY
JANUARY 12, 2010
Origins of behavior therapy, early behaviorists, experimental psychology
Classical and operant conditioning, social learning theory
Basic principles and assumptions about human behavior in behavior theory
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Defining and analyzing behavior: context, antecedents, consequences, contingencies,
reinforcement schedules
WEEK 2: BASIC PRINCIPLES, APPLIED
JANUARY 19, 2010
Additional concepts: extinction, generalization, chaining, shaping and more
Functional analysis of child behavior
Application to specific child behaviors
Readings Required for Week 2:
Maag, J. W. (2004). Introduction to behavior management. In Behavior management: From
theoretical implications to practical applications (2nd. ed., pp. 1-20). Toronto:
Wadsworth/Thompson. (Available on Blackboard)
Freeman, K. A., & Miller, C. A. (2002). Behavioral case conceptualization for children and
adolescents. In M. Hersen (Ed.), Clinical behavior therapy: Adults and children (pp. 239255). New York: John Wiley & Sons. (Available on Blackboard)
Recommended Supplemental Reading:
Reitman, D., Christiansen, H., & Snyder, J. (2008). Overview of behavioral assessment with
children and adolescents. In M. Hersen (Ed.), Handbook of psychological assessment,
case conceptualization, and treatment: Children and adolescents (Vol. 2, pp. 3-24).
Hoboken, NJ: John Wiley & Sons. (Available on Blackboard)
WEEK 3: PARENT TRAINING
JANUARY 26, 2010
Research on effectiveness of parent training
Parent training programs: evolution, models, design, intent
First paper due
Readings Required for Week 3:
Levac, A. M., McCay, E., Merka, P., & Reddon-D'Arcy, M. L. (2008). Exploring parent
participation in a parent training program for children's aggression: Understanding and
illuminating mechanisms of change. Journal of Child and Adolescent Psychiatric
Nursing, 21(2), 78-88. (Available via UNC electronic Library)
McMahon, R. J., & Kotler, J. S. (2008). Evidence-based therapies for oppositional behavior in
young children. In R. G. Steele, T. D. Elkin & M. C. Roberts (Eds.), Handbook of
evidence-based therapies for children and adolescents: Bridging science and practice
(pp. 221-240). New York: Springer. (E-book available via UNC electronic Library)
WEEK 4: BEHAVIOR MANAGEMENT AT HOME AND ELSEWHERE
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FEBRUARY 2, 2010
Specific individual interventions including time-out, token economies, response-cost systems,
self-management programs, social skills groups
Required Readings for Week 4:
Danforth, J. S. (1998). The behavior management flow chart: A component analysis of behavior
management strategies. Clinical Psychology Review, 18(2), 229-257. (Available via UNC
electronic Library)
Warzak, W. J., & Floress, M. T. (2009). Time-out training without put-backs, spanks, or
restraint: A brief report of deferrred time-out. Child and Family Behavior Therapy, 31,
134-143. (Available via UNC electronic Library)
WEEK 5: FUNCTIONAL BEHAVIORAL ASSESSMENT, POSITIVE BEHAVIORAL INTERVENTION IN
SCHOOLS
FEBRUARY 9, 2010
IDEA
School-wide and classroom approaches to positive behavior
Conducting a Functional Behavioral Assessment
Developing a Positive Behavioral Intervention plan
Monitoring and revising plans
Second paper due
Student presentations in class
Required Readings for Week 5:
Filter, K. J., & Horner, R. H. (2009). Function-based academic interventions for problem
behaviors. Education and Treatment of Children, 31(1), 1-19. (Available via UNC
electronic Library)
Maag, J. W. (2001). Rewarded by punishment: Reflections on the disuse of positive
reinforcement in schools. Exceptional Children, 67(2), 173-186. (Available via UNC
electronic Library)
Steege, M. W., & Watson, T. S. (2009). Introduction to functional behavioral assessment. In
Conducting school-based functional behavioral assessments: A practitioner's guide (2nd
ed., pp. 1-17). New York: Guilford Press. (Available on Blackboard)
Recommended Supplemental Reading:
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Chitiyo, M., & Wheeler, J. J. (2009). Challenges faced by school teachers in implementing
positive behavior support in their school systems. Remedial and Special Education,
30(1), 58-63. (Available via UNC electronic Library)
WEEK 6: APPLICATION TO SPECIFIC CHILDHOOD DIAGNOSES
FEBRUARY 16, 2010
Disruptive Behavior Disorders
Internalizing Disorders
Behavioral interventions combined with other treatment modalities
Student presentations in class, continued
Readings Required for Week 6:
Ducharme, J. M., Folino, A., & DeRosie, J. (2008). Errorless acquiescence training: A potential
"keystone" approach to building peer interaction skills in children with severe problem
behavior. Behavior Modification, 32, 39-60. (Available via UNC electronic Library)
Pelham, W. E., & Fabiano, G. A. (2008). Evidence-based psychosocial treatments for attentiondeficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 37(1),
184-214. (Available via UNC electronic Library)
Recommended Supplemental Reading:
Cavell, T. A. (2000). A framework for intervening: responsive parent therapy. In Working with
parents of aggressive children (pp. 49-67). Washington, D.C.: American Psychological
Association. (Available on Blackboard)
Cavell, T. A. (2000). Therapeutic alliance and parenting goals. In Working with parents of
aggressive children (pp. 69-97). Washington, D.C.: American Psychological Association.
(Available on Blackboard)
MTA Cooperative Group. (2008). Evidence, interpretation, and qualification from multiple
reports of long-term outcomes in the multimodal treatment study of children with ADHD
(MTA): Part I: Executive summary. Journal of Attention Disorders, 12(1), 4-14.
(Available via UNC electronic Library)
Prinz, R. J., & Dumas, J. E. (2004). Prevention of oppositional defiant disorder and conduct
disorder in children and adolescents. In P. M. Barrett & T. H. Ollendick (Eds.),
Handbook of interventions that work with children and adolescents: Prevention and
treatment (pp. 475-488). Hoboken, NJ: John Wiley & Sons. (Available via UNC
electronic Library)
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WEEK 7: CULTURAL CONSIDERATIONS, ETHICAL ISSUES, MISCELLANEOUS, WRAP-UP
FEBRUARY 23, 2010
Third paper due
Readings Required for Week 7:
Himle, J. A., Fischer, D. J., & Muroff, J. R. (2004). Behavioral child therapy: Emphasis on an
african american family living in a high-risk community. In R. A. Dorfman, P. Meyer &
M. L. Morgan (Eds.), Paradigms of clinical social work: Emphasis on diversity (Vol. 3,
pp. 83-103). New York: Brunner-Routledge. (Available on Blackboard)
Weiss, N. R., & Knoster, T. (2008). It may be nonaversive, but is it a positive approach?
Relevant questions to ask throughout the process of behavioral assessment and
intervention. Journal of Positive Behavior Intervention, 10(1), 72-78. (Available via UNC
electronic Library)
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