Applied Behavior Analysis in Complex Community Environments
Course Syllabus
File: ABA6100syllabus
Department: Child and Family Studies
Course Prefix and Number: MHS 6100
Course Title: Applied Behavior Analysis in Complex Community Environments
Instructor Name and Address:
Name: Glen Dunlap, Ph.D. or Hewitt B. ARusty@ Clark, Ph.D.
Address:
Department of Child and Family Studies
Louis de la Parte Florida Mental Health Institute
University of South Florida
MHC 2117 or MHC 2332
13301 Bruce B. Downs Blvd.
Tampa, FL 33612-3807
E-mail:
dunlap@fmhi.usf.edu
clark@fmhi.usf.edu
Phone:
813/974-6111 (Dunlap)
Fax: 813-974-6115 (Dunlap)
813/974-6409 (Clark)
Fax: 813-974-6257 (Clark)
Office Hours: By appointment
Course Prerequisites:
EDF 6215 Principles of Learning
PSY/ESE 6100 Observational Methods / Functional Assessment
Waiver may be requested through Instructors or Program Coordinator
Course Goals and Objectives
This course will prepare students to: a) recognize and respond to factors that
may affect the application of behavior analysis principles within and across community
settings; and b) design intervention plans that fit given characteristics of the social and
physical context. Community contexts and settings considered in this course include
families and family homes; schools, service agencies and facilities; neighborhoods with
distinct cultural identities; and places of employment, recreation, and commerce.
Through participation in this course, students will be able to:
1.
Identify characteristics, resources, and barriers of complex community systems
(e.g., families, schools, organizations)
2.
Demonstrate competence with transdisciplinary and collaborative approaches to
intervention (e.g., establish relationships, enlist participation, facilitate
coordination)
3.
Assess the impact of cultural, social, and economic variables on communitybased behavioral intervention
1
4.
5.
6.
7.
Identify needs of consumers using behavioral assessment methods, personcentered planning, and strength-based assessment
Engage in productive consultative processes (e.g., facilitating assessment and
intervention activities, monitoring and insuring ongoing support, fading
involvement)
Apply the concepts of contextual fit or ecological relevance in addressing the
wide range of considerations associated with designing interventions in complex
community environments
Identify and design system-wide interventions using behavior analysis principles
Required Texts and Readings
Course Readings
1. Bullis, M., Tehan, C.J., & Clark, H.B. (2000). Teaching and developing improved
community life competencies. In H. B. Clark and M. Davis, (Eds.), Transition to
adulthood: A resource for assisting young people with emotional or behavioral
difficulties, (pp. 107-131).
2. Clark, H.B., Deschenes, N., & Jones, J. (2000). A framework for the development
and operation of a transition system. In H. B. Clark and M. Davis, (Eds.),
Transition to adulthood: A resource for assisting young people with emotional or
behavioral difficulties, (pp. 29-51).
3. Clark, H.B. & Hieneman, M. (1999). Comparing the wraparound process to
positive behavioral support: What we can learn. Journal of Positive Behavioral
Interventions, 1, 183-186.
4. Dunlap, G., & Kern, L. (1997). Behavior analysis and its relevance to special
education. In J.L. Paul, M. Churton, H. Roselli-Kostoryz, W. Morse, K. Marfo, C.
Lavely, & D. Thomas (Eds.), Foundations of special education: Basic knowledge
informing research and practice in special education (279-290). Pacific Grove,
CA: Brooks/Cole Pub.
5. Garcia, S.B., & Malkin, D.H. (1993, Fall). Toward defining programs and
services for culturally and linguistically diverse learners in special education.
Teaching Exceptional Children, 26, 52-58.
6. Harry, B., Allen, N., and McLaughlin, M. (1995). Communications versus
compliance: African-American parents= involvement in special education.
Exceptional Children, 61, 364-377.
7. Harry, B., Grenot-Scheyer, M., Smith-Lewis, M., Park, H., Xin, F., and Schwartz, I
(1995). Developing culturally inclusive services for individuals with severe
disabilities. Journal of the Association for Persons with Severe Handicaps, 20,
99-109.
2
8. Lewis, T.J., & Sugai, G. (1999). Effective behavior support: A systems approach
to proactive schoolwide management. Focus on Exceptional Children, 31. 1-24.
9. Singh, N. N. (1995). In search of unity: Some thoughts on family-professional
relationships in service delivery systems. Journal of Child & Family Studies,4, 318.
10. Sugai, G., Sprague, J. R., Horner, R. H., & Walker, H. M. (2000). Preventing
school violence: The use of office discipline referrals to assess and monitor
school-wide discipline interventions. Journal of Emotional and Behavioral
Disorders, 8, 94-101.
11. VanDenBerg, J.E. & Grealish, E.M. (1996). Individualized services and supports
through the wraparound process: Philosophy and procedures. Journal of Child &
Family Studies,5, 7-22.
12. Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., &
Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior
patterns among school-age children and youth. Journal of Emotional and
Behavioral Disorders, 4, 194-209.
13. Special section on parent-professional partnerships in behavioral support (1997),
from the Journal of the Association for Persons with Severe Handicaps, 22, 185223.
Course Texts
14. Koegel, L.K., Koegel, R.L., & Dunlap, G. (1996). Positive behavioral support:
Including people with difficult behavior in the community. Baltimore: Paul H.
Brookes Publishers.
15. Hieneman, M., Nolan, M., Presley, J., De Turo, L., Gayler, W., Dunlap, G.
(2000). Facilitator=s Guide, Positive Behavioral Support. Tallahassee, FL:
Florida Department of Education, Bureau of Instructional Support and
Community Services.
3
Outline of Course Content and Schedule
Class
Date
Topics and Associated Assignments
Readings Due for
Class (Reading ID
#)
1/8
Introduction to the course.
Historical perspective on the application of ABA.
1/22
Utilizing ecological features of complex community settings to
enhance the effectiveness of ABA applications.
Characteristics of community systems: families, schools and
child-serving agencies, and settings for employment,
recreations and commerce.
Reading # 14,Ch. 4
Reading # 14,Ch. 18
Reading # 14,Preface
Reading # 4
1/29
Analyzing ecological factors and other setting events, and the
results of functional assessments, in the design of ABA
interventions - Part 1.
Reading # 14,Ch. 12
Reading # 14,Ch. 16
Reading # 14,Ch. 17
2/5
Analyzing ecological factors - Part 2.
Cultural, social, and economic variables: diversity in
consumer characteristics, sensitivity to diverse populations.
Reading # 5
Reading # 6
Reading # 7
Reading # 9
2/12
Tailoring ABA Interventions to maximize effectiveness and
maintenance of socially significant behavior change through
person-centered planning and goal setting - Part 1.
Reading # 14,Ch. 19
Reading # 11
2/19
Tailoring ABA Interventions - Part 2.
Transdisciplinary and collaborative models: Characteristics of
effective teams, developing rapport with participants, and
engaging participants in the process.
Reading # 3
Reading # 15
Secure approval for
Paper Topic by the end
of this class.
2/26
Special Guest Lecture: System-wide applications of ABA..
Examples of these system-wide applications, conditions
under which these strategies are appropriate, and the
tailoring of these to settings and populations.
Reading # 8
Reading # 10
Reading # 12
3/5
Mid-term Exam
3/19
Tailoring ABA Interventions - Part 4.
Application of behavioral interventions and supports that are
tailored to the individual and ecological context.
Reading # 14,Ch. 2
Reading # 1
Reading # 2
3/26
Tailoring ABA Interventions - Part 4.
Application of behavioral interventions and supports that are
tailored to the families and ecological context.
Reading 13
Reading 14,Ch. 5
4/2
Tailoring ABA Interventions - Part 5.
Measuring the effectiveness and generalization of effects of
these ABA interventions.
Reading 15, Step 5
4/9
Designing applications for new types of behaviors and
community settings.
Group ___ presents on:_______________________________
Group ___ presents on:_______________________________
4
4/16
Designing applications for new types of behaviors and
community settings.
Group ___ presents on:_______________________________
Group ___ presents on:_______________________________
4/23
Designing applications for new types of behaviors and
community settings.
Group ___ presents on:_______________________________
Group ___ presents on:_______________________________
4/30
Final Exam
Special Topic Papers
due by start of class
Special Topic Paper
The purpose of the Special Topic Paper is to provide you with an opportunity to
actively explore some aspect of the application of behavior analysis in complex
community environments that you find interesting and challenging. In particular, the
assignment is intended to encourage you to consider in some depth the steps you
would take to tailor a behavior analytic program so that it best meets the contextual
conditions in which the program is to be applied. The paper might be: a) library
literature review and discussion of a topic in which you go into greater depth than
addressed in the course; (b) detailed, thoughtful summary of a planning process or
intervention that you=ve collaboratively designed and/or carried out in multiple home,
community, and/or school settings; or (c) description and example of a setting event
modification you have created for a home, community, and/or school setting in order
to help insure the achievement of improved outcomes.
The Special Topic Paper will be conducted individually. It should be separate
from the group project that you=re participating in (described below). In addition, the
topic should be approved by an instructor prior to your developing the paper
(preferably by the fifth class meeting). The Special Topic Paper will include the
following sections -- Introduction to the Issue; Importance of the Issue; Activities
Conducted; Results; and Implications of the Project. The Special Topic Paper is to
be 10-15 pages (typed, double spaced) and will be graded on the: a) clarity of the
written presentation; b) importance and relevance of the project to the application of
ABA within complex community settings, and c) insightfulness of the implications
presented.
Group Presentations on Applications
The purpose of the Group Presentation/Demonstration is for you to: a)
experience engaging in a collaborative activity to achieve a common group outcome;
b) participate in the formulation and presentation of an aspect of the planning,
designing, and/or implementing an intervention tailored for an individual in a
community setting; and c) conduct a cooperative, interactive teaching event for the
rest of the class. At the beginning of the course, the students will formulate groups
that will facilitate small group process work for the semester and will provide the work
group for this Group Presentation activity. The groups will be formulated around the
following components of ABA applications in complex community settings:
5
* Team development for facilitating the planning process.
* Functional assessment: Partnering with families for their
involvement, perspectives, and commitment.
* Intervention and behavioral supports tailored to the individual
and ecological context.
* Tracking program implementation, progress across goals, and
individualized outcomes.
You will participate with your fellow group members on conducting an
educational experience for your classmates. This teaching will involve
demonstrations, lectures, and/or discussions regarding the group=s above identified
component related to the application of ABA in planning and/or intervening within
complex community environments. Each Group Presentation will involve 1 to 1 1/4
hours and will address the application of ABA strategies to a particular population
and/or setting.
Evaluation of each Group Presentation will be made by three sources, all of
which will be used by the instructors in formulating a grade for each student
regarding this activity. After each Group Presentation, the classmates from other
groups will rate the Group Presentation on its: clarity of the issue being addressed;
relevance to the application of ABA in complex community settings, and effectiveness
of presentation as a teaching event. (See attached Group Presentation Rating Form).
Another source of information regarding your role in the development and
execution of the presentation will be made through a Confidential Peer Rating of
Student Contribution to Group Presentation. (Refer to attached form of this title.)
After the presentation, you, as a member of the presentation group, will rate yourself
and each of your peers on the "contribution" to this group process. The instructors
will use these two information sources, in combination with their own judgement, to
formulate a grade for each student in the Group Presentation activity.
Format for the Midterm and Final Examinations
The midterm and final exams will take place in class and will consist of
seven to eight essay-type questions, any five of which you can choose to answer.
You will be given 1 1/4 hours to complete as much of the exam you can, working
individually. The questions will cover assigned readings, lectures, and class
discussions.
Evaluation of Student Performance and Outcomes
Students will be expected to attend class and participate in activities.
Assignments must be turned in by the designated class start time on the date due;
failure to turn in assignments on time will result in a drop in letter grade for that
assignment. If the assignment is not turned in before the second to the last class
period of the semester, the grade will be listed as a failure for that assignment.
Student participation and products will be weighted as follows in
determining the student’s overall grade:
Special Topic Paper 30%
Midterm Exam 20%
Final Exam 20%
6
Group Presentation on Applications 15%
Class Participation 15%
Credit for participation is awarded by the instructor based on a
holistic judgement of the following:
-regular class attendance required
-thoughtful contribution to class discussions and
activities
-cooperation with classmates and the instructor
Grades will be assigned as follows:
90 - 100
80 - 99
70 - 79
60 - 69
Below 60
7
A
B
C
D
F
Selected Reading Resources:
Alberto, P.A. & Troutman, A.C. (1990). Applied behavior analysis for teachers
(Third Edition). New York: Macmillan Publishing Company.
Bambara, L.M. & Knoster, T.P. (1995). Guidelines: Effective behavioral
support. Pennsylvania Department of Education: Bureau of Special Education.
Bambara, L.M., Mitchell-Kvacky, A.A., & Iacobelli, S. (1994). Positive
behavioral support for students with severe disabilities: An emerging multicomponent
approach for addressing challenging behavior. School Psychology Review, 23, 263-278.
Bishop, K.D. & Jubala, K.D. (1995). Positive behavioral support strategies. In
M.S. Falvey (Ed.), Inclusive and heterogeneous schooling: Assessment, curriculum, and
instruction (pp. 159-186). Baltimore: Paul H. Brookes.
Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., & Smith,
C.E. (1994). Communication-based intervention for problem behavior: A user=s guide for
producing positive change. Baltimore: Paul H. Brookes.
Dunst, C.J., Trivette, C.M., & Johanson, C. (1994). Parent-professional
collaboration and partnerships. In C. Dunst, C. Trivette, & A. Deal (Eds.), Supporting and
strengthening families (Volume 1): Methods, strategies, and practices (pp. 197-211).
Cambridge, MA: Brookline Books.
Demchak, M. & Bossert, K.W. (1996). Assessing problem behaviors.
Innovations (No. 4). Washington, D.C.: American Association on Mental Retardation.
Donnellan, A.M., LaVigna, G.W., Negri-Schoultz, N. & Fassbender, L. (1988).
Progress Without Punishment. New York: Teachers College Press.
Durand, V.M. & Crimmins, D.B. (1988). Identifying variables maintaining selfinjurious behavior. Journal of Autism and Developmental Disorders, 18, 99-117.
Foster-Johnson, L. & Dunlap, G. (1993). Using functional assessment to
develop effective, individualized interventions for challenging behaviors. Teaching
Exceptional Children, 25, 44-50.
Hieneman, M. & Dunlap, G. (1999). Issues and Challenges in Implementing
Community-Based Behavioral Support for Two Boys with Severe Behavioral Difficulties. In
J.R. Scotti & L.H. Meyer (Eds.), Behavioral Intervention: Principles, Models, and Practices
(pp. 363-384). Baltimore, MD: Paul H. Brookes.
Horner, R.H. & Carr, E.G. (1997). Behavioral support for students with severe
disabilities: Functional assessment and comprehensive intervention. Journal of Special
Education, 31, 84-104.
Horner, R.H., Dunlap, G., Koegel, R.L., Carr, E.G., Sailor, W., Anderson, J. A.,
Albin, R.W., & O=Neill, R.E. (1990). Toward a technology of Anonaversive@ behavioral
support. Journal of the Association for Persons with Severe Handicaps, 15, 125-132.
Iwata, B.A. Functional Analysis Screening Tool (FAST). (1995). Florida
Center on Self-Injury, University of Florida.
Iwata, B.A., Vollmer, T.R., & Zarcone, J.R. (1990). The experimental
(functional) analysis of behavior disorders: Methodology, applications, and limitations. In A.
Repp & N. Singh (Eds.), Perspectives on the use of nonaversive and aversive interventions
for persons with severe disabilities (pp. 301-330). Sycamore: Sycamore Publishers.
Kincaid, D. (1996). Person-centered planning. In L.K. Koegel, R.L. Koegel, &
G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the
community (pp.439-465). Baltimore, MD: Paul H. Brookes.
Koegel, L.K., Koegel, R.L., & Dunlap, G. (1996). Positive behavioral support:
Including people with difficult behavior in the community. Baltimore: Paul H. Brookes
Publishers.
8
Lohrmann-O=Rourke, S., Knoster, & Llewellyn, G. (1999). Screening for
understanding: An initial line of inquiry for school-based settings. Journal of Positive
Behavioral Interventions, 1, 35-42.
Meyer, L.H. & Evans, I.M. (1989). Nonaversive intervention for behavior
problems: A manual for home and community. Baltimore: Paul H. Brookes Publishers.
Meyer, L.H. & Evans, I.M. (1993). Science and practice in behavioral
intervention: Meaningful outcomes, research validity, and usable knowledge. Journal of the
Association for Persons with Severe Handicaps, 18, 224-234.
Mullen, K.B. & Frea, W.D. (1995). A parent-professional consultation model
for functional analysis. In R. Koegel & L. Koegel (Eds.), Teaching children with autism:
Strategies for initiating positive interactions and learning opportunities (pp. 175-188).
Baltimore: Paul H. Brookes Publishers.
O=Brien, J., Mount, B., & O=Brien, C. (1991). Framework for
accomplishment: Personal profile. Decatur: Responsive Systems Associates.
O=Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton,
J.S. (1997). Functional assessment and program development for problem behavior: A
practical handbook. Pacific Grove, CA: Brooks/Cole.
Rainforth, B., York, J., & MacDonald, C. (1992). Collaborative teams for
students with severe disabilities: Integrating therapy and educational services. Baltimore:
Paul H. Brookes Publishers.
Repp, A.C., Felce, D., & Barton, L.E. (1988). Basing the treatment stereotypic
and self-injurious behavior on hypotheses on their causes. Journal of Applied Behavior
Analysis, 21, 281-289.
Repp, A.C. & Horner, N.N. (1999). Functional analysis of problem behavior:
From effective assessment to effective support. Belmont, CA: Wadsworth Publishing.
Sulzer-Azaroff, B. & Mayer, G.R. (1991). Behavior analysis for lasting
change. Chicago: Holt, Rinehart, & Winston.
Tilly, W.D., Knoster, T.K., Kovaleski, J., Bambara, L., Dunlap, G., & Kincaid,
D. (1998). Functional behavioral assessment: Policy development in light of emerging
research and practice. National Association of State Directors of Special Education
(NASDSE).
Topper, K. Williams, W., Leo, K., Hamilton, R.W., & Fox, T.A. (1994). Positive
approach to understanding and addressing challenging behaviors. University Affiliated
Program of Vermont.
Touchette, P.E., MacDonald, R.F., & Langer, S.N. (1985). A scatterplot for
identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18,
343-351.
9
CONFIDENTIAL SELF AND PEER RATING OF STUDENT CONTRIBUTION
TO GROUP PRESENTATION
Please rate the contribution made by you and your peer group members
in the preparation and presentation of your group's demonstration. This
confidential information will be used by the instructor, in combination with
other classmate ratings and the instructor's judgement, to determine student
grades for the Group Presentations.
Your name________________________
Your Group Number_____
Date of Your Group Presentation_____________
WRITE YOUR NAME AND
NAMES OF GROUP MEMBERS
BELOW (FIRST NAMES)
PREPARATION
RATING
PRESENTATION
RATING
______________________
_____
_____
______________________
_____
_____
______________________
_____
_____
______________________
_____
_____
______________________
_____
_____
______________________
_____
_____
RATING SCALE:
1 = Not helpful
2 = Of little help
3 = Some what helpful
4 = Helpful
5 = Very helpful
10
GROUP PRESENTATION RATING FORM
In order for the group and the instructor to have a broader perspective on the
usefulness of each of the Group Presentations, I (as the instructor) am asking that
each of you (other than those of you in the presentation under review) complete this
form. This information will be used by me, in combination with ratings by the group
members and my own judgements, to determine grades for the members who
presented. These forms will also be given to the group to provide them with
additional information regarding the relevance and usefulness of their presentation.
This type of feed back can prove to be valuable in improving future presentations.
Number of Group being rated____
Date of Presentation__________
It is not necessary to put you name on this form.
PLEASE RATE THE GROUP PRESENTATION/DEMONSTRATION
1=poor, 2=fair, 3=good, 4=very good, 5=excellent, NA=not applicable
_____How clearly presented were the objectives?
_____How well was the relevant of this presentation topic to transition described
or illustrated?
_____How coherent was the content of this presentation?
_____How effective was the format of this presentation for teaching new
information?
_____How effective was this presentation in addressing its objectives?
_____How responsive was the group to questions from classmates?
PLEASE PROVIDE THE GROUP YOUR WRITTEN SUGGESTIONS AND
COMMENTS
Did you find that this workshop provided information that will be of benefit to your
job?
_____No _____Yes If yes, please briefly describe:
________________________________________________________________
________________________________________________________________
What suggestions do you have for how this group presentation could have been
improved to make it a more effective teaching experience?
________________________________________________________________
________________________________________________________________
11