SPED 606 Research and Applications in Behavior Analysis
3 credits
Fall 2012
Instructor: Erin Stabnow, MA, BCBA
stabnow@mnstate.edu
MSUM candidates are professionals who are knowledgeable, reflective, humanistic, and creative.
Course Description:
Advanced instruction on the scientific foundation of applied behavior analysis with an
emphasis on research-based application of learning theory applied to teaching and
management of challenging behavior.
Required Text:
Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ED). Upper
Saddle River, NJ: Merrill.
“Students with disabilities who believe they may need an accommodation in this class
are encouraged to contact Greg Toutges, Coordinator of Disability Services at 4772652 (voice) or 477-2047 (TTY), CMU 222 as soon as possible to ensure that
accommodations are implemented in a timely fashion.”
MN Board of Teaching Standards Standards
SpEd Core Standards:
A 10, Understand the standards for restrictive procedures, alternatives to using those procedures, the risks of
using those procedures including medical contraindications, and principles of individual and school-wide
positive behavioral interventions and supports, including the roles of systems, data, and practices;
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B 10, Understand how to conduct functional behavioral assessments and use the results to develop behavior
intervention plans;
C 6, Understand how to apply behavioral theory, student data, evidence-based practices, and ethics in
developing and implementing individual student and classroom behavior management plans;
ASD Standards:
B. Referral, evaluation, planning, and programming. A teacher of special education: autism spectrum
disorders understands and applies principles of prevention and intervening early and procedures for referral,
assessment, evaluation, individualized planning, programming, and placement specific to teaching candidates
with autism spectrum disorders The teacher must be able to:
(2): conduct and interpret functional behavioral assessments taking into account underlying autism spectrum
disorders characteristics, such as sensory, social anxiety, emotional regulation, and communicative intent,
and environmental factors when developing a positive behavior support plan;
C. Instructional design, teaching, and ongoing evaluation. A teacher of special education: autism spectrum
disorders understands how to use individualized education program plans to design, implement, monitor,
and adjust instruction for candidates with autism spectrum disorders. The teacher must be able to:
(8): design, implement, monitor, and adjust positive behavior plans as part of the IEP that connect challenging
behavior to the lack of specific skills and teach functionally equivalent, age appropriate, alternative
communication, social, behavioral, and self-regulatory skills;
EBD Standards
A12, connection of functional behavioral assessments and behavior intervention plans to principles of
individual positive behavioral interventions and supports
A 14, impact of school personnel and environments on maintaining or changing student behavior
B5, complete, as a member of a team, a systematic functional behavioral assessment including consideration
of the forms and functions of behaviors, context in which behaviors occur, and antecedents and consequences
of behaviors for the purpose of developing an individual positive behavior support plan
C2, access information from functional behavioral assessments in order to develop, implement, monitor,
evaluate, and revise as needed an individual positive behavior support plan across settings and personnel
C3, collect and use data to monitor the effectiveness of replacement behaviors, prompts, routines, and
reinforcers in changing and maintaining positive behaviors
C6, apply ethical and legal considerations in the selection and use of behavioral interventions that are
generally available
C8, apply individual positive behavior support interventions and support practices for managing behaviors
and meeting specific educational and social needs, design and functional and safe classroom, and establish
consistent classroom routines for students with emotional or behavioral disorders
DD Standards
C. A teacher of special education: developmental disabilities understands how to use individualized education
program plans to design, implement, monitor, and adjust instruction for candidates with developmental
disabilities. The teacher must be able to:
(3) select, adapt, and implement developmentally appropriate classroom management strategies,
including proactive and positive behavioral interventions and supports, for candidates with
developmental disabilities to promote progress in the least restrictive environment;
COURSE OBJECTIVES:
Candidates who commit to learning the course content will:
1. Develop an understanding of theories of behavior including: biophysical
explanations, developmental explanations, cognitive explanations, & behavioral
explanations (Alberto & Troutman, Chapter 1)
2. Use appropriate group and individual assessment strategies (Alberto & Troutman,
Chapter 3; Behavior Measurement of BPS; Behavior Change Project)
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3. Identify research and examine threats to research. (Review of research presented in
Alberto & Troutman; Journal Abstracts of Behavioral Change Procedures; Journal
Abstract of FBA)
4. Operationally define behavior, determine appropriate measurement, understand
and calculate interobserver reliability. (skills assessed in Behavior Change Project;
BSP)
5. Understand the steps of conducting functional assessment of behavior, interpret
research results relating to function. (Alberto & Troutman, Chapter Six; BSP Module;
BSP Assignment)
6. Construct computer generated graphs of behavioral intervention and analyze data
to report results (Carr and Burkholder (1998); Alberto & Troutman, Chapter Four)
7. Employ group and individual instructional strategies. (Alberto & Troutman, Chapter
Nine)
Grading:
92 -100
83 - 91
74 – 82
65 – 73
below 65
Assignments:
A
B
C
D
Failing
Thirteen Quizzes
Baer, Wolf, Risley Summary
Operational Definition Assignment
Behavioral Assessment Assignment
FBA Summary
Discussion One: MN Beh Int Rule
Shaping Assignment
Chaining Assignment
Summaries of Research Articles
Behavior Support Plan
10 points each
14 points
10 points
30 points
20 points
10 points
10 points
10 points
20 points each
25 points
Quizzes are timed and so you need to enter the quiz fully prepared.
Late assignments will be graded with an additional 1 point deduction for each day the
assignment is submitted past its due date. Quizzes will not be accepted after their due
dates.
Baer, Wolf, Risley Summary
• Read "Some Current Dimensions of Applied Behavior Analysis" found in Module III
• Write 3-5 page summary of seven criteria presented by the authors
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Operational Definition Assignment (described in Module Five)
• Operational definition
• Description of measurement procedure
Behavioral Assessment Assignment (described in Module VII)
• Submission of baseline data, scatter plot analysis, and A-B-C assessment
FBA Summary (description found in Module VIII)
• Summary of Susan and Richard’s FBA (template provided)
Shaping Assignment (description found in Module XI)
• Provide example of utilizing shaping procedure (example provided in module)
Chaining Assignment (description found in Module XI)
• Provide example of forward and backward chaining (examples provided in module)
Summaries of Research Studies (each study 20 points) Watch for due dates across
the semester.
You will summarize FOUR research studies that document implementation of a behavioral
principle. You can choose from the following principles:
• Shaping
• Task Analysis/Chaining
• DRO
• DRI
• DRL
• Extinction
• Token Economy
• Time-out
• Response Cost
• Overcorrection
• Self-management
In many cases research will involve more than one behavioral principle. However, you
must submit four different summaries (in other words you cannot utilize one research
study to cover two different principles).
Your summary will be graded on the following criteria. I would encourage you to use these
as headings in your summaries.
• APA Format (1 pt.)
• Description of strategy (provide a description of the behavioral strategy that is
represented in the study (e.g., task analysis/chaining, shaping, DRO)
o A clear description of the strategy must be communicated; descriptions may
come from the text (4 points)
• Description of each research study supporting the effectiveness of the strategy to
include:
o Subjects-complete description of the subject(s) (3 pt.)
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o Research Design-identify the research design(s) utilized in the study (e.g.,
multiple baseline, ABA) (3 pts.)
o Dependent Variable-complete description of the behavior described in the
study (3 pts.)
o Independent Variable-Complete description of the intervention used by the
researchers (3 pts.)
o Summary-description of the results (to include data) along with the
author(s) conclusions (3 pts.)
Major Change Project
To complete this project you will modify a behavior of someone (a person, not an animal)
you know (not yourself) by completing an ABA single-subject research design. Following is
a list of steps to follow in completing the assignment.
1. Identify a behavior to target for change (this cannot be a yes/no behavior, you must
be able to measure it with one of the measurement techniques learned in class).
2. Measure this behavior for at least three observation periods (more if the baseline
data is not stable).
3. Implement an intervention until you reach the preset criteria (or at least five days).
4. Return to baseline for at least three observation periods.
5. Your report should include the following (use these as headings):
• Dependent Variable-a precise, clear definition of the behavior (dependent
variable)-3 pts.
• Setting-a complete description of the observation (time, dates, place)-2 pts.
• Independent Variable-a complete description of the intervention, appropriately
labeled (e.g., positive reinforcement, time-out, DRO, DRI, Response Cost)-5 pts.
• Data-complete reporting of the data in a table including raw data and conversion of
data if appropriate-5 pts.
• Graph (appropriately labeled) 5 pts.
• Summary of the Results (describe the functional relationship you have or have not
established to include why it is functional, describe your results by indicating
means, overlap, change in level of performance)-5 pts.
SCHEDULE: Pay close attention to due dates.
Week One
• Review D2L elements; questions about the program contact support@mnstate.edu
• Print and review syllabus
• Purchase text (text is essential for completing Week Two requirements)
• Review content in Behavior Support Plan (BSP) Module (you will be completing
these requirements across the semester)
• Introduce yourself on D2L discussion board
Behavior Support Plan (BSP)
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Module Two provides the template and background information on developing a Behavior
Support Plan (BSP). You will be completing a BSP as an assignment. This assignment will be
due near the end of the semester. There are some components such as behavior
measurement, scatter plot analysis, A-B-C assessment that will support your answers to the
questions on the BSP so review the BSP content and refer back to it as you move through
the course.
Week Two: Roots of Applied Behavior Analysis
• Chapter 1 “Roots of Applied Behavior Analysis” in Alberto & Troutman
• Chapter One Quiz, 20 questions, 40 minutes, 10 pts. Open:
• Article—“Some Current Dimensions of Applied Behavior Analysis” (found in Module
I)
• Summary of seven dimensions presented by Baer, Wolf, Risley (found in Module I)
Due:
Week Three: Preparing Behavioral Objectives
• Read “Preparing Behavioral Objectives” in Alberto & Troutman
• Chapter Two Quiz, 20 questions, 40 minutes, 10 pts. Open:
• Read “Eden Decision Model” (found in Module III)
• Research Summary One (see description above) Due:
Week Four: Procedures for Collecting Data
• Read Chapter Three “Procedures for Collecting Data” in Alberto & Troutman
• Chapter Three Quiz, 20 questions, 40 minutes, 10 pts. Open:
• Operational Definition/Data Collection Assignment (explained in Module V) Due:
Week Five: Graphing Data
• Read Chapter 4, Graphing Data in Alberto & Troutman
• Chapter 4 quiz , 20 questions, 40 minutes, 10 pts. Open:
• Collect baseline data for identified behavior, collect scatter plot data, collect ABC
data, rule out medical. Examples of scatter plot data collection forms and ABC data
collection forms are found in Module VI (Note: you are collecting the baseline data,
scatter plot, and ABC recording this week but not submitting these assessment to
the dropbox at this time)
Week Six & Seven: Single-Subject Designs
• Read Chapter 5, Single-Subject Designs in Alberto & Troutman
• Chapter 5 quiz, 20 questions, 40 minutes, 10 pts. Open:
• Behavioral Assessment (baseline, scatter plot, A-B-C) Due:
• Research Summary Two (see description above) Due:
Week Eight: Developing a Hypothesis for Behavior Change: Functional assessment
and Functional Analysis
• Read Chapter 6, Developing a Hypothesis for Behavior Change: Functional
Assessment and Functional Analysis in Alberto & Troutman
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Chapter 6 quiz, 20 questions, 40 minutes, 10 pts. Open:
FBA Summary (Susan & Richard) Due:
o Description and template found in Module VIII
Draft BSP due (Lines 1-9 completed) (feedback will be provided on draft so
revisions can be made on Final BSP Due:
Weeks Nine & Ten: Arranging Consequences that Increase/Decrease Behavior-Part 1
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Read Chapter 7, “Arranging Consequences That Increase Behavior” in Alberto &
Troutman
Chapter 7 Quiz, 20 questions, 40 minutes, 10 pts. Open:
Complete Discussion One: MN Behavior Intervention Rule Open:
Research Summary Three (see description above) Due:
Week Eleven: Arranging Consequences Decrease Behavior
• Read Chapter 8, “Arranging Consequences That Decrease Behavior” in Alberto &
Troutman
• Chapter 8 quiz, 20 questions, 40 minutes, 10 pts. Open:
• Discussion “Behavioral Theory and Classroom Management”
Week Twelve: Differential Reinforcement: Antecedent Control and Shaping
• Read Chapter 9, “Differential Reinforcement: Antecedent Control and Shaping” in
the Alberto & Troutman
• Chapter 9 quiz, 20 questions, 40 minutes, 10 pts. Open:
• Complete task analysis assignment Due:
• Complete shaping assignment Due:
Week Thirteen: Providing for Generalization of Behavior Change
• Read chapter 10 in Alberto & Troutman
• Chapter 10 quiz, 20 questions, 40 minutes, 10 pts. Open:
Week Fourteen: Teaching Students to Manage Their Own Behavior
• Read Chapter 11 in Alberto & Troutman
• Chapter 11 quiz, 20 questions, 40 minutes, 10 pts Open:
• Research Summary Four (see description above) Due:
• Final Behavior Support Plan (BSP), 25 pointsDue:
Week Fifteen: Responsible use of Applied Behavior Analysis Procedures
• Chapter 12 in Alberto & Troutman
• Discussion Two: Crisis Prevention/Intervention Open:
• Chapter 12 quiz, 20 questions, 40 minutes, 10 pts Open:
• Major Change Project, 20 points Due:
Week Sixteen: Putting it All Together
• Chapter 13 in Alberto & Troutman
• Chapter 13 quiz, 20 questions, 40 minutes, 10 pts Open:
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MAJOR CHANGE PROJECT: Please see description under assignments. Due:
BEHAVIOR SUPPORT PLAN (BSP): Final Version Due:
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