University of Massachusetts
Boston * Dartmouth * Lowell
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Course Addition/Course Change Form
This form should be used to add a new course or update an existing course.
This information will be used to update the course catalog.
Name of person completing form: Jill Tilton
Date: 4/4/2013
College File # (to be added after Dean’s approval):
SECTION A – COURSE INFORMATION
Please complete the following:
Course Addition
Distribution
Course Change
Diversity / Int’l Mgmt
Reactivate
Course**
Seminar (FYS / IS)
*Course Credits 3
If changing,
previous credits:
UC Non-Credit
Course?
Quantitative Reasoning
UC Program:
UC CEUs/PDPs:
#CEUs
#PDPs
*Department
*Course Number:
*Variable Course
Credit:
ABA
No
*Minimum Credits:
651
If changing,
previous number:
Yes
*Term in which this will
take effect:
Fall 2013
*Maximum Credits:
*Short Course Title:
(Max 30 characters)
Concepts and Principles
*Long Course Title:
(Max 100 characters)
Concepts and Principles of Behavior Analysis
If changing, previous
title:
Applied Behavior Analysis: Basic Principles I
Course Description:
This introductory course offers a comprehensive study of the philosophical assumptions and basic principles of
behavior analysis. This course will provide students with an overview of the history and theoretical foundations of
the field of behaviorism including experimental and applied behavior analysis. It will teach students to identify,
define, and apply the characteristics and principles of behavior. Topics covered during this course include a
historical perspective of behaviorism, description and environmental explanation of behavior, respondent and
operant conditioning, contingencies of behavior, and verbal behavior.In addition, students will learn to identify the
key components of empirical journal articles in the field of behavior analysis. Upon completion of this course
students will be able to define, provide examples of, and apply the basic principles of behavior analysis within the
context of clinical and educational programming, as well as contact relevant literature, share findings with
colleagues, and incorporate best practices into applied programming.
ABA 651 meets Behavior Analyst Certification Board, Inc.™ requirements for Concepts and Principles of Behavior
Analysis (45 of 45 hours).
If changing, previous
description:
The intent of this course is to provide students with the basic applied behavior analysis concepts and skills. The
curriculum has been approved by the national Behavior Analyst Certification Board (BACB) in the initial content
areas of Ethical Considerations, Definitions and Characteristics of Applied Behavior Analysis and Basic Principles
of Behavior. Students will complete an extensive case study planned and implemented to demonstrate mastery of
the course competencies. This course also meets Behavior Analyst Certification Board, Inc.TM requirements for
ethical and professional standards issues relevant to the practice of behavior analysis (10 of 15 hours) and
definition and characteristics, and principles, processes, and concepts (35 of 45 hours).
New Course/Course Change Form 10/2011 version
Questions? Contact Undergraduate Studies: undergraduatestudies@umb.edu
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Course Addition/Course Change Form
Requisites (Please List All):
If changes are being requested to co/prerequisites, please explain: ABA 656 complements ABA 651 and must
be taken at the same time.
Course Number
Course Number
Pre
Co
AND
Pre
Co
AND
Pre
Co
AND
Pre
Co
AND
Pre
Co
OR
Pre
Co
Rationale for the Proposal:
ABA 656
The ABA Graduate Certificate Program is entering its 13th year at UMB. The request for name changes and
expansion of hours to teach the same content in greater depth, from 5 courses to 6 courses, comes from 3
sources. First, the field of knowledge has expanded since the last program expansion approved through UMB
Governance in 2005, when the program increased from 4 courses to 5 courses. Second, the expansion of
teaching hours is required to maintain our approval for meeting the training requirement to sit for the national
professional BACB exam. Third, Massachusetts recently passed legislation H4555 which provides for licensure
of applied behavior analysts by the state Board of Registration of Allied Mental Health and Human Services
Professionals that is aligned with the professional licensure process of the BACB.
These justify a separate course to address Ethical and Professional Conduct (to be ABA 656). The 10 hours of
ethical and professional standards previously included in ABA 651 have been moved to ABA 656. The 10 hours
of principles, processes and concepts previously contained in ABA 652 have been moved into this course.
Other Information:
This course might be taught in the following mixture of formats, depending upon the location of the students and their
need. The streaming videos made of each face to face class session could be used as class content. In this situation,
it is anticipated that the instructor will connect live and interactively such as through Wimba or Skype to communicate
directly with students at least every third class session. Currently students participate face to face through live,
interactive ITV. Approval for a combination of streaming video, other online activities, live interaction with instructor,
and face to face formats is requested. Depending upon the format offering, the relevant details about the technology will
be added to the syllabus, following the models of existing successful Instructional Design and other CAPS online
courses.
** “Reactivate Course” is intended to be used for courses that already exist but have been inactivated because they were not
scheduled for five years or more. Departments wishing to reactivate such existing courses should send this form (including
any minor changes in course description or title) and an updated syllabus to the Dean of their College. If the course is
changing substantially, it should be submitted as a Course Change instead, following the normal governance process.
New Course/Course Change Form 10/2011 version
Questions? Contact Undergraduate Studies: undergraduatestudies@umb.edu
2
University of Massachusetts
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Course Addition/Course Change Form
Course Offering Details (Please complete all of the following):
*Course College (Academic Group):
University College
*Course Department/Program (Subject)
ABA Graduate Certificate
*Academic Career
UGRD
GRAD
Is Course Cross Listed?
Yes
No
NON-CREDIT
If Course is Cross Listed, Complete the following:
*Course College (Academic Group):
Please note: cross listed courses should carry the same number in
each cross listing department if at all possible.
No Cross-Listing
*Course Department (Subject)
*Course Number (Catalog Number)
*Cross Listed Career
UGRD
GRAD
NON-CREDIT
If course is cross-listed in more than two departments, please list additional departments and course numbers here:
SECTION B – COURSE REQUIREMENTS
Course Requirements (Undergraduate Courses):
*Does this course fulfill a General Education Requirement?
Yes
No
*Is this course a College of Management International Mgmt course?
Yes
No
*Does this course fulfill a Major Requirement?
Yes
No
If Yes, please indicate the specific General Education Requirement.
None
If this course is being submitted for Distribution, choose an area.
None
If this course is being submitted for Diversity, choose an area.
None
Note! If this is a NEW
course, a separate
request must be
submitted for entry into
Diversity, Quantitative
Reasoning, or
Distribution categories.
If Yes, in what Major?
Course Requirements (Graduate Courses):
Is this course a
Requirement?
Elective?
Is this course for a
Doctoral program?
Master’s program?
Graduate Certificate?
CAGS?
What student population will be served by this course?
% Undergrad
% Master’s 20
% Certificate 80
% Doctoral
Other Course Information (Undergraduate and Graduate Courses):
Is this course intended to be offered on-line?
Yes
No
If yes, please consider the relevant
Supplementary Information (see addendum)
Has this course been offered as a Special Topics course?
Yes
No
If yes, when?
New Course/Course Change Form 10/2011 version
Questions? Contact Undergraduate Studies: undergraduatestudies@umb.edu
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Course Addition/Course Change Form
SECTION C – OTHER COURSE INFORMATION
Course Components
(Please Check all that Apply):
Hours/Week?
Indicate the grading status of each
component:
Default Grading Basis
(Please Check ONE ONLY):
Component
Primary?
Lecture
Yes
No
Graded?
Yes
No
Graded
Laboratory
Yes
No
Graded?
Yes
No
Pass/Fail Only
Discussion
Yes
No
Graded?
Yes
No
Non Graded
Indep Study
Yes
No
Graded?
Yes
No
Audit
Yes
No
Multi-Term (“Y”)
Field Studies
Yes
No
Graded?
Grad Research
Yes
No
Graded?
Yes
No
Sat/UnSat
Clinical
Yes
No
Graded?
Yes
No
Competency
Practicum
Yes
No
Graded?
Yes
No
Credit/No Credit
Yes
No
Student Option
Other ___________
Seminar
Yes
No
Graded?
Special Topics
Yes
No
Graded?
Yes
No
Studio
Yes
No
Graded?
Yes
No
Course Repeat Details
Is Course Repeatable for Credit?
Yes
No
Is a student allowed to enroll multiple times in a single
term?
Yes
No
Please Note: If a course
is repeatable for credit,
it cannot have
Distribution status.
Total Units Allowed (If Course can be Repeated for Credit)
Total Completions Allowed (If Course can be Repeated for
Credit)
For Registrar’s Use Only
Course ID:
Course Entered By:
SECTION D - SIGNATURES
New Course/Course Change Form 10/2011 version
Questions? Contact Undergraduate Studies: undergraduatestudies@umb.edu
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Course Addition/Course Change Form
Department: ABA
Number: 651
Course Title: Concepts and Principles of Behavior Analysis
Approval Signature
Printed Name
GPD
Approval Date
Approval Signature
Printed Name
Department Chair
Approval Date
Approval Signature
Printed Name
Collegiate Committee
Approval Date
Approval Signature
Printed Name
Collegiate Committee
Approval Date
Approval Signature
Printed Name
College Senate Chair
Approval Date
Approval Signature
Printed Name
College Dean
Approval Date
Approval Signature
Printed Name
PECC (if relevant)
Approval Date
Approval Signature
Printed Name
FC Subcommittee
Approval Date
Approval Signature
Printed Name
FC Committee
Approval Date
Approval Signature
Printed Name
AVP Undergrad. Studies
Approval Date
Approval Signature
Printed Name
Graduate Dean
Approval Date
Approval Signature
Printed Name
Chair, Faculty Council
Approval Date
Approval Signature
Printed Name
Provost
Approval Date
New Course/Course Change Form 10/2011 version
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University of Massachusetts
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SECTION E – SUPPLEMENTARY INFORMATION (DO NOT COPY WHEN SUBMITTING HARD COPY)
Signatures Required (Please note: if more than one department or college is involved, be sure to get all relevant signatures)
New or Amended UNDERGRADUATE course
Department Chair, Chair of Collegiate Committee, Chair of Collegiate Senate or governing
body, College Dean, Provost
New or Amended GRADUATE course
GPD, Department Chair, Chair of Collegiate Committee (if needed), PECC (if needed),
College Dean, FC Grad Studies Committee Chair, Graduate Dean, FC Chair, Provost
First-Year or Intermediate Seminar, Quantitative
Reasoning
Department Chair, Chair of Collegiate Committee, Chair of Collegiate Senate, College
Dean, FC Subcommittee Chair, FC GenEd Committee Chair, AVP for Undergraduate
Studies, FC Chair, Provost
Distribution Status
Department Chair, FC Subcommittee Chair, FC GenEd Committee Chair, AVP for
Undergraduate Studies, FC Chair, Provost
Diversity Status
Department Chair, Diversity Chair, AAC Chair, Chair of Collegiate Senate, College Dean,
Provost
Supplementary Information Required
1
2
3
If this is a NEW course, please attach:
If this is an AMENDED course, please attach:
If this is an ONLINE course, please consider:1
a.
A description of the reasons behind the proposal (how will the new course fit into
the curriculum? What are the goals of the new course?)
b.
An indication of how the course serves students (its relationship to graduate,
preprofessional or vocational objectives, and how it relates to other existing
courses).
c.
A detailed syllabus, including principal topics covered in the course, an
evaluation statement indicating ways in which you will evaluate students’
progress, and a brief bibliography. Please also include on the syllabus the
following: a statement about accommodations for students with disabilities, and a
statement regarding academic dishonesty and misconduct. (Sample statements
are available upon request from the CLA/CSM Academic Affairs Committee.)
a.
A description of the reasons behind the proposal.
b.
An indication of how the course serves students (its relationship to graduate,
preprofessional or vocational objectives, and how it relates to other existing
courses).
Recommended additional elements in syllabi for online course proposals:
Instructor office hours: provide multiple options for students to contact instructor, e.g.,
face-to-face, telephone, e-mail, etc. Instructor bio recommended.
Course description and course policies: include role of technology in the course, how
the course is delivered, and whether this has the same pedagogical effect.
Course objectives: include technology objectives if any.
Prerequisites and required hardware, software, connectivity: include technology skill
prerequisites. Include software, plug-ins, hardware, connection and browser
requirements.
Grading policies and academic dishonesty: indicate grading strategies that will prevent
student cheating. Communicate university policies for dealing with academic
dishonesty.
Group participation policies: Include clear expectations for group work and
mechanisms and resources for monitoring.
General syllabus and course calendar: include major topics, reading assignments, due
dates, and exams. Organize by week.
Attendance, participation, and absenteeism: include expectations for student
New Course/Course Change Form 10/2011 version
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University of Massachusetts
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Course Addition/Course Change Form
participation. Define absenteeism and establish expectations for student compliance.
Exams: include procedures for exams in a controlled environment in accordance with
university policies.
Adapted from Moore, G.; Winograd, K.; Lange, D.
(2003). You Can Teach Online: Building a Creative
Learning Environment. New York: McGraw Hill
Custom Publishing. Unit 2, Lesson 9.17.
1
E-mail procedures: establish expectations for the manner in which students are to
identify themselves in e-mail messages.
Campus presence: indicate when students must attend classes, labs, exams, advising
sessions, and other events on campus or at other locations.
The following apply to UNDERGRADUATE courses only:
4
If this course is being submitted as a First-Year or
Intermediate SEMINAR, please attach:
a.
If the course is a FYS that will be counted towards the major/minor, please
explain the rationale for granting major/minor credit.
b.
Will the department/program also offer a non-GenEd version of this course? If
so, please indicate the title and course number. Be sure also to indicate clearly
on course syllabi and other informational materials which course duplicates this
seminar and may not be taken in addition to it.
c.
General seminar information: please include a paragraph near the beginning of
the syllabus that tells students what the goals of the seminar are. Eligibility for
entrance into an FYS or IS must be included in the syllabus. For First year
Seminars, mention that there will be a mentor and an advisor attached to the
course. Please emphasize that the FYS is 4 credits and incorporate the 4th hour
into your class plans as a regular part of the course, not an add-on labeled the
"fourth hour". See sample seminar boilerplates available from the chair of the
Seminars Assessment Committee related to all of this information.
d.
Questionnaire or statement indicating how and where you plan to address the
GenEd Capabilities and assess student progress. You may use the
Questionnaire distributed by the Seminars Assessment Committee or write a
narrative using the guidelines for capabilities provided below. Intermediate
Seminars must address at least three capabilities—Careful Reading, Clear
Writing, and Critical Thinking. First Year Seminars must address those three plus
Information Technology, Oral Presentation, Teamwork, and Academic Self
Assessment.
e.
Sample assignments, indicating which capabilities they are designed to address.
Among sample assignments, the Seminars Assessment Committee especially
needs to see any assignments related to 5-page WPE-type papers.
f.
In designing your course and preparing your proposal, you should refer to the
following documents: "The General Education Capabilities Statements" (199798; Blue Document) and the "Guidelines for Level of Attention to Capabilities in
First Year and Sophomore/Junior Seminars" (August 2002, Green Document). A
description of the Mentor component is also available from the First Year
Seminar Coordinator for those designing First Year Seminars.
New Course/Course Change Form 10/2011 version
Questions? Contact Undergraduate Studies: undergraduatestudies@umb.edu
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5
If this course is being submitted for
DISTRIBUTION status, please attach (each as a
separate section):
1. Provide a rationale for inclusion in the proposed distribution area. How does the content
of the course fit the definition and criteria of the proposed distribution area? (See the
“Distribution Area Descriptions and Criteria for Course Content”, the Tan Document.)
2. Indicate whether students will have the opportunity to write a paper suitable for the
Writing Proficiency Requirement Portfolio (an analytical paper of at least five pages dealing
with two or more texts). If this is the case, please also include that information in your
course description and syllabus.
3. Indicate which of the GenEd Capabilities will be covered in your course (at least two must
be incorporated as an integral part of the course): Verbal Reasoning (Critical Thinking),
Quantitative Reasoning, Critical Reading and Analysis, Effective Communication (Writing
and/or Speaking), Use of Technology to Further Learning, Collaborative Work. Provide
details on how the capabilities will be incorporated into the course.
4. Discuss the pedagogical methods, assignments, or class activities that will be used to
ensure coverage of the area criteria and foster the attainment of the GenEd capabilities
specified above. Also, please indicate how you will assess student progress and
performance in meeting the goals of the course.
5. Syllabus: please include a paragraph near the beginning of the syllabus that tells
students what the goals of the course are and which distribution area and capabilities the
course covers. (We recommend including some form of the Area Definition as a
“boilerplate” introduction to the distribution area.)
6. Provide a set of sample assignments, indicating which GenEd capabilities they are
designed to address.
6
If this course is being submitted for
QUANTITATIVE REASONING status, please
attach:
List the mathematical topics that this course will cover (required topics include: descriptive
statistics, linear models, exponential models or probability, and the use of technology as in
graphing calculators or computers). If your course deviates from this list, please explain the
reason(s) for the deviation(s) and how your coverage will help the student achieve the
educational principles listed below.
Educational principles: Explain how this course imbeds the following basic principles of
general education courses.
•
Engage in critical reading and analysis
•
Speak, listen, and write effectively.
•
Reason logically and quantitatively.
•
Use technology to further learning.
•
Work independently and collaboratively.
In particular, explain how this course will provide students with the opportunity to develop
and demonstrate the capacity to:
•
Recognize and pose real world problems involving the use and/or collection of
data.
•
Understand and critique quantitative arguments about real world problems.
•
Formulate and communicate quantitative arguments and frameworks for
decision-making.
•
Use and make connections among the four standard modes of quantitative
representations: oral/written, numerical, visual, and symbolic.
•
Generalize and apply QR strategies to topics outside the course.
•
Write quantitative arguments clearly and concisely.
On a separate sheet, explain how student capabilities will be assessed in this course.
Furnish a course bibliography.
New Course/Course Change Form 10/2011 version
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7
If this course is being submitted for DIVERSITY
status, please attach:
Indicate which of the elements of diversity will be covered in your course (at least two must
be incorporated as an integral part of the course): Race, Gender, Class, Culture, Sexual
Orientation, Age, and Disability.
Provide a summary of how the course handles diversity as a central theme.
Are there any particular pedagogical strategies that you use that explain how you handle
diversity in your course? If so, please discuss any relevant teaching techniques, lecturing
strategies, writing assignments, group work, films, etc.
General Notes: Diversity courses may be offered in all areas and at all levels of the
curriculum, and may use a variety of disciplinary and theoretical approaches. Courses can
have either a US or more inclusive international focus (including courses that compare the
US to other nations or world regions).
If a proposed course is multi-sectioned, the department must agree to designate all sections
as diversity courses, or else to separate diversity sections into a new course. Any course
must have already achieved full governance approval as a regular academic offering before
it can be considered for designation as a diversity course.
END OF FORM
New Course/Course Change Form 10/2011 version
Questions? Contact Undergraduate Studies: undergraduatestudies@umb.edu
9
CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 University of Massachusetts Boston College of Advancing and Professional Studies Instructor Information Instructors: Jill Harper, Ph.D, BCBA Emails: Jill.Harper@umb.edu Phone (H): [] N/A Phone (M): []N/A Phone (W): [978-­‐960-­‐9052] Office Hours: Mondays 3pm-­‐4pm (virtual hours) Wednesday 3-­‐4 Course website: https://learning.umassonline.net/webct/logon/
Classroom Assistant: Kelly Allinson, M.S., BCBA
Email: kallinson@melmarkne.org
Number of sessions: Nine sessions; Wednesdays from 4:00pm to 9:00pm; total of 45 hours of instructional
time
Dates of Course Meetings: September 11, 18, 25(online); October 2, 9, 16, 23, 30; November 6
Class on September 25 is online.
Note: Course may also be offered over a traditional semester schedule, or an intensive schedule over 1 or 2
weeks, but will include all the same hours, content and assessments.
Locations:
UMASS-Boston: Healey Library, Lower Level, Presentation Room 3
Additional Sites connected live and interactively via ITV. Current sites include: Melmark New England, 461 River Rd., Andover, MA 01810 Groden Center, 610 Manton Avenue, Providence, RI 02909 Amego, Inc., 33 Perry Ave, Attleboro, MA 02703 Shore Collaborative, 100 Revere Beach Parkway, Chelsea, Massachusetts 02150 Course Information Course Information Course Title: Concepts and Principles of Behavior Analysis Prerequisites: Only students who have been officially accepted into the ABA Graduate Certificate Program are eligible to register for this course. Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 1 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 Skills: Must complete at least 10 hours per week working directly with children or adults who have disabilities. Documented skills must include delivery of instruction (may include daily living skills) and social interaction. All writing should be at a graduate level, proofread and edited. All references should be written in APA style. Please use the material presented in class along with the following website as resources: http://www.apastyle.org/index.aspx. Recommended
Technical Skills:
Ability to use technologies for learning, including basic computer and internet
(search/uploads/download files); file management skills using MS Word/ PPT and
familiarity with blogs/literature search/Google docs/wikis etc.
To be successful in online course aspects of this course, students should be regular users of
the Internet and productivity software (i.e., Microsoft Word). Students should have some
experience searching for information on the Internet, though this experience does not need
to be research- related. Students should be confident in their ability to learn new software
tools with minimal support, using online documentation and tutorials.
Students should be able to use computer-mediated communication tools (email, threaded
discussion, synchronous chat, blogs, social networking, etc.) though it is not necessary to
have advanced knowledge of all of these tools.
Students will learn to locate, critically read and evaluate research reports and to synthesize
research findings. Students will also learn to apply accepted style standards in written
reports and use technologies to support research, including online library resources and
reference management software.
Course Description: This introductory course offers a comprehensive study of the philosophical
assumptions and basic principles of behavior analysis. This course will provide students with an
overview of the history and theoretical foundations of the field of behaviorism including
experimental and applied behavior analysis. It will teach students to identify, define, and apply the
characteristics and principles of behavior. Topics covered during this course include a historical
perspective of behaviorism, description and environmental explanation of behavior, respondent
and operant conditioning, contingencies of behavior, and verbal behavior. In addition, students
will learn to identify the key components of empirical journal articles in the field of behavior
analysis. Upon completion of this course students will be able to define, provide examples of, and
apply the basic principles of behavior analysis within the context of clinical and educational
programming, as well as contact relevant literature, share findings with colleagues, and
incorporate best practices into applied programming. Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 2 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 This course meets Behavior Analyst Certification Board, Inc.TM Task List 4 requirements for
Concepts and Principles of Behavior Analysis (45 of 45 hours).
Required Text(s): Bailey, J. S., & Burch, M. R. (2011). Ethics for Behavior Analysts: 2nd Expanded Edition. New York, NY: Routledge. 978-­‐0415880305 Cooper, J. O., Heron, T. E. & Heward, W. L. (2007). Applied Behavior Analysis (2nd ed). Upper Saddle River, NJ: Pearson Prentice Hall. 978-­‐0131421134 CBA Learning Module Series (Version 7): Dr. Stephen Eversole, Behavior Development Solutions. This Series is required and can be extremely useful while preparing for the BCBA examination. We value it highly as an instructional tool. It can be accessed and purchased at: www.behaviordevelopmentsolutions.com/ Other Reading: Note: Since this course sets the foundation of Applied Behavior Analysis, foundational articles are included. Allen, K. D., Loiben, T., Allen, S. J., & Stanley, R. T. (1992). Dentist-­‐implemented contingent escape for management of disruptive child behavior. Journal of Applied Behavior Analysis, 25, 629-­‐
636. Baer, D. M., Wolf, M. W., & Risley, T. D. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-­‐97. Balsam, P. D., & Bondy, A. S. (1983). The negative side effects of reward. Journal of Applied Behavior Analysis, 16, 283-­‐296. Borrero, J. C., & Vollmer, T. R. (2002). An application of the matching law to severe problem behavior. Journal of Applied Behavior Analysis, 35, 13-­‐27. Charlop-­‐Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A. & Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social-­‐communicative behavior, and problem behavior. Journal of Applied Behavior Analysis, 35, 213-­‐231. Epstein, R. (1985). The positive side effects of reinforcement: A commentary on Balsam and Bondy (1983). Journal of Applied Behavior Analysis, 18, 73-­‐78. Fuller, P.R. (1949). Operant Conditioning of a Vegetative Human Organism. The American Journal of Psychology, 62(4), 587-­‐590. Kazbour, R.R. & Bailey, J.S (2010). An analysis of a contingency program on designated drivers at a college bar. Journal of Applied Behavior Analysis, 43, 273-­‐277. Keintz, K.S., Miguel, C.F. , Kao, B., & Finn, H.E. (2011). Using conditional discrimination training to produce emergent relations between coins and their values in children with autism. Journal of Applied Behavior Analysis, 44, 909-­‐913. Laraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe them: Some further refinements. Journal of Applied Behavior Analysis, 36, 407-­‐414. Lerman, D. C., & Vorndran, C. M. (2002). On the status of knowledge for using punishment: Implications for treating behavior disorders. Journal of Applied Behavior Analysis, 35, 431-­‐464. Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 3 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 Linscheid, T. R., Iwata, B. A., Ricketts, R. W., Williams, D. E., & Griffin, J. C. (1990). Clinical evaluation of the Self-­‐Injurious Behavior Inhibiting System (SIBIS). Journal of Applied Behavior Analysis, 23, 53-­‐78. Marholin, D., II, & Gray, D. (1976). Effects of group response-­‐cost procedures on cash shortages in a small business. Journal of Applied Behavior Analysis, 9, 25-­‐30. McComas, J. J., Thompson, A., & Johnson, L. (2003). The effects of presession attention on problem behavior maintained by different reinforcers. Journal of Applied Behavior Analysis, 36, 297-­‐307. Myerson, J., & Hale, S. (1984). Practical implications of the matching law. Journal of Applied Behavior Analysis, 17, 367-­‐380. John A. Nevin & Timothy A Shahan (2011). Behavioral momentum theory: Equations and applications. Journal of Applied Behavior Analysis, 44, 877-­‐895. O'Neill, G. W., Blanck, L. S., & Johner, M. A. (1980). The use of stimulus control over littering in a natural setting. Journal of Applied Behavior Analysis, 13, 379-­‐381. Mark O’Reilly, Jeff Sigafoos, Chaturi Edrisinha, Giulio Lancioni, Helen Cannella, Ha Young Choi, & Anjali Barretto. (2006) A preliminary examination of the evocative effects of the establishing operation. Journal of Applied Behavior Analysis, 39, 239-­‐242. Diana E. Parry-­‐Cruwys, Carrie M. Neal, William H. Ahearn, Emily E. Wheeler, Raseeka Premchander, Melissa B. Loeb, & William V. Dube (2011). Resistance to disruption in a classroom setting. Journal of Applied Behavior Analysis, 44, 363-­‐367. Partington, J. W., Sundberg, M. L. Newhouse, L. & Spengler, S. M. (1994). Overcoming an autistic child’s failure to acquire a tact repertoire. Journal of Applied Behavior Analysis, 27, 733-­‐ 734. Skinner, B.F. (1981). Selection by Consequences. Science, New Series, 213, 4507, 501-­‐504. Skinner, B.F. (1986). The evolution of verbal behavior. Journal of Experimental Analysis of Behavior, 45(1), 115-­‐122. Smeets, P. M., Lancioni, G. E., Ball, T. S., & Oliva, D. S. (1985). Shaping self-­‐initiated toileting in infants. Journal of Applied Behavior Analysis, 18, 303-­‐308. Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-­‐367. Vollmer, T. R. (2002). Punishment happens: Some comments on Lerman and Vorndran's review. Journal of Applied Behavior Analysis, 35, 469-­‐473. Vollmer, T. R., & Iwata, B. A. (1991). Establishing operations and reinforcement effects. Journal of Applied Behavior Analysis, 24, 279-­‐291. Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158-­‐177. Whitehead, W. E., Lurie, E., & Blackwell, B. (1976). Classical conditioning of decreases in human systolic blood pressure. Journal of Applied Behavior Analysis, 9, 153-­‐157. Zarcone, J. R., Fisher, W. W., & Piazza, C. C. (1996). Analysis of free-­‐time contingencies as positive versus negative reinforcement. Journal of Applied Behavior Analysis, 29, 247-­‐250. Other reading as assigned.
Course Objectives: By fully participating in this course, you should be able to: Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 4 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 1. Identify and describe the definitions, characteristics and principles of applied behavior analysis. 2. Discuss the history and theoretical foundations of the field of behaviorism including experimental and applied behavior analysis. 3. Identify and describe the key components of empirical journal articles in the field of behavior analysis. 4. Use high technology and low technology applications for gathering references, collecting and analyzing data, and sharing findings with colleagues. Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 5 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 Required Assignments: 1. Reading Quizzes: Students will come to all class meetings with all reading requirements met, and with a general understanding of the content and purpose of each reading. Students will be expected to demonstrate knowledge of these readings via three announced quizzes. Quizzes will be 20 multiple choice, true/false questions. Quizzes will be scheduled for 30 minutes over a 3 day window in class. Students will be expected to take these quizzes without the use of any resource materials (e.g., texts, slide presentations, articles, notes, etc.) or assistance. [30% of final grade] 2. CBA Learning Modules: It is expected that students will demonstrate via the module log tracking sheet a minimum of three entries per week. The CBA modules that must be completed by the last class meeting are, in the following order: Ethical Considerations: 1.1-­‐1.6, Definitions and Characteristics: 2.1-­‐2.8, and Principles, Processes, and Concepts: 3.1-­‐3.13. Final content modules (n = 27) must demonstrate 100% proficiency. [10% of final grade]. 3. JABA Study Questions: Students will be assigned two research reports from the Journal of Applied Behavior Analysis (JABA), in addition to typical course reading requirements, and expected to answer the “Study Questions” at the end of these two articles. Said articles are denoted in the Course Rubric table below and specified using the first authors’ last names. Students will be expected to turn in a type-­‐written (double-­‐spaced) summary of their responses, with each response numbered in accordance with the “Study Question” it corresponds to. Each question’s response should be fully addressed in 2-­‐3 sentences. On the due dates of these assignments, students will be expected to have submitted their responses to the appropriate drop box before 4:00pm. Late responses will not be accepted (no exceptions). [80 points ( 10% of final grade]. 4. Final Exam: Students will be expected to demonstrate knowledge of the content areas pertaining to definitions and characteristics of ABA, ethics and accountability, and basic principles of ABA. The final exam will include multiple choice, true or false, and possibly short answer questions. This exam will be given during the 9th session and students will turn in their exam and answers to the individual who is proctoring the exam. Students will be expected to take this exam without the use of any resource materials (e.g., texts, slide presentations, articles, notes, etc.). [25% of final grade] 5. Classroom Attendance and Participation: Participation includes participating in discussions on the material, completing required reading and writing prior to class, and taking responsibility for helping create a positive learning situation by arriving promptly, listening respectfully, and participating in in-­‐class activities. [10% of final grade] Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 6 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 6. SAFMEDS Timings: Students will be provided content related materials per class and will be required to set up SAFMEDS (say, all, fast, minute, each, day, shuffled). SAFMEDS is a fluency building learning strategy designed to increase one’s ability to respond both quickly and accurately to information or terminology on an index card. Students will time themselves on the material and graph their results on an EXCEL graph. The timings and charts will be handed in at the end of the course. This requirement will enable the student to monitor his/her ability to demonstrate understanding of the ethical considerations, definitions and characteristics, and basic principles of behavior in a “SAFMEDS” and direct instruction format. It is expected that students will demonstrate via the data a minimum of three timings per 7 consecutive days. At the beginning of each class meeting, students will have the opportunity to do these three 1-­‐min timings. [5% of final grade} 7. Literature Search The purpose of this activity is to refine: • the way you conduct a review of the research literature • how you use your review to formulate an argument for your point of view Consider the following BACB code of conduct standard: 1-­‐8 Use the most effective assessment and behavior change procedures within applicable ethical standards taking into consideration the guideline of minimal intrusiveness of the procedure to the client. Conduct a search for articles that support the use of punishment versus reinforcement procedures to address challenging behavior with individuals with disabilities. 1. Test and refine different search terms and combinations to locate (3) recent 2007 to 2011, peer-­‐reviewed, relevant articles on your topic. 2. Read the full text of the articles 3. Annotate your bibliography: why did you select each particular article? 4. Write a paragraph or two that justifies the use of either aversive or nonaversive procedures with your intended client group, based on what was reported in the three articles. Summarize, synthesize and incorporate the findings within a coherent argument. 5. Use the APA style citation format (10% of final grade.) 8. Optional quiz on how to review journal articles-­‐ a 10 question on-­‐line quiz will assess student’s knowledge of how to identify relevant information from the journal article: Kazbour and Bailey. (2010). An analysis of a contingency program on designated drivers at a college bar. Journal of Applied Behavior Analysis, 43, 273–277, 2. (optional: 5% of grade) 9. Debate: during the last session of the course, students will participate in the actual debate regarding the use of behavior change procedures using punishment versus reinforcement. Students will be divided into groups and each group member will be required to submit a paragraph position statement supporting the assigned position. Each group will be evaluated in regards to the quality and content of the verbal Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 7 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 debate. The specifics of this assignment will be reviewed during the first class. [5%of the final grade] Course Policies: Participation Participation includes participating in discussions on the material, completing required reading and writing prior to class, and taking responsibility for helping create a positive learning situation by arriving promptly, listening respectfully, and participating in in-­‐class activities. Attendance Upon the first absence, students will miss any point opportunities for the night (e.g., quizzes). Upon a student’s second absence, s/he will automatically lose half of his/her final letter grade for the course (i.e., from an A to an A-­‐, or from an A-­‐ to a B+). A student who misses 3 class sessions will be asked to leave the course, and will not be able to continue with the next course since each course builds upon the prior one. Expected Student Behavior: v ·∙ This course is an interactive course that might be taking place between several separate sites over ITV technology. At times, the technology may experience difficulties across sites that may hinder and impede part of the course lecture. During these difficult instances, it is expected that students will remain patient and professional while the technical difficulties are corrected. In cases where course content may be missed, content will be posted on line for student review. v ·∙ All students will be given a 30-­‐min dinner break during the session. It is expected that students will return no later than the specified time to the session. v ·∙ A quiet learning environment is needed. Due to background noise interfering with broadcasting of the session to other sites, students need to limit background noise such as shuffling papers and other conversation. v ·∙ Students are expected to be respectful of other students, the instructor, and the classroom assistant. Quiz Regrade Policy After the quizzes have been graded, returned and discussed in class, you may submit your quiz to me for regrading if you believe that an item was not graded accurately. Regrade request forms can be obtained from me or from Blackboard at any time. Regrade requests must be returned to me in class (Boston site) or via email (all sites), in writing, and within one week after the quizzes have been returned. When submitting a regrade request you should attach the quiz and the request should state the reasons why more points should be awarded for a particular answer. References to a text page and paragraph or to specific lecture material will make it more likely that your request will be granted. It is not appropriate to state things such as “because it is right” (without further explanation), “but that is what I meant to say” (I
can only grade what you said, not what you meant to say), “Nicole gave the same answer and you marked hers right” (I will regrade both your quiz and Nicole’s quiz), etc. If you do mention another student’s quiz, I will consider your regrade request only if the other student’s quiz is also submitted for a regarde. I will need all of the data to make an informed decision. Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 8 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 I need to review the quiz question, consult my original grading criteria, and reevaluate your answer. In order to give the attention that is necessary, I need to have the requests in writing. Sometimes when students do not understand why they lost points, even after I go over the quiz answers in class, they ask me to explain why they lost points orally – in order to determine whether they should submit a regrade request. I always ask students at that point to submit a regrade request. If you do not understand why you lost points, I will explain that in writing through the regrade request procedure. Again, I often need time to review the question, study the student’s answer, determine the conceptual problems the student may have about the item and respond to it. If, however, you know why you lost points but don’t understand the material, the TA and I are most happy to meet with you and explain the material to you. Please do not word your regrade requests in a hostile manner. I grade your quizzes very carefully and if I have made a mistake it has been an "honest" mistake. I am very happy to return points if I have made an error. Consider regrade requests an intellectual rather than an emotional exercise. If a particular student requests too many regrades or inappropriate regrades (e.g., asking me to review my grading on all or nearly all questions or requesting regrades on issues that I addressed when I returned the exams), I will first discuss the problem with the student. If the student continues to abuse the regrade request procedure I will regrade all of the student's quiz answers in addition to the ones requested. If my original grading was too lenient, I will take off additional points. v All cell phones and pagers must be turned off during class time. Do not text message during class. The first time you are caught text messaging you will be given a warning; the second time you are caught text messaging you will be asked to leave class and not return until the next class period. You will be responsible for the material that you missed. It is in your best interest to keep your cell phone in your bag/purse/pocket during class. If you need to know the time, there is a clock on the wall. v If you are expecting an emergency call, please notify the instructor prior to the beginning of class. If and when the call comes in, please excuse yourself from class to take the call. v ·∙ The use of computers is acceptable to engage in behavior relevant to the class (i.e., taking notes). However, the instructor reserves the right to instruct a student to shut down the computer if she suspects the student of engaging in behavior that is not relevant to the class (e.g., checking Facebook/My Space, emailing, surfing the web, etc.). Late Work Late assignments will NOT be accepted and will result in a score of 0%. An assignment is considered late when it is not submitted by the START of class. Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 9 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 Grading Grading: Grade type for the course is a whole or partial letter grade. (Please see table below) Note: the lowest passing grade for a graduate student is a “C”. Grades lower than a “C” that are submitted by faculty will automatically be recorded as an “F”. Please see the Graduate Bulletin for more detailed information on the University’s grading policy. UMass Boston Graduate Grading Policy Letter Grade A A-­‐ B+ B B-­‐ C+ C F INC INC/F W AU NA Quality Points Percentage 93-­‐100% 90-­‐92% 87-­‐89% 83-­‐86% 80-­‐82% 77-­‐79% 73-­‐76% 0-­‐59% 4.0 3.7 3.3 3.0 2.7 2.3 2.0 0.0 Given under very restricted terms and only when satisfactory work has been accomplished in majority of coursework. Contract of completion terms is required. N/A N/A N/A N/A Received for failure to comply with contracted completion terms. Received if withdrawal occurs before the withdrawal deadline. Audit (only permitted on space-­‐available basis) Not Attending (student appeared on roster, but never attended class. Student is still responsible for tuition and fee charges unless withdrawal form is submitted before deadline. NA has no effect on cumulative GPA.) N/A Course Rubric: Assignment/Deliverable 1. Final Exam 2. CBA Learning Modules 3. JABA Study Questions (#1 – Allen, #2 – McComas) Relevant Course Objective 1-­‐4 1-­‐4 1-­‐4 4. Quizzes 1-­‐4 5. Article Summaries 1-­‐4 Updated: 03/28/2013 Points Grade % 20% 10% 10% (5% for each) 150% (5% for each) 10% (5 each) CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 10 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 6. Attendance and Participation 7.SAFMEDS Timings 8.Literature Search Assignment 9. Debate Participation 1-­‐4 1-­‐4 1-­‐4 1-­‐4 10..Optional Quiz on Journal article reviews (bonus) 1-­‐4 10% 5% 10% 5% 5% Methods of Instruction Methods: Class lecture, practice activities, SAFMEDS timing, class participation, video presentation Supplementary Materials: [List any specific media and materials you will be using in the course, or any technology or software a student will need for the course; headphones, webcam, etc. if any.] Accommodations Section 504 of the American with Disabilities Act of 1990 offers guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, you may obtain adaptation recommendations from the UMass Boston Ross Center (508-­‐287-­‐7430. You need to present and discuss these recommendations with the instructor within a reasonable period, prior to the end of the Drop/Add period. You are advised to retain a copy of this syllabus in your personal files for use when applying for future degrees, certification, licensure, or transfer of credit. Code of Student Conduct Students are required to adhere to the Code of Student Conduct, including requirements for the Academic Honesty Policy, delineated in the University of Massachusetts Boston Graduate Studies Bulletin and relevant program student handbook(s). Other Pertinent and Important Information Incomplete Policy: A grade of Incomplete (INC) is not automatically awarded when a student fails to complete a course. Incompletes are given at the discretion of the instructor. They are awarded when satisfactory work has been accomplished in the majority of the course work, but the student is unable to complete course requirements as a result of circumstances beyond his/her control. The student must negotiate with and receive the approval of the course instructor in order to receive a grade of incomplete; a copy of a written agreement between the faculty member and the student specifying the work to be completed and the terms and deadline for completion must be kept on file in the program office. Please note: The initiative in arranging for the removal of an “incomplete” rests with the student. After a one-­‐year period, if a grade is not submitted by the faculty member, a Failure will be recorded, turning the grade on the transcript to an IF. Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 11 Jill Harper 3/16/13 9:51 AM
Comment [1]: may show a few utube videos, but will not decided until I review my lectures and search for “new” relevant material CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 Coursework Difficulties: Please discuss all coursework matters with the instructor sooner rather than later. This syllabus will be a guide to our work, deviations from which may be necessary. Course Schedule Session 1. Sept. 11, 2013, 4-­‐9 PM; Topic: Definition and Characteristics §
Introduction and overview of ABA 651 Course requirements §
Introduction to BCBA Certificate Program and 6 Course Content §
Review course syllabus and course assignments §
Review Web CT information & navigation §
Set up of materials for course: Release time frames for slides §
Definitions and Characteristics of Applied Behavior Analysis §
7 Dimensions of ABA §
Components of Experimental Design §
Understanding a journal article Objectives for Session 1: BACB™ Task Content Area B F-­‐01, F-­‐04, F-­‐05 Explain and behave in accordance with the philosophical assumptions of behavior analysis, such as the lawfulness of behavior, empiricism, experimental analysis and parsimony. F-­‐03, F-­‐06 Explain determinism and pragmatism as it relates to behavior analysis. F-­‐07, F-­‐02 Distinguish between mentalistic and environmental explanations of behavior in terms of selectionism (phylogenic, ontogenic, and cultural). F-­‐09 Distinguish among the experimental analysis of behavior, applied behavior analysis, and behavioral technologies. F-­‐08 Distinguish between radical behaviorism, methodological behaviorism, and structuralism. A-­‐01 Describe and explain behavior, including private events, in behavior analytic (non-­‐mentalistic) terms. X-­‐01 Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley 1968) for evaluating interventions to determine if they are behavior analytic. Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 12 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 Process and learning methods: Class lecture with PowerPoint, practice activities, class participation Readings: 1. Baer, D. M., Wolf, M. W., & Risley, T. D. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-­‐97. 2. Skinner, B.F. (1981). Selection by Consequences. Science, New Series, 213, 4507, 501-­‐504. 3. Cooper, J.O., Heron, T.E., and Heward, W.L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 1 4. Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158-­‐177. 5. Kazbour, R.R. & Bailey, J.S (2010). An analysis of a contingency program on designated drivers at a college bar. Journal of Applied Behavior Analysis, 43, 273-­‐277. Assignment(s) and Due Date: Quiz will remain on-­‐line but due Class 2 Session 2. Sept. 18, 2013, 4-­‐9PM; Topic: Components of the ABCs – antecedent, behavior, and consequence §
Behavior §
Response §
Response Class §
Stimulus §
Stimulus Class §
Respondent Conditioning §
Operant Conditioning Jill Harper 11/14/12 9:56 PM
Comment [2]: Moved to session 1 Objective(s) and Learning Methods: Objectives for Session 2: BACB™ Task Content Area B F-­‐10 Define and provide examples of behavior/response/response class Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 13 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 F-­‐11 Define and provide examples of stimulus and stimulus class F-­‐13, F-­‐14 Describe and provide examples of the respondent conditioning paradigm F-­‐15 Describe and provide examples of the operant conditioning paradigm F-­‐16 Describe and provide examples of respondent-­‐operant interactions F-­‐23 Automatic Contingencies F-­‐31 Define and provide examples of behavior contingencies F-­‐32 Describe the concept of contiguity as it relates to behavior anlaysis Process and learning methods: Class lecture with PowerPoint, practice activities, SAFMEDS timing, class participation Readings: 1. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 2 2. Whitehead, W. E., Lurie, E., & Blackwell, B. (1976). Classical conditioning of decreases in human systolic blood pressure. Journal of Applied Behavior Analysis, 9, 153-­‐157. 3. Fuller, P.R. (1949). Operant Conditioning of a Vegetative Human Organism. The American Journal of Psychology, 62(4), 587-­‐590. 4. ***Marholin, D., II, & Gray, D. (1976). Effects of group response-­‐cost procedures on cash shortages in a small business. Journal of Applied Behavior Analysis, 9, 25-­‐30. (COMPLETE ARTICLE SUMMARY FORM FOR THIS ARTICLE) Assignment(s) and Due Date: Optional on-­‐line quiz on journal article review due Article Summary Form for Marhoin & Gray (1976) article Session 3. Sept. 25, 2013, 4-­‐9 PM Topic: Professionalizing Your Literature Search •
Refining the way you conduct a review of the research literature •
Refining how you use your review to formulate an argument for your point of view Objective(s) and Learning Methods: Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 14 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 Video presentation (LIbGuide) on literature searches, your on-­‐line search activities using library-­‐
developed resources. Readings: The 3 articles you’ve selected for your literature review assignment Assignment(s) and Due Date: Literature Search Worksheet and Annotated Bibliography DUE BY FRIDAY SEPT. 27, 2013 by 11:30pm Session 4. Oct. 2, 2013, 4-­‐9 PM; Topic: Two types of conditioning – respondent and operant §
Positive and Negative Reinforcement §
Positive and Negative Punishment §
Conditioned and Unconditioned Reinforcement §
Conditioned and Unconditioned Punishment §
Schedules of reinforcement §
Extinction §
Escape & Avoidance Objective(s) and Learning Methods: Objectives for Session 4: BACB™ Task Content Area B F-­‐31 Define and provide examples of positive and negative reinforcement F-­‐17, F-­‐18 Define and provide examples of conditioned and unconditioned reinforcement F-­‐19, F-­‐20 Define and provide examples of conditioned and unconditioned punishment F-­‐31 Define and provide examples of positive and negative punishment F-­‐21 Schedules of reinforcement and punishment F-­‐22 Define and provide examples of extinction Process and learning methods: Class lecture with PowerPoint, in-­‐class quiz, practice activities, SAFMEDS timing, class participation Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 15 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 Readings: 1. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 11 (p.256-­‐275), Chapter 12 (p. 292-­‐296), Chapter 14 (p.327-­‐338), and Chapter 13 (p.305-­‐320). 2. Zarcone, J. R., Fisher, W. W., & Piazza, C. C. (1996). Analysis of free-­‐time contingencies as positive versus negative reinforcement. Journal of Applied Behavior Analysis, 29, 247-­‐250. 3. Linscheid, T. R., Iwata, B. A., Ricketts, R. W., Williams, D. E., & Griffin, J. C. (1990). Clinical evaluation of the Self-­‐Injurious Behavior Inhibiting System (SIBIS). Journal of Applied Behavior Analysis, 23, 53-­‐78. 4. *** Allen, K. D., Loiben, T., Allen, S. J., & Stanley, R. T. (1992). Dentist-­‐implemented contingent escape for management of disruptive child behavior. Journal of Applied Behavior Analysis, 25, 629-­‐636. Assignment(s) and Due Date: §
JABA Study Questions Assignment 1 DUE (Allen, et al. 1992) Session 5. Oct. 9, 2013, 4-­‐9 PM; Topic: Stimulus Control §
Multiple Effects of a Single Stimulus §
Stimulus Control §
Stimulus Class §
Stimulus Equivalence §
Conditional Discrimination §
Stimulus Discrimination §
Response Generalization §
Stimulus Generalization §
Behavioral Contrast Objective(s) and Learning Methods: Objectives for Session 5: BACB™ Task Content Area B F-­‐25 Provide examples of the multiple effects of a single stimulus F-­‐24 Define and provide examples of stimulus control Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 16 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 F-­‐12 Define and provide examples of stimulus equivalence F-­‐34 Define and provide examples of conditional discriminations F-­‐37, F-­‐35 Define and provide examples of stimulus generalization and discrimination F-­‐36 Define and provide examples of response generalization F-­‐38 Define and provide examples of behavioral contrast Process and learning methods: Class lecture with PowerPoint, practice activities, SAFMEDS timing, class participation Readings: 1. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 17: Stimulus Control p. 393 – 396 stop at concept formation) and Chapter 28: Generalization (p.615-­‐648). 2. Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-­‐367. 3. O'Neill, G. W., Blanck, L. S., & Johner, M. A. (1980). The use of stimulus control over littering in a natural setting. Journal of Applied Behavior Analysis, 13, 379-­‐381. 4. **Keintz, K.S., Miguel, C.F. , Kao, B., & Finn, H.E. (2011). Using conditional discrimination training to produce emergent relations between coins and their values in children with autism. Journal of Applied Behavior Analysis, 44, 909-­‐913. (Complete article summary form) Assignment(s) and Due Date: Article Summary Form for Keintz et al. (2011) Session 6. Oct. 16, 2013, 4-­‐9 PM; Topic: Motivating Operations §
Unconditioned motivating operations §
Conditioned motivating operations §
Transitive, reflexive, and surrogate motivating operations §
Discriminative stimuli and motivating operations §
Motivating operations and reinforcement effects Objective(s) and Learning Methods: Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 17 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 Objectives for Session 6: BACB™ Task Content Area B F-­‐26 Define and provide examples of unconditioned motivating operations including establishing and abolishing operations. F-­‐27 Define and provide examples of conditioned motivating operations F-­‐28 Provide examples of transitive, reflexive, and surrogate motivating operations F-­‐29 Distinguish between discriminative stimuli and motivating operations F-­‐30 Distinguish between MO and reinforcement effects Process and learning methods: Class lecture with PowerPoint, in-­‐class quiz, practice activities, SAFMEDS timing, class participation Readings: 1. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 16. 2. Laraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe them: Some further refinements. Journal of Applied Behavior Analysis, 36, 407-­‐414. 3. Vollmer, T. R., & Iwata, B. A. (1991). Establishing operations and reinforcement effects. Journal of Applied Behavior Analysis, 24, 279-­‐291. 4. Mark O’Reilly, Jeff Sigafoos, Chaturi Edrisinha, Giulio Lancioni, Helen Cannella, Ha Young Choi, & Anjali Barretto. (2006) A preliminary examination of the evocative effects of the establishing operation. Journal of Applied Behavior Analysis, 39, 239-­‐242. 5. *** McComas, J. J., Thompson, A., & Johnson, L. (2003). The effects of presession attention on problem behavior maintained by different reinforcers. Journal of Applied Behavior Analysis, 36, 297-­‐307. Assignment(s) and Due Date: §
JABA Study Questions Assignment 2 DUE (McComas et al., 2003) Session 7. Oct. 23, 2013, 4-­‐9PM; Topic: Advanced processes, principles, and concepts §
Behavior momentum §
Matching Law §
Contingency-­‐shaped vs. Rule-­‐governed behavior §
Shaping Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 18 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 Objective(s) and Learning Methods: Objectives for Session 7: BACB™ Task Content Area F-­‐39 Describe and provide examples of behavioral momentum theory to the treatment of problem behavior F-­‐40 Describe the matching law and how it may be applied to the treatment of problem behavior F-­‐41, F-­‐42 Describe the difference between contingency shaped and rule-­‐governed behavior and the process of shaping novel behavior Process and learning methods: Class lecture, practice activities, SAFMEDS timing, class participation Readings: 1. John A. Nevin & Timothy A Shahan (2011). Behavioral momentum theory: Equations and applications. Journal of Applied Behavior Analysis, 44, 877-­‐895. 2. Diana E. Parry-­‐Cruwys, Carrie M. Neal, William H. Ahearn, Emily E. Wheeler, Raseeka Premchander, Melissa B. Loeb, & William V. Dube (2011). Resistance to disruption in a classroom setting. Journal of Applied Behavior Analysis, 44, 363-­‐367. 3. Myerson, J., & Hale, S. (1984). Practical implications of the matching law. Journal of Applied Behavior Analysis, 17, 367-­‐380. 4. Borrero, J. C., & Vollmer, T. R. (2002). An application of the matching law to severe problem behavior. Journal of Applied Behavior Analysis, 35, 13-­‐27. 5. **Smeets, P. M., Lancioni, G. E., Ball, T. S., & Oliva, D. S. (1985). Shaping self-­‐initiated toileting in infants. Journal of Applied Behavior Analysis, 18, 303-­‐308. (Complete article summary form) Assignment(s) and Due Date: Article Summary Form for Smeets et al (1985) Session 8. Oct. 30, 2013, 4-­‐9 PM; Topic: Verbal Behavior §
Verbal Behavior §
Echoics and imitation §
Mands §
Tacts Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 19 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 §
Intraverbals Objective(s) and Learning Methods: Objectives for Session 8: BACB™ Task Content Area B F-­‐43 Define and provide examples of echoics and imitation F-­‐44 Define and provide examples of mands F-­‐45 Define and provide examples of tacts F-­‐46 Define and provide examples of intraverbals Process and learning methods: Class lecture with PowerPoint, practice activities, SAFMEDS timing, in-­‐class review for final, class participation Readings: 1. Charlop-­‐Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A. & Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social-­‐communicative behavior, and problem behavior. Journal of Applied Behavior Analysis, 35, 213-­‐231. 2. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 25: Verbal Behavior. 3. Skinner, B.F. (1986). The evolution of verbal behavior. Journal of Experimental Analysis of Behavior, 45(1), 115-­‐122. 4. Partington, J. W., Sundberg, M. L. Newhouse, L. & Spengler, S. M. (1994). Overcoming an autistic child’s failure to acquire a tact repertoire. Journal of Applied Behavior Analysis, 27, 733-­‐ 734. Assignment(s) and Due Date: 3 review questions for final Session 9. Nov. 6, 2013, 4-­‐9 PM; Topic: Conclusion for class 1 §
Final Exam PUN ISHM EN T vs. REIN FORCEM EN T DEBATE!
Objective(s) and Learning Methods: Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 20 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 Readings: 1. Balsam, P. D., & Bondy, A. S. (1983). The negative side effects of reward. Journal of Applied Behavior Analysis, 16, 283-­‐296. 2. Epstein, R. (1985). The positive side effects of reinforcement: A commentary on Balsam and Bondy (1983). Journal of Applied Behavior Analysis, 18, 73-­‐78. 3. Lerman, D. C., & Vorndran, C. M. (2002). On the status of knowledge for using punishment: Implications for treating behavior disorders. Journal of Applied Behavior Analysis, 35, 431-­‐464. 4. Vollmer, T. R. (2002). Punishment happens: Some comments on Lerman and Vorndran's review. Journal of Applied Behavior Analysis, 35, 469-­‐473. *** STUDENTS TO FIND OTHER ARTICLES THAT SUPPORT THE STANCE TO WHICH THEY ARE ASSIGNED! Assignment(s) and Due Date: •
Debate participation worksheet (complete in class) §
CBA Learning Modules Results DUE §
SAFMEDS Timings Graph DUE Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 21 CAPS-­‐ABA 651 -­‐ Syllabus-­‐ [Fall] Concepts and Principles of Behavior Analysis 2013 Bibliography Course website: https://learning.umassonline.net/webct/logon/ Website for APA style: http://www.apastyle.org/index.aspx Behavior Analyst Certification Board, Inc.TM website: www.bacb.com Behavior Development Solutions website (Stephen Eversole): www.behaviordevelopmentsolutions.com/ American Journal of Psychology website: http://www.press.uillinois.edu/journals/ajp.html/ Journal of Applied Behavior Analysis website: http://seab.envmed.rochester.edu/jaba/index.html Journal of Experimental Analysis of Behavior website: http://seab.envmed.rochester.edu/jeab/ Psychological Review website: http://www.apa.org/pubs/journals/rev/index.aspx Updated: 03/28/2013 CAPS -­‐ Syllabus -­‐University of Massachusetts Boston 22 Greg Beck
cn=Greg Beck, o, ou=Graduate Studies Committee,
email=greg.beck@umb.edu, c=US
2014.01.21 16:40:04 -05'00'
Digitally signed by Zong-Guo Xia
DN: cn=Zong-Guo Xia, o=UMass Boston Office of Graduate Studies,
ou=Dean of Graduate Studies, email=zongguo.xia@umb.edu, c=US
Date: 2014.01.21 16:33:45 -05'00'