CPSE 410 - Appl Behavior Analysis in Ed

Fall 2012

Section 001: 230 MCKB on M W from 9:00 am - 10:15 am

Name: Blake Hansen

Office Phone: 801-422-4691

Office Location: 340-C MCKB

Email: blake_hansen@byu.edu

Name: Emily Rice

Office Phone:

Office Location:

Email: EmilyRice99@yahoo.com

Course Information

Description

This course introduces students to the principles of applied behavior analysis (ABA).  It focuses on the roots of ABA, responsible applications, the technology of behavior change, collecting and graphing data, single subject designs, arranging consequences that increase and decrease behavior, differential reinforcement, functional assessment and analysis, providing for generalization/self-management, and organizing a learning environment for effective management.

Prerequisite

Admission to BYU’s Special Education Licensure Program or permission of the instructor

Material

Item

Vendor

Price (new)

Price (used)

APPLIED BEHAVIOR ANALYSIS FOR TEACHERS 9E Required

by P, ALBERTO,

Edition 9

ISBN: 9780132655972

BYU Bookstore

$133.40

$100.05

Learning Outcomes

ABA history

(Knowledge-based objectives)

1. Describe the history of ABA.

Occurence of Human Behavior

2. Describe several approaches for explaining the occurrence of human behavior.

Ethical and Responsible use of ABA

3. Describe the ethical and responsible use of ABA.

FBA and BIP

4. Describe the components of a Functional Behavior Assessment and Behavior Intervention Plan.

Target replacement behaviors

5. Describe the function and format of target replacement behaviors and behavior objectives.

Data collection

6. Describe data collection and graphing procedures.

Single-subject designs

7. Describe a variety of single-subject designs, their elements, how they are used, and when they are used.

Appropriate consequences

8. Describe the principles that underlie the selection of appropriate consequences and providing differential reinforcement.

Stimulus control

9. Describe stimulus control, its various facets, and how it is used.

Generalization procedures

10. Describe the principle components of generalization procedures and provide appropriate rationale for training for generalization.

Self-management

11. Effectively describe the elements of self-management and how it might be taught to children, youth, and adults.

FBA

(Skill-based objectives)

1. Use the Functional Behavior Assessment procedures to determine the function of an identified problem behavior.

TRB

2. Develop a target replacement behavior (TRB) that serves the same function as the identified problem behavior.

Behavioral objective

3. Develop a behavioral objective that corresponds with the target replacement behavior.

Behavioral Data

4. Observe, count, and graph behavioral data that is based on the target replacement behavior.

TRB

5. Make data based decisions using these data to determine the most effective intervention to increase the occurrence of the TRB.

Appropriate techniques

6. Employ appropriate techniques for designing the Behavioral Intervention Plan.  This includes manipulating setting events, using instructional methods, providing differential reinforcement, and arranging appropriate consequences.

Grading Scale

Grade

Percent

A

95% to 100%

A-

90% to 94%

B+

87% to 89%

B

84% to 86%

B-

80% to 83%

C+

77% to 79%

C

74% to 76%

C-

70% to 73%

D+

67% to 69%

D

64% to 66%

D-

60% to 63%

E

0% to 59%

Grading Policy

Evaluating your performance is a complex process.  As your instructor, I consider myself a mentor, but as your evaluator, I must be as impartial and objective as possible.  Your grades reflect both effort and achievement!

Teaching Philosophy

The instructor will use a variety of teaching approaches including discussion, recitation, small group problem solving, and out of class application activities in practicum setting.

Course Expectations

1.  Observe the BYU Honor Code.

2.  Attend all class sessions.

3.  Come to class prepared having read the assigned readings and

     completed the assigned projects.

4.  Actively participate in all learning activities.

5.  Actively participate in your learning team.

6.  Hand in all assignments on time.

 

Course Content

1.  Foundations of Applied Behavior Analysis

2.  Ethical use of ABA.

3.  Preparing and using socially valid behavioral objectives.

4.  Collecting and graphing appropriate data.

5.  Understanding single-subject designs.

6.  Arranging consequences that increase behavior.

7.  Arranging consequences that decrease behavior.

8.  Using functional assessment.

9.  Providing for generalization and maintenance of behavior.

10. Using differential reinforcement effectively.

Assignment Descriptions

SG #1

Due: Wednesday, Sep 05 at 9:00 am

SG #2

Due: Wednesday, Sep 12 at 9:00 am

SG #3

Due: Wednesday, Sep 26 at 9:00 am

SG #4

Due: Monday, Oct 08 at 9:00 am

SG #5

Due: Wednesday, Oct 24 at 9:00 am

SG #6

Due: Wednesday, Oct 31 at 9:00 am

SG #7

Due: Wednesday, Nov 07 at 9:00 am

SG #8

Due: Wednesday, Nov 14 at 9:00 am

SG #9

Due: Monday, Nov 19 at 9:00 am

SG #10

Due: Monday, Nov 26 at 9:00 am

Exam 3 (Final)

Due: Wednesday, Dec 12 at 10:00 am

covers Chapters 9, 10, 11, 12

Exam 2

Due: Saturday, Nov 03 at 11:59 pm

covers Ch 4, 5, 6, 8

Exam 1 (actual)

Due: Monday, Oct 22 at 11:59 pm

The real exam 1 scores

Quiz 1

Due: Monday, Dec 10 at 11:59 pm

Quiz 2

Due: Monday, Dec 10 at 11:59 pm

Quiz 3

Due: Monday, Dec 10 at 11:59 pm

Quiz 4

Due: Monday, Dec 10 at 11:59 pm

Quiz 5

Due: Monday, Dec 10 at 11:59 pm

Quiz 6

Due: Monday, Dec 10 at 11:59 pm

Quiz 7

Due: Monday, Dec 10 at 11:59 pm

Quiz 8

Due: Monday, Dec 10 at 11:59 pm

Quiz 9

Due: Monday, Dec 10 at 11:59 pm

Quiz 10

Due: Monday, Dec 10 at 11:59 pm

ABC Report

Due: Monday, Sep 17 at 10:00 am

Prior to beginning the Functional Behavioral Assessment, Candidates will complete at least three 20 minute observations using ABC data collection sheets/charts to record anecdotal information about the pattern of the behavior targeted for change.

 

Behavior Objective

Due: Wednesday, Sep 26 at 10:00 am

Based on information included in the target replacement behavior, you will write a behavioral objective using the guidelines in chapter 3.  This objective will be written using the ABCD format.

Target Replacement Behavior

Due: Wednesday, Oct 03 at 10:00 am

The ABC report will enable you to identify a problem behavior.  From there you will identify and write an operationally defined target replacement behavior, that is, the behavior that you will teach to your selected students. Teaching the target replacement behavior will be the primary focus of your Behavioral Intervention Plan (BIP).

 

Data Collection System

Due: Wednesday, Oct 17 at 10:00 am

Students are required to collect data as part of the FBA and BIP process.  The type of data collected will impact the results obtained; thus, it is critical to select the most appropriate system.  You will submit your system with a rationale for its selection.

Baseline Data

Due: Wednesday, Oct 31 at 11:59 pm

Prior to moving into the treatment phase of your BIP, it is critical to analyze the baseline data and make decisions about the most appropriate ways in which to intervene with the target student. You are required to submit your baseline data with a discussion about the trend, level, and variability of your data, as well as a reason for why you feel that you can advance to treatment. Baseline data must be submitted and approved by the instructor prior to beginning treatment.

FBA to BIP Form

Due: Wednesday, Dec 05 at 10:00 am

You will conduct a Functional Behavioral Assessment that will guide you in designing your Behavioral Intervention Plan (BIP). After completing the ABC report, FBA, and writing the target replacement behavior and behavioral objectives, you will design a BIP. The objective of the BIP is to increase the occurrence of a replacement behavior.

FBA to BIP Report

Due: Wednesday, Dec 05 at 10:00 am

You will write the procedures and results from your FBA and BIP in a narrative discussion.  This assignment offers a thorough synopsis of the outcome or results of the intervention plan.

Class Presentation

Due: Monday, Dec 03 at 10:00 am

Students are required to prepare and present information about their Functional Behavioral Assessment and Behavioral Intervention Plan in PowerPoint format. You will need to share the methods and results--including your graph.

Participation Points

Due: Monday, Dec 10 at 11:59 pm

Participation will be recognized through completion of selected written responses or activities in class.  These are posted on Learning Suite according to the date. Preparation points will awarded for individual written student responses to brief in-class assessments given no more than one-time per week. Following the first exam, candidates will be graphing assessment results.

Course Evaluation

Due: Friday, Dec 14 at 11:59 pm

Extra Credit

Due: Wednesday, Dec 12 at 11:59 pm

Point Breakdown

Assignments

Percent of Grade

Study Guides

18.58%

SG #1

1.77%

SG #2

1.77%

SG #3

1.77%

SG #4

1.77%

SG #5

1.77%

SG #6

2.65%

SG #7

1.77%

SG #8

1.77%

SG #9

1.77%

SG #10

1.77%

Exams

33.63%

Exam 3 (Final)

1.77%

Exam 2

16.28%

Exam 1 (actual)

15.58%

Quizes

18.58%

Quiz 1

1.77%

Quiz 2

1.77%

Quiz 3

1.77%

Quiz 4

1.77%

Quiz 5

1.77%

Quiz 6

2.65%

Quiz 7

1.77%

Quiz 8

1.77%

Quiz 9

1.77%

Quiz 10

1.77%

FBA-BIP Project

25.66%

ABC Report

3.54%

Behavior Objective

1.77%

Target Replacement Behavior

1.77%

Data Collection System

1.77%

Baseline Data

1.77%

FBA to BIP Form

6.19%

FBA to BIP Report

6.19%

Class Presentation

2.65%

Other

3.54%

Participation Points

2.65%

Course Evaluation

0.88%

Extra Credit

0%

Schedule

Date

Content Topic(s)

Study Guide & Focal Chapter(s)

Assignments Due

M - Aug 27

W - Aug 29

M - Sep 03

Labor Day Holiday

W - Sep 05

FUBA: Collecting Data to Identify Problem Behavior and Needs (Ch 4, pp 71-74)

SG #1

SG #2

(Ch 7, 4)

*SG #1 due before class 9/5

--Read Ch 7 (pp 171-209) & Ch 4 (pp 71-74 only)

--Identify a student and a problem behavior for your project

--Begin your ABC observation

M - Sep 10

FUBA: ABC Observation (Ch 7, pp 187-193)

SG #2

(Ch 7)

W - Sep 12

FUBA: Hypothesis & Function

SG #2

SG #2

(Ch 7)

*SG #2 due before class 9/12

--Read Ch 3 (pp 39-65)

--Begin writing your Target Replacement Behavior.

M - Sep 17

Target Replacement Behavior & Operational Definition

ABC Report

Prior to beginning the Functional Behavioral Assessment, Candidates will complete at least three 20 minute observations using ABC data collection sheets/charts to record anecdotal information about the pattern of the behavior targeted for change.

 

SG #3

(Ch 3)

W - Sep 19

Target Replacement Behavior & Operational Definition

SG #3

(Ch 3)

--Begin writing your Behavior Objective

M - Sep 24

Behavioral Objectives

SG #3

(Ch 3)

W - Sep 26

Goals & Behavioral Objectives

Behavior Objective

Based on information included in the target replacement behavior, you will write a behavioral objective using the guidelines in chapter 3.  This objective will be written using the ABCD format.

SG #3

SG #3

(Ch 3)

*SG #3 due before class 9/26

Exam 1 (Ch 1, 2, 3, 7) (Sept 26-29th at 11:55pm)

Sa - Sep 29

Su - Sep 30

M - Oct 01

Single-Subject Terms & Design

SG #4 (Ch 6)

--Read Ch 6 (pp 124-169)

--Begin to identify an appropriate design for your study.

T - Oct 02

W - Oct 03

Single-Subject Designs

Target Replacement Behavior

The ABC report will enable you to identify a problem behavior.  From there you will identify and write an operationally defined target replacement behavior, that is, the behavior that you will teach to your selected students. Teaching the target replacement behavior will be the primary focus of your Behavioral Intervention Plan (BIP).

 

SG #4

(Ch 6)

M - Oct 08

Single-Subject Designs

SG #4

SG #4

(Ch 6)

*SG #4 due before class 10/8

W - Oct 10

Collecting Data

SG #5

(Ch 4)

--Read Ch 4 (pp 66-104) & Ch 5 (pp 106-123)

--Begin to select and design an appropriate data collection system and form that fits your target replacement behavior.

M - Oct 15

Converting Data

SG #5 (Ch 5)

W - Oct 17

Converting Data, Graphing Data, Inter-observer Agreement

Data Collection System

Students are required to collect data as part of the FBA and BIP process.  The type of data collected will impact the results obtained; thus, it is critical to select the most appropriate system.  You will submit your system with a rationale for its selection.

SG #5

(Ch 5)

Sa - Oct 20

M - Oct 22

Converting Data, Graphing Data, Inter-observer Agreement

Exam 1 (actual)

The real exam 1 scores

SG #5 (Ch 5)

--Determine the appropriate way to convert your raw data and begin to graph your data. Start to analyze the trend and variability of your baseline data.

Baseline Data Due: when your data are stable. Start submitting soon!

W - Oct 24

Converting Data, Graphing Data, Inter-observer Agreement

SG #5

SG #5

(Ch 4, pp 101-104)

*SG #5 due before class 10/24

M - Oct 29

Increasing Behavior

        SG #6 (Ch 8)

--Read Ch 8 (pp 211-255)

--Select an appropriate reinforcement program that could increase your target behavior. Start to implement the reinforcement procedures.

T - Oct 30

1) FBA (ABC, interview) due on 10/30

2) Definition due 10/30

3) measurement system due 10/30

4) Baseline - 1 data point by 10/30

5) Objective - due 10/30

 

*email to Dr. Hansen

W - Oct 31

Increasing Behavior

Baseline Data

Prior to moving into the treatment phase of your BIP, it is critical to analyze the baseline data and make decisions about the most appropriate ways in which to intervene with the target student. You are required to submit your baseline data with a discussion about the trend, level, and variability of your data, as well as a reason for why you feel that you can advance to treatment. Baseline data must be submitted and approved by the instructor prior to beginning treatment.

SG #6

Exam 2 Opens

covers Ch 4, 5, 6, 8

SG #6

(Ch 8)

*SG #6 due before class 10/31

--Exam 2 (Ch 4, 5, 6, 8) (Oct 31- Nov 3 at 11:55pm)

Sa - Nov 03

Exam 2 Closes

covers Ch 4, 5, 6, 8

M - Nov 05

Stimulus Control

SG #7 (Ch 10)

--Read Ch 10 (pp 293-327)

--Continue to make appropriate changes to your project as dictated by your design and data.

W - Nov 07

Stimulus Control

SG #7

SG #7

(Ch 10)

*SG #7 due before class 11/7

M - Nov 12

Decreasing Behavior

SG #8 (Ch 9)

--Read Ch 9 (pp 257-291)

--Continue to make appropriate changes to your project as dictated by your design and data. Close up your project.

W - Nov 14

Decreasing Behavior

SG #8

SG #8

(Ch 9)

*SG #8 due before class 11/14

M - Nov 19

Self-Management

SG #9

SG #9 (Ch 12)

*SG #9 due before class 11/19

--Read Ch 12 (pp 349-364)

--Continue to make appropriate changes to your project as dictated by your design and data. Close up your project.

--Begin to wind down your project.

W - Nov 21

No Classes

M - Nov 26

Generalization

SG #10

SG #10 (Ch 11)

*SG #10 due before class 11/26

--Read Ch 11 (pp 328-348)

--Prepare your projects to share with class members

W - Nov 28

Catch-up / Discuss Projects

M - Dec 03

Present Projects

Class Presentation

Students are required to prepare and present information about their Functional Behavioral Assessment and Behavioral Intervention Plan in PowerPoint format. You will need to share the methods and results--including your graph.

W - Dec 05

Present Projects

FBA to BIP Report

You will write the procedures and results from your FBA and BIP in a narrative discussion.  This assignment offers a thorough synopsis of the outcome or results of the intervention plan.

FBA to BIP Form

You will conduct a Functional Behavioral Assessment that will guide you in designing your Behavioral Intervention Plan (BIP). After completing the ABC report, FBA, and writing the target replacement behavior and behavioral objectives, you will design a BIP. The objective of the BIP is to increase the occurrence of a replacement behavior.

Final Projects Due: December 5th at the end of class. (This includes both the FUBA/BIP form and FUBA/BIP report)

W - Dec 12

Exam 3 (Final): Wednesday 12/12 @ 7:00-10:00am (Chapters 9, 10, 11, 12)

The exam will be held in 180 MCKB—TEC Lab

Extra Credit

Exam 3 (Final)

covers Chapters 9, 10, 11, 12

F - Dec 14

Course Evaluation

University Policies

Professionalism

You will conduct a self-evaluation on your professionalism for this course at mid-term and at the end of the semester.  The form you will use may be retrieved at: http://education.byu.edu/cpse/forms.html.  Please review this form so that you are aware of the areas you should attend to in your professional behavior.  Appropriate professional behavior influences your continuation in the special education program and participation in practica and student/teaching internship experiences.  Professionalism is impacted by variables such as class involvement, ability to accept feedback in a positive manner, attendance, punctuality, and remaining in class for the duration of each class period.

Assignment Policy

Assignments are to be handed in at the beginning of class on the due date designated by the instructor.  This also applies in case of absences.

Assignments will be lowered 10% for each day late.  In line with University policy, no assignments will be accepted after the last day of class.

    Assignments should be completed on a word processor.  Hard copies of the assignments with rubric attached are to be turned in to the instructor unless prior arrangements are made.

The five assignments relating to the FBA-BIP report must be completed to mastery before any points will be given.  The candidate has the option to revise for partial credit. The score will be lowed 10%.

Preventing Sexual Harassment

Title  IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds.  The act is intended to eliminate sex discrimination in education.  Title IX covers discrimination in programs, admissions, activities, and student-to student sexual harassment.  BYU’s policy against sexual harassment extends not only to employees of the university but to students as well.  If you encounter unlawful sexual harassment or gender based discrimination, please talk to your Professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24 hours); or contact the Honor Code Office at 422-2847.

Students With Disabilities

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities.  If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center located in 1520 WSC (422—2767).  Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities.  Services are coordinated with the student and instructor by the University Accessibility Center.  If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures.  You should contact the Equal Employment Office at 422-5895, D-82 ASB.

Other Critical Information

Please be courteous to all members of the class by turning off cell phones class time.  Your instructor will be communicating with you via e-mail this semester.  Open computers can be distracting, please leave your computer closed unless special arrangements with the instructor. As a BYU student, each of you has access to an account.  Please obtain your account information and inform the department of your e-mail address.  You are also expected to learn how to use Learning Suite to access information for this course.  Information will follow.  THANK YOU!

Honor Code Standards

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work.  Academic honesty means, most fundamentally, that any work you present as your own must in fact, be your own work and not that of another.  Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university.  


Students are also expected to adhere to the Dress and Grooming Standards.  Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment.  It is the university’s expectation, and the expectation of your instructor that each student will abide by all Honor Code standards.  Please call the Honor Code Office at 422-2847 if you have questions about those standards.

BYU Special Education Mission Statement

We maximize the potential of learners with individualized educational needs to elevate their quality of life.  We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service.  We specifically:

·         Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs. 

·         Prepare master special educators who provide leadership in problem solving and collaborative relationships with professionals and families. 

·         Add to the knowledge base of special education and related disciplines through research.

·         Serve and advocate for learners with individualized educational needs and others who support them.