Class Time /Location:
Office Hours:
Contact Info:
Thursdays 1–3:45 Psychology 41/Rm 115
Tuesdays &Thursdays 11-12:30, or by appt.
474-2294 / 41-Rm 226 / rrotunda@uwf.edu
Course Description: This course provides an overview of major behavior modification and behavior therapy approaches, as well as in-depth examination of selected cognitive and cognitive-behavioral therapies. Theoretical foundations and empirical findings of these approaches are reviewed.
Emphasis is placed upon the application of this knowledge to various behavioral and psychological problems and disorders.
Prerequisite: EXP 4404 – Psychology of Learning or approved equivalent (Intro to Behavior Mod)
Course Goals and Student Learning Objectives:
Upon successful completion of this course, students should be able to:
1. Define basic and advanced classical and operant learning principles underlying human and animal behavior.
2. Describe a variety of learning-based procedures that can be applied to change behavior.
3. Apply specific behavior modification and CBT principles to alter targeted behavior.
4. Describe how to conduct a behavioral assessment and functional analysis.
5. Critically evaluate the empirical support for behavior modification and CBT interventions.
6. Discuss the ethical application of behavior modification and CBT principles to the alteration of behavior.
Required Readings:
Spiegler, M.D. (2015). Contemporary behavior therapy (6th ed). Belmont, CA: Wadsworth.
(copy placed on library reserve)
Beck, A, Rush, A.J., Shaw, B.F., & Emery, G. (1979). Cognitive therapy of depression. New York:
Guilford Press.
Other readings on reserve: Dattilio, F. (2010) – CBT with Couples, chapter 6 (on eLearning)

Recommended Readings:
Dattilio, F. (2010). Cognitive-behavioral therapy with couples and families: A comprehensive guide
for clinicians. New York: Guilford.
Mikulas, W. (2014). Taming the drunken monkey: The path to mindfulness, meditation, and increased concentration. Woodbury, MN: Llewellyn Worldwide, Ltd.
O’Donohue, W., & Fisher, J. (2009). General principles and empirically supported techniques of
cognitive behavior therapy. Hoboken, NJ: Wiley. (copy placed on library reserve)
Course Requirements and Grading/Evaluation
A. Attendance, Participation and Professional Attitude (5%)
Punctuality and attendance are considered mandatory for a passing grade. If you know that you will have to miss class sessions or cannot be on time before the class begins, you should discuss this with me. The expectation is perfect attendance, and more than one absence is considered excessive.
Discussion and questioning in class is encouraged.
B. Midterm and final exams (25% each)
There will be two, non-cumulative exams. Exams will include multiple choice, short answer, and/or brief essay questions drawn from classroom lecture and required readings (i.e., textbook and other required readings). Students are responsible for all course material, whether it is discussed in class or not.
C. Homework Assignments (20%)
These assignments will entail viewing videos on particular interventions/disorders through E-
Learning, and writing brief critiques of selected videos.
D. Term Paper / Systematic Literature Review (25%)
You will be responsible for systematically reviewing, summarizing, and critiquing the empirical literature on behavior modification or cognitive behavioral interventions in one of two ways. You may: 1) conduct a systematic review of the literature on your choice of a specific behavioral intervention strategy across a variety of behaviors, problems, or disorders or 2) conduct a systematic review of the literature on behavioral, cognitive or cognitive-behavioral interventions on your choice of a specific behavior, problem, or disorder.
Term Paper /Literature Review Guidelines
Your review must include at least 10 peer-reviewed, primary source, empirical research articles (e.g., single subject designs, small N studies, clinical studies, randomized controlled trials, etc.) related to your specific behavioral intervention strategy or interventions addressing your specific behavior,

problem, or disorder. Your review must be an original scholarly work and should follow APA guidelines for style. Required length is 12-15 pages (double-spaced, 12 point font, one inch margins), not including title page or reference list. You may organize your review as you see fit. Paper topics must be approved by the instructor: submit topics or outline of paper in writing by the date indicated on the Weekly Course Outline. A paper grading rubric will be provided.
Minimally, your review should cover the following areas of discussion:
1) describe the intervention strategy or strategies and the area(s) of application (i.e., behaviors, problems, or disorders)
2) summarize the findings regarding efficacy and relative efficacy (e.g., which behavior, problem, or disorder respond best to a specific intervention or which interventions are best for a specific behavior, problem, or disorder)
3) discuss the strengths and weaknesses of the methodologies used in the available studies
4) draw conclusions about the efficacy of the intervention for the various areas of application and qualify those conclusions based on the quality and quantity of available research
Please be sure to consult the The Cochrane Collaboration website ( http://www.cochrane.org/ ) for reviews and resources on your chosen topic. This is an organization which publishes reviews of interventions in health care, including psychological and pharmacological treatments.
Course Policies
Cheating on any test, term paper, or other assignment will result in an automatic 0 and will likely result in failing the class; this is a serious ethical and professional failing; see UWF's detailed policies on academic dishonesty and misconduct for more information. Depending on the seriousness of the violation, that process may result in additional penalties such as a failing grade for the course, or even suspension or expulsion from the university.
You will also be expected to refrain from any behavior that disrupts or interferes with the class, and to refrain from any behavior or expression that might be offensive to a member of the class. To assure an atmosphere conducive to learning that maintains the dignity of and respect for all parties involved, students will be expected to adhere to the university statement on expectations for academic conduct and classroom behavior, as published in the Student Code of conduct, posted by the Office of Student Rights and Responsibilities .
Storms and Other Disasters:
Hurricane Season extends through the month of November, which covers almost the entire fall semester. With an approaching storm, the university will announce its plans for closure. Decisions regarding closure of the university will be made as the track of the storm becomes more apparent.
Please pay careful attention to the UWF announcements on the main university website or on WUWF
FM radio (88.1), as well as local media sources. These informational sources should also be consulted if other natural or human-instigated events occur.
Course Withdrawal: The deadline for withdrawing from a course with an automatic grade of "W" is

DATE
Jan 8
15
22
29
Feb 5
12
19
26
Mar 5
12
19
26
16
23
9
April 2
30 posted on the Registrar's Academic Calendar . Students should review the university policy on course withdrawal . Withdrawal from a course after the posted deadline requires approval of the student’s academic advisor, course instructor, department chairperson, and the Academic Appeals committee.
Requests for late withdrawals may be approved only under unusual circumstances, which must be documented, such as a death in the immediate family, serious illness of the student or an immediate family member, call to military service or National Guard duty.
Students with Alternative or Special Needs
If you have a need for any in-class accommodations or special test-taking arrangements, please get in touch with me at your earliest convenience. Students with special needs who require specific courserelated accommodations should contact the Student Disability Resource Center (SDRC), (850) 474-
2387.
WEEKLY COURSE OUTLINE
TOPIC ASSIGNMENTS
Introduction
History and Fundamentals of Behavior Therapy
Research Methods and Assessment
Acceleration & Deceleration
Exposure Therapies
TAKE HOME EXAM DUE; Modeling
Modeling & Skills Training (con’t)
Cognitive Therapies
Cognitive Therapies (con’t)
SPRING BREAK WEEK
NO CLASS – SEPA
Cognitive Therapies (con’t)
CBT with Couples
Guest Speaker: Acceptance/Mindfulness Approaches
Guest Speaker: Schema Therapy
Course summary / integration
FINAL EXAM
NONE
Spiegler chapters 1-4; Skinner,
Bandura videos chapters 5-6 chapters 7-8 chapters 10-11 chapter 12; TP topic due chapter 13-14
Beck chapters 1-7
Video Assignments TBA
Beck chapters 8-15
Reserve reading – Dattilio chap. 6
Spiegler chapter 15
TBA
Term Papers Due

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BEHAVIORAL AND COGNITIVE-BEHAVIORAL JOURNALS
Behavior Therapy and Modification
Behavior Therapist
Behavior Therapy
Behavioral Interventions
Behavior Modification
Behavioural and Cognitive Psychotherapy
Behaviour Change
Behaviour Research and Therapy
Child and Family Behavior Therapy
Cognitive Behaviour Therapy
Cognitive and Behavioral Practice
Journal of Behavior Therapy and Experimental Psychiatry
Journal of Positive Behavior Interventions
Journal of Rational-Emotive and Cognitive Behavior Therapy
International Journal of Behavioral and Consultation Therapy
Behavior Analysis
Analysis of Verbal Behavior
ABA Newsletter
Behavior Analysis Digest
Behavior Analyst
European Journal of Behavior Analysis
Behavior Analyst Today
Experimental Analysis of Human Behavior Bulletin
International Journal of Behavioral Consultation and Therapy
Japanese Journal of Behavior Analysis
Journal of Applied Behavior Analysis
Journal of Early and Intensive Behavior Intervention
Journal of the Experimental Analysis of Behavior
Speech and Language Pathology and Applied Behavior Analysis
Development and Disabilities
American Journal on Mental Retardation
Autism
Biological Psychiatry
Child Language Teaching and Therapy
Child Neuropsychology
Development and Psychopathology
Disability and Society
Emotional and Behavioural Difficulties
Evidence-Based Communication Assessment and Intervention
Journal of Developmental and Behavioral Pediatrics
Journal of Intellectual Disability Research
Journal on Developmental Disabilities
Mental Retardation
Research in Developmental Disabilities

Physiology, Health, and Pharmacology
Addiction
Addictive Behaviors
American Journal of Health Behavior
Applied Psychophysiology and Biofeedback
Behavioral Neuroscience
Behavioural Pharmacology
Brain Research
Evidence-Based Communication Assessment and Intervention
Experimental & Clinical Psychopharmacology
I ntegrative Physiological & Behavioral Science
Journal of Behavioral Medicine
Journal of Health and Human Behavior
Journal of Health and Social Behavior
The Journal of Mind and Behavior
Neurobiology of Learning and Memory
Neuroscience and Biobehavioral Reviews
Pharmacology Biochemistry and Behavior
Physiology and Behavior
Psychoneuroendrocrinology
Quarterly Journal of Experimental Psychology: Comparative & Physiological Psychology
General Interest and Clinical Journals
Adaptive Behavior
American Behavioral Scientist
American Psychologist
Behavior and Philosophy
Behavior and Social Issues
Behavioral and Brain Sciences
Behavioral Disorders
Behavior Technology Today
Behavioural Processes
Education and Treatment of Children
Journal of Anxiety Disorders
Journal of Behavioral Education
The Journal of Online Behavior
Journal of Organizational Behavior
Journal of Organizational Behavior Management
Journal of Psychopathology and Behavioral Assessment
Learning and Motivation
Monitor on Psychology
Psychological Bulletin
Psychological Record
Psychological Review
Psychology in the Schools