University of Wisconsin-Platteville
Office of Continuing Education
Course Syllabus
Graduate Credit Only
Title:
Developmental Disabilities and Autism Part 1
Number:
Semester:
Credits/Contact Hours:
3 Graduate Credits Only / 45 Contact Hours
Days and dates:
Times:
Location:
TBD
TBD
TBD
Instructor:
Office Address:
City/State/Zip
Office Phone:
E-mail Address:
Office Hours:
Dr Roger Bass
2001 Alford Dr
Kenosha, WI 53141
262-853-1951
rfb53074@aol.com
TBD
Prerequisites:
Acceptance into the Behavior Analysis Certification Program,
completion of Applied Behavior Analysis, and either completion of
or concurrent enrollment in Research Design and Ethics for
Behavior Analysts.
Course Description
ABA researchers developed many of the most effective methods for working with autistic and
developmentally disabled individuals. This wide array of techniques accounts for why an entire
course is dedicated to them. The original literature will be complemented with readings, videos,
and field observations. Projects will have students design such programs, select appropriate
procedures based on FBAs, and describe overlapping and complementary elements of various
procedures. Families with autistic children will serve as discussants and students will design
sensitive assessments and practical programs that accommodate family parameters (number of
other children, number of adults in household, finances, etc.)
This is the first of two methods courses in the Developmental Disabilities/Autism Specialty. The
theoretical and research foundations underlying behavior analytical techniques used with these
populations will extend core classes and be covered in sufficient depth to support students’
independent evaluations of the relevant applied literature. Topics covered will include at least:
*Verbal Behavior Approach and VB-MAPPING
*Discrete Trial Training
*Completing and using FBAs to make applied decisions
*Components of effective programs in schools, institutions, group homes, long-term care
facilities
*Generalizing training across settings
*Natural Language Programs
*Direct Instruction applications
*Video-based instructional procedures
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*A range of behavior management procedures
*Augmentative and alternative communication procedures
*Tactics to support families and their intervention efforts
*Methods based on Relational frame Theory, Stimulus Equivalence and other generative
approaches.
*Efficacy studies comparing behavioral approaches with others. Included here will be an
Analysis of how such comparative work is done and the relative merits of the
methodologies used.
*PECS (Picture Exchange System/Pyramid Educational Consulting)
Techniques will ALWAYS be considered in their (a) theoretical, (b) research, and (c) ethical
contexts.
Field work required: 20 hours (observe procedures in use, collect data, etc).
Texts
Luiselli, J.K., Russo, D.C., Christian, W.P., Wilczynski, S.M. (2008). Effective Practices
for Children with Autism. Oxford University Press: New York.
Course handbook with readings, reading objectives, project summaries, and list of
videos demonstrating techniques discussed in this course.
Schriebman, L. (2005). The science and fiction of autism.
Introduction to the Course
The structure of this class may be unlike any you have taken. Here are the key elements
starting with overall course structure and ending with the elements of each class.
1. Overall Course Structure. The 18 weeks of this course will be divided into nine 2week modules. These modules will each address a general area and consist of the following
components:
(a) Reading objectives. Reading objectives are a reading assist. They come in
two types:
(1) Comments. Comments are my remarks that clarify, extend, or correct
your readings. They are fair game for test questions and are considered to be part of the
reading assignment.
(2) Questions. Questions addressing you readings are posed and require
you to provide a written answer.
Locating the material addressed by a reading objective. Reading objectives are
preceded by numbers that indicate the location of the material being addressed. For example,
"(122-123) indicate that the relevant material is found on pages 122 and 123 whereas "(122,2123,1) means that the relevant passage is on page 122 paragraph 2 and extends to page 123,
paragraph 1.
(b) SAFMEDS. "SAFMEDS" stands for "Say All Fast Minute Every Day Shuffle"
and consist of key terms and concepts that are provided on cards. These will be studied
cumulatively throughout the course.
(c) White boards. You will be given a dry erase board and magic marker. During
class, you will write answers to questions and present them on the boards. Note that 15% of
your grade is in-class participation—largely measured as your accuracy when answering
questions in this format.
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(d) Project. Each module will have at least one project that groups or individuals
will complete.
(e) Module exam. Each module will terminate with an exam. This exam will be
given on the last day of each module. Most modules will be segmented into three parts each of
which will be completed during part of a class period.
(f) Day 1 Module test. Each module will begin with a check test over readings
from that module. Questions may be posed prior to the test.
(g) Autism techniques demonstrations. During several classes, you will partner
with another student, explain, and then demonstrate the proper delivery of autism assessments
and techniques. These will include but not be limited to Functional Behavior Analyses, VMAPPS, and reinforcer surveys. In addition, you will interpret data and argue why a particular
method or class of methods should be used.
(2) Daily Class Structure. Each class period will be structured thus:
(a) SAFMEDS check test. Each class will start with a check test over the key
concepts and vocabulary covered up to that point. SAFMED cards will be tested cumulatively
throughout the course. These test scores will be recorded and count toward the final grade. You
will keep daily data on your SAFMEDS performance.
(b) Q/A discussion. Lecture will be largely replaced with sets of questions I will
ask and discuss with you. The entire class will respond via dry erase boards. Participation and
answer accuracy are part of the final grade. You will keep data on your performance during
class and record as per instructed by the professor.
(c) Projects. Class members will either individually or in small groups work on
projects related to the core issues addressed within a module.
Grading
Grades will be weighted thus:
*Reading objectives: 20%
*Module Projects: 20%
*Check tests (SAFMEDS): 15%
*In-class lesson presentations: 15%
*Module exams: 30%
*Class participation can add up to 15% additional credit or lower your
grade by 15% if absenteeism, obvious lack of preparation, etc. occur.
Grading follows this table:
100-90=A
80-89=B
70-79=C
60-69=D
59 and less=F
Grade remediation. You may remediate any grade by the end the next module.
Remediation will not occur at any point later than that.
The amount of remediation possible is described in this table:
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Initial grade=100-90=Total credit
Initial grade=80-89=3/4 credit
Initial grade=70 and below=1/2 credit
This sliding scale encourages all students to do their best on the first attempt and makes it
possible for anyone to pass the course with a C as long as they achieve an initial grade of 47.
Test Preparation. Be sure to enclose the test or paper on which the original error
occurred. I will use this to evaluate your remediated version.
Late tests will be graded thus:
100-90=C
80-89=D
79 and less=F
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Module #
(each module
is two weeks)
1
2
3
4
BACB Tasklist
Emphases
Readings
Projects/Assignments
*Effective Practices for
Children with Autism
(EPCA): ch 1
(Evidenced-Based…”)
and 2 (Practice
Guidelines for Autism
Education.…”
*The Science and
Fiction of Autism (SFA):
ch 1: “Critical
Evaluation of Issues in
Autism”
*EPCA ch 3 (National
Standards project), ch 4
Single-case Research
Methodology…”
*SFA-ch 2
(“Characteristics of
Autism”)
*Watch these YouTube Videos:
*Intro to Autism
http://www.autismspeaks.org/video/index.php
*Parents Talking about Autism and ABA
http://www.youtube.com/watch?v=gbH_jpYlY
ew
*Find a You Tube video on ABA to play and
discuss in class.
Content Areas:
___1 Ethics
_X_2 Df & Charc
___3 Princ & Processes
___4 Beh Assessment
___5 Exp Eval of Treat.
___6 Meas of Behavior
___7 Display/Interp Data
___8 Select Interv/Strats
___9 Beh Change Proced
___10 Systems Support
*Describe how single-subject design can be
used to answer questions commonly
researched with large-scale group designs
(e.g., randomized control trials).
*What is the National Standards Project?
What are their conclusions regarding autism?
*EPCA ch 5 (Early
intensive…), ch 6
Essential
components….).
*SFA (ch 3 “Diagnosis
and Assessment”)
*Drawing from your Applied Behavior
Analysis course, discuss the similarities and
differences between autism methodologies
and other areas (education, clinical
psychology, etc.)
*Write an explanation of the key components
of ABA for autism. Your audience is parents
and teachers.
*EPCA ch 7
(Generalized Behavior
Change…), ch 8 (Best
practice methods for
staff training.)
*SFA (ch 4 (What
Causes Autism?”)
*Describe how to improve the performance of
staff. Emphasize how to ensure that behavior
change programs endure in your absence.
*How is establishing generalization in autistic
children different thaqn inother population?
Content Areas:
___1 Ethics
_X_2 Df & Charc
___3 Princ & Processes
_X_4 Beh Assessment
_X_5 Exp Eval of Treat.
___6 Meas of Behavior
_X_7 Display/Interp Data
___8 Select Interv/Strats
___9 Beh Change Proced
___10 Systems Support
Content Areas:
___1 Ethics
_X_2 Df & Charc
_X_3 Princ & Processes
_X_4 Beh Assessment
_X_5 Exp Eval of Treat.
___6 Meas of Behavior
___7 Display/Interp Data
_X_8 Select Interv/Strats
_X_9 Beh Change Proced
___10 Systems Support
Content Areas:
___1 Ethics
___2 Df & Charc
___3 Princ & Processes
___4 Beh Assessment
___5 Exp Eval of Treat.
_X_6 Meas of Behavior
___7 Display/Interp Data
___8 Select Interv/Strats
_X_9 Beh Change Proced
_X_10 Systems Support
5
5
6
*EPCA ch 9 (Descrete
Trial…), ch 10 (Skill
acquisition, Direct
Instruction,.…)
*SFA (ch 5—Are there
Core Deficits in
Autism?”)
*Ch 11 (Naturalistic
Teaching Procedures),
ch 12 (Video-based
Instruction …)
*SFA (ch 6—
“Developing
Treatments that Work”)
*EPCA ch 13
(Developmental play…)
and ch 14
(Augmentative and
alternative
communication…)
*SFA (ch 7—“Are Other
Treatments Effective?”)
*Summarize the following YouTube videos
on Descrete Trial Training:
+This is introductory-http://www.youtube.com/watch?v=4ms9KoJSh0&feature=related
+This demonstrates several techniqueshttp://www.youtube.com/watch?v=hulVH9jpR
8k&feature=related
+This deals with verbal imitation:
http://www.youtube.com/watch?v=qtRod0V57
HU&feature=related
*Review three studies on Descrete Trial
Training
*Describe how descrete trial training can
augment naturalistic and video approaches.
*Write a program that progresses from
descrete traial training to naturalistic
approaches.
*Summarize the following YouTube videos:
+Introduction to PECS:
http://www.youtube.com/watch?v=T9hEXkUR
mxo&feature=related
http://www.youtube.com/watch?v=eTzedheza
r8&feature=related
http://www.youtube.com/watch?v=eTzedheza
r8&feature=related
+Phase 1 PECS Training—the exchange:
http://www.youtube.com/watch?v=ZP48lxnNd
HM&feature=related
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+Phase 2 PECS Training:
http://www.youtube.com/watch?v=tr3lQXNEc
ps&feature=related
http://www.youtube.com/watch?v=B_a2j5krILI
&feature=related
*Phase 3 PECS training (exemplary use):
http://www.youtube.com/watch?v=v4B5NlVto
X4&feature=related
*Phase 4 PECS training (sentences):
http://www.youtube.com/watch?v=vPRZIg9le
vk&feature=related
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Content Areas:
___1 Ethics
___2 Df & Charc
_X_3 Princ & Processes
_X_4 Beh Assessment
_X_5 Exp Eval of Treat.
_X_6 Meas of Behavior
_X_7 Display/Interp Data
___8 Select Interv/Strats
___9 Beh Change Proced
___10 Systems Support
Content Areas:
___1 Ethics
___2 Df & Charc
_X_3 Princ & Processes
_X_4 Beh Assessment
___5 Exp Eval of Treat.
___6 Meas of Behavior
___7 Display/Interp Data
___8 Select Interv/Strats
___9 Beh Change Proced
___10 Systems Support
Content Areas:
___1 Ethics
_X_2 Df & Charc
_X_3 Princ & Processes
_X_4 Beh Assessment
___5 Exp Eval of Treat.
___6 Meas of Behavior
___7 Display/Interp Data
___8 Select Interv/Strats
_X_9 Beh Change Proced
___10 Systems Support
8
9
*EPCA ch 16
(Antecedent
(preventative)
Intervention), ch 17
(Using positive
reinforcement), ch 18
(Behavior-contingent
(restrictive) intervention)
*SFA (ch 8—“Miracle
Cures or Bogus
Treatments?”)
*EPCA ch 19 (Family
Support and
Participation)
*Review of key issues
and several emerging
approaches (Novak
article)
*Speaker on toilet
training children with
autism.
*SFA (ch 9—“early
Intervention, ‘Recover,’
and ‘Best’ Treatment”)
*Review this article from ABAI regarding
comparisons of Verbal behavior approaches
and natural teaching models:
http://www.ncbi.nlm.nih.gov/pmc/articles/PM
C2774588/
*Write a program consistent with PL94-457
family plans that address concerns families
have when early intensive behavioral
interventions are used.
*Review this powerpoint that introduces ABA
to parents. Evaluating Alternative
Treatments(Helpingparentsevaluatealternativetreatment
s.ppt)
*The ASAT website has numerous articles
that parents can understand and use:
http://www.asatonline.org/inte3rvention/maki
ngsense.htm
*Autism: A Behavioral Systems Approach.
Gary Novak and Martha Pelaez.
Content Areas:
_X_1 Ethics
_X_2 Df & Charc
_X_3 Princ & Processes
_X_4 Beh Assessment
___5 Exp Eval of Treat.
___6 Meas of Behavior
___7 Display/Interp Data
_X_8 Select Interv/Strats
_X_9 Beh Change Proced
___10 Systems Support
Content Areas:
_X_1 Ethics
_X_2 Df & Charc
_X_3 Princ & Processes
_X_4 Beh Assessment
___5 Exp Eval of Treat.
___6 Meas of Behavior
___7 Display/Interp Data
___8 Select Interv/Strats
___9 Beh Change Proced
_X_10 Systems Support
NOTE: Students with impaired sensory, manual, or speaking skills are encouraged and have the responsibility to
contact the Office of Continuing Education toll free 888-281-9472 regarding reasonable accommodation needs.
Students requiring reasonable accommodation needs must be registered as a student with a disability. Please
contact Roxanne Johanning at the Continuing Education Office.
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