ABA 601 revised syllabus

CALIFORNIA STATE UNIVERSITY SAN MARCOS

SCHOOL OF EDUCATION

ABA 601 FOUNDATIONS AND CONCEPTS IN BEHAVIOR ANALYSIS (3 units)

Course Dates

Professor:

Phone:

E-Mail:

Weekly Office Hours:

I. COURSE DESCRIPTION and MISSION STATEMENT

Course Description

This course introduces students to the conceptual and empirical issues underlying the science of behavior.

Students will learn basic concepts in science and behavior, selecting, defining and measuring behavior, evaluating and analyzing behavior change.

Course Prerequisites

Admission into the Applied Behavior Analysis Certificate of Advanced Study: BCBA Track or BCaBA Track.

This is the first course in a series of six courses (BCBA) or four courses (BCaBA) designed to meet the academic requirements of the Behavior Analyst Certification Board (BACB). The courses are to be completed sequentially.

The “Applied Behavior Analysis Certificate of Advanced Study” focuses on the 4 th

Edition Task List as specified by the BACB.

Course Objectives

This course presents students with a brief history of the science of behavior and behavior analysis as a technology of behavior change. The essential 7 dimensions of applied behavior analysis are presented and the importance of addressing these for all client cases is emphasized. The course describes the essentials of preparing an environment supportive of behavior change to maintain changes made during an intervention. The lessons address the importance of focusing on important goals and objectives as well as defining behavior in operational

(and measureable) terms to allow for the collection of useful data which is recorded, graphed and analyzed to identify patterns of change. Finally, the course teaches how to monitor and analyze the function of intervention using basic experimental (single-subject/time series) designs.

School of Education Mission Statement

This mission of the School of Education community is to collaboratively transform education. We:

•

•

Create community through partnerships

•

Promote and foster social justice and educational equity

Advance innovative, student-centered practices

•

Inspire reflective teaching and learning

•

Conduct purposeful research

•

Serve the School, College, University, and Community

II. STUDENT LEARNING OUTCOMES

Given the BEHAVIOR ANALYST CERTIFICATION BOARD Fourth Edition Task List, students will:

1.

Briefly describe the evolution of behavior analysis from its early beginnings.

2.

Explain how operationalizing the behavior of organisms into discrete measurable units makes behavioral research more amendable to scientific investigation.

2

3.

State how a lasting change in a behavioral environment is necessary to support the long-term goals of a client.

4.

List and describe the philosophical concepts on which applied behavior analysis (ABA) is based (7 dimensions of ABA).

5.

Identify goals, (from prescribed scenarios, videos and other relevant sources) and explain how they incorporate clients’ rights, consent, socially significant changes in behavior and are based on professional and ethical considerations.

6.

Identify which measurement strategies and data collection procedures are appropriate for different forms of behavior and how to graph and monitor patterns of responding.

7.

Identify the importance of designing function-based treatment and the use of replacement behavior for existing problem behaviors.

8.

Describe how basic experimental designs provide for prediction, verification and replication of the effects of independent variables on dependent variables according to the advantages and disadvantages of various designs.

III. REQUIRED TEXTS AND SUPPLEMENTAL RESOURCES

Required Texts

Cooper, J., Heron, T., & Heward, W. (2007). Applied Behavior Analysis (2 nd

Edition). Upper Saddle River, NJ:

Pearson Merrill Prentice Hall. ISBN-10: 0131421131 • ISBN-13: 9780131421134. Please note the 2 nd

Edition is required.

Mayer, G.R, Sulzer-Azaroff, B., & Wallace, M. (2012). Behavior Analysis for Lasting Change (2 nd

Edition).

Cornwall-on-Hudson, NY: Slone Publishing. ISBN: 978-1-59738-032-4. Please note the 2 nd

Edition is required.

Required Articles – ONLINE ACCESS VIA MOODLE and CSUSM Library

Baer, D., Wolf, M., & Risley, T. (1968). Some current dimensions of applied behavior analysis. Journal of

Applied Behavior Analysis, 1, 91-97.

Zuriff, G.E. (2002). Philosophy of behaviorism. Journal of the experimental analysis of behavior, 77, 367-371.

Required Supplemental Resource Subscription

Students are required to subscribe to Autism Training Solutions in ABA 601. Subscriptions are required for every course. ENROLLMENT INFORMATION COMING SOON. Currently working with Autism Training

Solutions to come to a cost per student. Prices for students will range from $20-$50 and will cover the entire program.

In addition, primary source documents are required to address the TASK LIST (Fourth Edition) available in the downloads section at http://www.bacb.com/index.php

IV. TECHNOLOGY REQUIREMENTS

Technology Requirements

• This is a fully online course, so you will need access to an up to date computer, the internet and an internet browser.

• Recommended minimum browsers: Firefox 4, Internet Explorer 8 (IE 10 required for drag and drop of files from outside the browser into Moodle), Safari 5, Google Chrome 11.

• Videos used in this course are streamed from our Mediasite catalog server. For the videos to play smoothly, you need the following:

3

•

An internet connection speed of between 700kpbs to 1500kpbs (1.5 Mbps). If your connection is slower, you may experience a lot of pauses (buffering).

•

Current version of Java Runtime installed on your computer. http://java.com

•

Microsoft Silverlight, a free web browser plug in that enables streaming media. Silverlight works on all major operating systems and browsers. Silverlight is not require for iOS and android devices. You can check your version of Silverlight by going to http://www.microsoft.com/getsilverlight

Technology Support

If you have questions, concerns, praise or need help with a technical part of class, something to do with email or the course website, how to use a tool, etc. please contact the CSUSM help desk at: sth@csusm.edu

or 760-750-

6505. They are an extremely valuable resource and want to help you get the most out of this class

Mediasite Video Playback Issues

If you are having problems playing the videos, first check the Mediasite Troubleshooting tips. If you can’t resolve your problem, contact the student helpdesk at: sth@csusm.edu

or 760-750-6505.

Cougar Courses (Moodle) Help

The Student Resources tab at the top of your Cougar Courses website has instructions for the common tasks such as uploading files, participating in forums, taking a quiz, etc. If this is your first time using Cougar Courses, be sure to check the “New to Cougar Courses” section in the student resources tab.

If you can’t resolve your issue, contact the student helpdesk at: sth@csusm.edu

or 760-750-6505.

V. SCHOLASTIC REQUIREMENTS

School of Education Attendance Policy

Due to the dynamic and interactive nature of courses in the School of Education, all students are expected to attend all classes and participate actively. At a minimum, students must attend more than 80% of class time, or s/he may not receive a passing grade for the course at the discretion of the instructor. Individual instructors may adopt more stringent attendance requirements. Should the student have extenuating circumstances, s/he should contact the instructor as soon as possible. (Adopted by the COE Governance Community, December, 1997).

As this is an on-line program you are expected to complete 10-12 hours of work per week. Attendance and participation will be measured based on activity completion.

Course Requirements

Readings

Weekly readings are posted on the course schedule.

Lectures and Videos

Weekly lectures and videos will be posted on Cougar Courses for you to view.

Study Guides (10 at 1 point per submission, 10 points total)

(1 extra credit point weekly for participation in Study Guide Review during weekly Office Hours)

Study Guides provide direct engagement of the critical material. Each week your study guide will be based on your readings, lecture, and video content. Download and complete the study guide each week. Submit your completed study guide via Cougar Courses. Study guides will be reviewed each week during office hours.

Mastery Activities (10 at 4 points per week, 40 points total)

Activities may include matching, true/false, fill in the blank, and multiple choice based on the weeks readings, video, and lecture materials. A score of 100% on each mastery activity is required before you can access the

Weekly Quiz. Mastery Activities will ensure fluency of the stated objectives.

Discussion Forum (10 at 5 points per week, 50 points total)

Discussion Forums will allow you to review course material, raise questions, and discuss applied topics with classmates and instructors. Each week you will reply to the question(s) provided by the instructor. In order to receive credit your posts must total 250 words per week.

4

Quizzes (10 at 20 points each, 200 points total)

Each week you will take a quiz on each week’s readings, lectures, and video content. You will be allowed to take the weekly quiz up to two times. Students will be given 30 minutes to complete the quiz. The student’s highest score will be counted.

Office Hours ( 1 extra credit point per week for participation in Study Guide Review, 10 possible extra credit points total)

Office Hours will be made available each week through Big Blue Button on Moodle. The week’s study guide will be reviewed during office hours. You may also ask questions during these times. You can gain 1 extra credit point per week for participation in the weekly study guide review.

Final Exam (200 points)

The final exam will be a timed test taken via Cougar Courses. You will be allowed to take the final exam up to two times. You will be given 90 minutes to complete the final exam. Your highest score will be counted toward course points. In order to pass the course, you must receive a grade of 80% (B-) or better on the final exam.

Total Course Points: 500 points

Grading Scale

A = 93-100 B+ = 87-89 C+= 77-79

A- = 90-92 B = 83-86

B - = 80-82

C = 73-76

C- = 70-72

D = 60-69

F = 59 or lower.

Note: Any grade below a B- cannot be applied toward this certificate.

VI. COURSE FEATURES AND PROFESSIONAL REQUIREMENTS

Late Assignments and Missed Quizzes/Exams

All assignments, quizzes and exams are expected to be completed by the assigned due date. If you have extraordinary circumstances that impact completion of your assignments, quizzes, or exam or have questions or concerns, please contact the instructor(s) immediately.

All University Writing Requirement

Weekly writing assignments (within the discussion forum) will require summaries of topics presented, identification of the processes and procedures covered in assigned research articles, extraction of principles and main concepts relating to required viewing of assigned videos. These assignments will exceed 2500 words.

Students with Disabilities Requiring Reasonable Accommodations

Students with disabilities who require reasonable accommodations must be approved for services by providing appropriate and recent documentation to the Office of Disable Student Services (DSS). This office is located in

Craven Hall 4300, and can be contacted by phone at (760) 750-4905, or TTY (760) 750-4909. Students authorized by DSS to receive reasonable accommodations should meet with their instructor during office hours or, in order to ensure confidentiality, in a more private setting.

CSUSM Academic Honesty Policy

“Students will be expected to adhere to standards of academic honesty and integrity, as outlined in the Student

Academic Honesty Policy. All written work and oral presentation assignments must be original work. All ideas/materials that are borrowed from other sources must have appropriate references to the original sources.

Any quoted material should give credit to the source and be punctuated with quotation marks.

Students are responsible for honest completion of their work including examinations. There will be no tolerance for infractions. If you believe there has been an infraction by someone in the class, please bring it to

5 the instructor’s attention. The instructor reserves the right to discipline any student for academic dishonesty in accordance with the general rules and regulations of the university. Disciplinary action may include the lowering of grades and/or the assignment of a failing grade for an exam, assignment, or the class as a whole.”

Incidents of Academic Dishonesty will be reported to the Dean of Students. Sanctions at the University level may include suspension or expulsion from the University.

Plagiarism:

As an educator, it is expected that each student will do his/her own work, and contribute equally to group projects and processes. Plagiarism or cheating is unacceptable under any circumstances. If you are in doubt about whether your work is paraphrased or plagiarized see the Plagiarism Prevention for Students website http://library.csusm.edu/plagiarism/index.html

. If there are questions about academic honesty, please consult the

University catalog.

Use of Technology:

Students are expected to demonstrate competency in the use of various forms of technology (i.e. word processing, electronic mail, Moodle, use of the Internet, and/or multimedia presentations). Specific requirements for course assignments with regard to technology are at the discretion of the instructor. Keep a digital copy of all assignments. All assignments will be submitted online.

Electronic Communication Protocol:

Electronic correspondence is a part of your professional interactions. If you need to contact the instructor, e-mail is often the easiest way to do so. It is my intention to respond to all received e-mails in a timely manner. Please be reminded that e-mail and on-line discussions are a very specific form of communication, with their own nuances and etiquette. For instance, electronic messages sent in all upper case (or lower case) letters, major typos, or slang, often communicate more than the sender originally intended. With that said, please be mindful of all e-mail and on-line discussion messages you send to your colleagues, to faculty members in the School of

Education, or to persons within the greater educational community. All electronic messages should be crafted with professionalism and care.

Things to consider:

•

Would I say in person what this electronic message specifically says?

•

How could this message be misconstrued?

•

Does this message represent my highest self?

•

Am I sending this electronic message to avoid a face-to-face conversation?

In addition, if there is ever a concern with an electronic message sent to you, please talk with the author in person in order to correct any confusion.

VII. COURSE SCHEDULE, READINGS, AND ASSIGNMENTS/MEASUREMENTS

Readings Date

Week 1

Topic/Tasks

Foundational

Knowledge,

Philosophical

Assumptions,

Definitions and

Characteristics,

Principles,

Processes, and

Concepts

Behavior Analysis for Lasting

Change Ch1, pp. 1-18, Applied,

Behavior Analysis Ch1, pp. 1-23, and G. E. Zuriff’s article

“Philosophy of Behaviorism”. http://seab.envmed.rochester.edu/j eab/articles/2002/jeab-77-03-

0367.pdf

NOTE: All Behavior Analysis for Lasting Change chapter study guides are located on the following website: http://www.sloanpublishing.com

/balc_online_materials

Assignment/Measurement

Complete Week 1 Readings

View Week 1 Lecture and Video

Study Guide Week 1

Mastery Activities Week 1

Discussion Forum Week 1

Quiz Week 1

All assignments found on Cougar

Courses

6

Week 2

Week 3

Week 4

Strategies of

Change: Essential

Building Blocks,

Basic Concepts

Preparing an

Environment

Supportive of

Behavior Change

Refining Goals and

Objectives




Behavior Analysis Ch2, pp. 24-46. View Week 2 Lecture and Video

Study Guide Week 2



Quiz Week 2


Courses



Behavior Analysis Ch1, pp. 1-23.

Article(s): SOME CURRENT

DIMENSIONS OF APPLIED

BEHAVIOR ANALYSIS,

JOURNAL OF APPLIED

BEHAVIOR ANALYSIS, 1968,

1, 91-97, NUMBER I (SPRING,

1968) 8pp. http://www.ncbi.nlm.nih.gov/pmc/ articles/PMC1310980/


Change Ch4, pp. 48-70



Study Guide Week 3



Quiz Week 3


Courses



Study Guide Week 4



Quiz Week 4


Courses

7

Week 5

Week 6

Week 7

Behavior Change with Reinforcement,

Positive and

Negative

Reinforcement

Developing and

Selecting Powerful

Reinforcers

Organizing for

Behavior Change by

Collecting Useful

Data, Measuring

Behavior



Behavior Analysis Ch11, pp. 256-

290, and Ch12, pp. 291-303


Change Ch7, pp. 103-128,

Applied, Behavior Analysis Ch4, pp. 72-101.


Change Ch6, pp. 87-102, watch all

Ch6 Reinforcer videos, http://www.sloanpublishing.com/b alc06



Study Guide Week 5



Quiz Week 5


Courses



Study Guide Week 6



Quiz Week 6


Courses



Study Guide Week 7



Quiz Week 7


Courses

8

Week 8

Week 9

Week 10

Final Exam

Monitoring

Behavior Change,

Recording,

Graphing, and

Analyzing Patterns of Change

Analyzing the

Functions of

Interventions, Basic

Experimental

Designs


Change Ch8, pp. 129-152.



Applied, Behavior Analysis Ch8, pp. 177-187, Ch9. pp. 201-219.

Identifying

Functional

Reinforcers and

Functional Behavior

Assessment



Applied, Behavior Analysis Ch24, pp. 500-524.



Study Guide Week 8



Quiz Week 8


Courses



Study Guide Week 9



Quiz Week 9


Courses



Study Guide Week 10



Quiz Week 10


Courses

Take the Course Final Exam. All course content. Review the study guides, videos and discussion notes.

9

ABA 601 revised syllabus

Related documents

Products

Support

ABA 601 revised syllabus

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib