UCC1: New Course Transmittal Form

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UCC1: New Course Transmittal Form

Department Name and Number

Recommended SCNS Course Identification

Transcript Title (please limit to 21 characters)

Prefix Level Course Number Lab Code

Amount of Credit Repeatable Credit

Contact Hour: Base or Headcount

Course Description (50 words or less)

Prerequisites Co-requisites

Degree Type (mark all that apply) Baccalaureate Graduate Other

Introductory Intermediate Advanced

Department Contact College Contact Name Phone Email Name Phone Email Rev. 10/10 Rationale and place in curriculum

Category of Instruction

Effective Term and Year Rotating Topic yes no

S/U Only yes no

yes no If yes, total repeatable credit allowed

Variable Credit yes no If yes, minimum and maximum credits per semester

Professional Full Course Title

Psychology, 16400700

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A

B

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0 Advanced Seminar in Behavior Analysis

Adv Sem Beh Analysis

Spring 2014

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6

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In-depth examination of topics related to behavior analysis. Some examples include but are not limited

to: developmental and intellectual disabilities, behavioral treatments for substance abuse, behavioral

health and exercise, and ethics in behavior analysis. Refer to the schedule of courses for the topic each

semester.

EAB3002(C) or EAB 3764(C)

_None

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Whereas other areas within our department have a rotating topics course number (e.g., DEP 4930; PSY 4930; PCO 4930; SOP 4704), the behavior analysis area does not currently have one, which limits the potential courses we can teach in this area. We need this course because undergraduate students interested in a career in behavior analysis could immediately upon graduation take the exam to become a board certified assistant behavior analyst. Having this one additional course in the curriculum puts our university above the necessary credit requirements for that certificate. We could let incoming students know that there is a certification “track” in behavior analysis, which would be attractive to our majors. Another reason is that each year we have over a dozen UF students go on to top-rated graduate programs in behavior analysis. Having an additional course on their transcript increases their competitiveness for admission to these programs. However, we need this course to have the flexibility of a rotating topics course so that faculty and graduate student instructors with varied expertise can teach this course.

[email protected]

Jeff Farrar

273-2149

David Pharies

392-0780

[email protected]

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Advanced Seminar in Behavior Analysis:

(Here is a specific example with the topic: DEVELOPMENTAL DISABILITIES) INSTRUCTOR: Dr. Timothy Vollmer

OFFICE: 331 PSYCHOLOGY

e-mail: [email protected] class schedule: MWF 2nd period Office hours: Monday 3rd-5th period TEACING ASSISTANT: Kerri Berard, M.S.

OFFICE: 349 PSYCHOLOGY

e-mail: [email protected] Office hours: W and F 3rd period Overview

Applied behavior analysis probably has had its greatest influence in the field of

developmental disabilities. In fact, most students who enter the field of applied behavior analysis will in some way work in the area of developmental disabilities. The

proliferation of behavioral methods and principles in developmental disabilities has led to restructuring of our legal, residential, and educational systems as they relate to

individuals with developmental disabilities. Student outcomes

There are three desired student outcomes for this seminar: 1. By the end of the semester, students will be able to identify some of the developmental disorders associated with mental retardation, 2. By the end of the semester, students will be able to review and critically evaluate some highly influential and/or recent behavioral studies in

developmental disabilities, and, 3. By the end of the semester, students will be able to discuss contemporary and/or controversial issues in developmental disabilities. Attendance policy

The university attendance policy can be found at the following link: https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx

Attendance is on an honor system, with the exception of Fridays, when attendance is mandatory (other than those cases specified in the university policy). However, it is certain that your grade will be affected by poor attendance, as a majority of the material will be covered in class and only in class. On Friday, attendance will be taken by virtue of evaluating whether you have taken the test. You are allowed two missed tests, as explained below under the section titled “tests.”

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Students with disabilities

Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting

accommodation. Contact the disability resource center (http://www.dso.ufl.edu/drc) for information about available resources for students with disabilities.

Makeup Policies

Absences due to illness or observance of religious holidays should be communicated to the instructor. Requirements for class attendance, make up exams, assignments, and other work in this class are consistent with university policies that can be found at

Requirements for class attendance and make-up exams, assignments, and other work in this course are consistent with university policies that can be found in the online catalog at: https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx.

Objectives

Each week students will be given a set of objectives to use as a study guide for the upcoming test.

Lectures

Lectures will be usually on Mondays and Wednesdays and (with two exceptions) Fridays are reserved for testing. The lectures will involve either an area of research and

application, a discussion of specific developmental disorders, or a discussion of contemporary issues.

Reading

Most weeks, anywhere from 1-4 articles will be assigned. These articles are available on line at the website for the Journal of Applied Behavior Analysis. Students will be tested on the content and implications of the articles. We strongly encourage you to subscribe to JABA so that you can obtain the most up-to-date articles and also receive a hard copy of issues via US mail (especially for those planning a career in behavior analysis). Subscription information is available at the following website:

http://seab.envmed.rochester.edu/jaba/ Tests

Tests will be given weekly (with two exceptions, see schedule). Tests will be worth 20 points. There are a total of 11 tests but only 9 will count. You are allowed to miss two

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tests for any reason outlined in UF guidelines,

https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx, and we will drop those test scores.

Final exam

The exam will be held on April 26 (Monday) at 5:30-7:30 PM. It is worth 20 points and the score cannot be dropped.

Contesting a grade

Please do this in written form. You can either give us your written dispute or send it to us via email.

Grading

9 test scores= 180 points 1 final exam= 20 points Total= 200 points (insert grading scale here)

For UF grade point assignment policy:

https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx Academic integrity

Please refer to http://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/ for university policies on academic integrity.

Schedule

1-6 W Introduction

1-8 F Classification and terminology in DD 1-11 M Assessment of severe behavior disorders 1-13 W Treatment of severe behavior disorders 1-15 F Test 1

1-18 M No class. MLK day.

1-20 W Stimulus preference assessments 1-22 F Prader-Willi Syndrome

1-25 M DD in the schools 1-27 W Academic performance

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1-29 F Test 2

2-1 M Self-care and daily living skills acquisition 2-3 W Adult services in the state of Florida 2-5 F Test 3

2-8 M Low frequency, high intensity behavior 2-10 W MR offenders

2-12 F Test 4

2-15 M Autism spectrum disorders 2-17 W Behavioral Treatments in autism 2-19 F Test 5

2-22 M Debunking fad treatments 2-24 W Verbal behavior

2-26 F Test 6

3-1 M Profound MR—issues in assessment and treatment 3-3 W Down Syndrome/Lesch Nyhan

3-5 F Test 7

3-15 M Behavioral feeding

3-17 W Parent, staff, and teacher training 3-19 F Test 8

3-22 M Rumination and other disturbing forms of behavior 3-24 W Fragile X/Rett Syndrome

3-26 F Test 9

3-29 M Legal and ethical issues 3-31 W PKU/Fetal alcohol syndrome 4-2 F Test 10

4-5 M Social skills training

4-7 W Angelman’s/Tuberous sclerosis 4-9 F Test 10

4-12 M Toilet training

4-14 W Vocational skills training 4-16 F Test 11

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4-19 M Review 4-21 W Review

4-26 M Final Exam (5:30-7:30) Readings :

1-7 Classification and terminology in DD 1-11 Assessment of severe behavior disorders

Vollmer, T. R. Marcus, Bethany A. & Ringdahl, J. E. (1995). Noncontingent escape as treatment for self-injurious behavior maintained by negative

reinforcement.. Journal of Applied Behavior Analysis,. 28, 15-26.

Worsdell, A. S., Iwata, B. A., Conners, J., Kahng, S., & Thompson, R. H. (2000). Relative influences of establishing operations and reinforcement

contingencies on self-injurious behavior during functional analyses. Journal

of Applied Behavior Analysis, 33, 451-461.

Kodak, T., Lerman, D. C., Volkert, V. M., & Trosclair, N. (2007). Further

examination of factors that influence preference for positive versus negative reinforcement. Journal of Applied Behavior Analysis, 40, 25-44.

1-13 Treatment of severe behavior disorders

Carr, E.G., & Durand, V.M. (1985). Reducing behavior problems through

functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.

Najdowski, A.C., Wallace, M. D., Ellsworth, C. L., MacAleese, A. N., & Cleveland, J. M. (2008). Functional analyses and the treatment of precursor behavior.

Journal of Applied Behavior Analysis, 41, 41-97.

1-20 Stimulus preference assessments

Pace, G. M. Ivancic, M. T. Edwards, G. L. Iwata, B. A. & Page, T. J. (1985). Assessment of stimulus preference and reinforcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis,. 18, 249-255. Fisher, W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I.

(1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior

Analysis, 25, 491-498.

1-22 Prader-Willi Syndrome 1-25 DD in the schools 1-27 Academic performance

Comment [FJ1]: Note to Committee: Please

review the attached document from the instructor addressing the issue of journal selection.

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Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers.

Amanda L. Lannie & Brian K. Martens (2004). Effects of task difficulty and type of contingency on students’ allocation of responding to math worksheets.

2-1 Self-care and daily living skills acquisition

Horner, R. D., & Keilitz, I. (1975). Training mentally retarded adolescents to brush their teeth. Journal of Applied Behavior Analysis, 8, 301-309.

2-3 Adult services in the state of Florida 2-8 Low frequency, high intensity behavior

Reyes, J. R., Vollmer, T. R., Sloman, K. N., Hall, A., Reed, R., Jansen, G., Carr, S., Jackson, K., & Stoutimore, M. (2006) Assessment of deviant arousal in adult male sex offenders with developmental disabilities. Journal of Applied Behavior Analysis, 39, 173-188.

2-10 MR offenders

2-15 Autism spectrum disorders 2-17 Behavioral Treatments in autism 2-22 Debunking fad treatments

Jacobson, J. W., Mulick, J. A. Schwartz, A. A. (1995). A history of facilitated communication: Science, pseudoscience, and antiscience science working group on facilitated communication. American Psychologist. 50(9), 750-765. 2-24 Verbal behavior

Gutierrez, A., Vollmer, T. R., Dozier, C. L., Borrero, J. C., Rapp, J. T., Bourret, J. C., & Gadaire, D. (2007) Manipulating establishing operations to verify and establish stimulus control during mand training. Journal of Applied Behavior

Analysis, 40, 645-658.

Rosales, R. & Rehfeldt, R. A. (2007). Contriving transitive conditioned establishing operations to establish derived manding skills in adults with severe

developmental disabilities. Journal of Applied Behavior Analysis, 40, 105-121. 3-1 Profound MR—issues in assessment and treatment

Reid, D. H., Phillips, J. F., & Green, C. W. (1991). Teaching persons with profound multiple handicaps: A review of the effects of behavioral research. Journal of Applied Behavior Analysis, 24, 319-336

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3-3 Down Syndrome/Lesch Nyhan 1-12 Behavioral feeding

Riordan, M. M., Iwata, B. A., Finney, J. W., Wohl, M. K., & Stanley, A. E. (1984). Behavioral assessment and treatment of chronic food refusal in handicapped children. Journal of Applied Behavior Analysis, 17, 327-341.

Piazza, C. C., Patel, M. R., Gulotta, C. S., Sevin, B. M., & Layer, S. A. (2003). On the relative contributions of positive reinforcement and escape extinction in the treatment of food refusal. Journal of Applied Behavior Analysis, 36, 309-324.

1-13 Parent, staff, and teacher training

Page, T. J., Iwata, B. A., & Reid, D. H. (1982). Pyramidal training: A large-scale application with institutional staff. Journal of Applied Behavior Analysis, 15, 335-351.

Moore , J. W. & Fisher W. W. (2007). The effects of videotape modeling on staff acquisition of functional analysis methodology. Journal of Applied Behavior

Analysis, 40, 197-202.

3-22 Rumination and other disturbing forms of behavior

Linscheid, T. R., & Cunningham, C. E. (1977). A controlled demonstration of the effectiveness of electric shock in the elimination of chronic infant rumination. Journal of Applied Behavior Analysis, 10, 500.

Wilder, D. A., Register, M., Register, S., Bajagic, V. & Neidert, P. L. (2009) Functional analysis and treatment of rumination using fixed-time delivery of a flavor spray. Journal of Applied Behavior Analysis, 42, 877-882.

3-24 Fragile X/Rett Syndrome 3-29 Legal and ethical issues 3-31 PKU/Fetal alcohol syndrome 4-5 Social skills training

Reeve, S. A., Reeve, K. F., Townsend, D. B, & Poulson C. L. (2007). Establishing a generalized repertoire of helping behavior in children with autism. Journal

of Applied Behavior Analysis, 40, 123-136.

Krantz, P. J., & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of

Applied Behavior Analysis, 31, 191-202.

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4-12 Toilet training

Azrin, N. H., & Foxx, R. M. (1971). A rapid method of toilet training the institutionalized retarded. Journal of Applied Behavior Analysis, 4, 89-99. Simon J. L. & Thompson, R. H. (2006) The effects of undergarment type on the

urinary continence of toddlers. Journal of Applied Behavior Analysis, 39, 363-368.

4-14 Vocational skills training

Cuvo, A. J., Leaf, R. B., & Borakove, L. S. (1978). Teaching janitorial skills to the mentally retarded: Acquisition, generalization, and maintenance. Journal of

Applied Behavior Analysis, 11, 345-355.

Reid, D. H., Parsons, M. B., & Green, C. W. (1998). Identifying work preferences among individuals with severe multiple disabilities prior to beginning supported work. Journal of Applied Behavior Analysis, 31, 281-285. Saunders, R. R., McEntee, J. E., & Saunders, M. D. (2005). Interaction of

reinforcement schedules, a behavioral prosthesis, and work-related behavior in adults with mental retardation. Journal of Applied Behavior Analysis, 38, 163-176.

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College of Liberal Arts & Sciences 114 Psychology Building

Department of Psychology PO Box 112250

Gainesville, FL 32611-2250 352-392-0601

352-392-7985 Fax

To: CLAS Curriculum Committee From: Tim Vollmer, Professor

Dear Committee:

Thank you for taking the time to review our proposed course addition titled "EAB 4930: Advanced Seminar in

Behavior Analysis." The actions taken and justification for inaction are listed below.

1. We have added a statement of make-up policies.

2. Assignment of readings from one journal.

A) We must not have made clear that the proposal is for a seminar to include a variety of topics changing from

semester to semester (ranging from substance abuse, to severe behavior disorders, to developmental

disabilities, among many others) taught by experts in behavior analysis and depending on the expertise of the

instructor for that semester. So, for example, if the course is taught one semester by one of our colleagues,

the topic might be "Behavioral Interventions for Substance Abuse." Thus, the readings on the list you saw did

not represent what the students will read, but what students DID read in a trial balloon run taught under the

auspices of PSY 4930. This was a sample syllabus but it will never look exactly the same. It would be an

impossible task to review the readings every semester to make sure the committee would agree with the level

of diversity-- further, that would violate all principles of academic freedom. What we were proposing to add is

a revolving topics seminar.

B) In defense of the readings list for the sample seminar that we sent, Dr. Vollmer, the instructor for that

section, is an expert in the behavior analysis of developmental disabilities. He judged those readings to be

desirable on the following grounds: One, there are behavior analysis (BA) journals and there are

developmental disabilities (DD) journals, but scientists working in both BA and DA send their very best work

to this particular journal. Two, the topic of the course is behavior analysis in developmental disabilities-- so

this is where that work (blending topic and method) is found. Three, this particular journal has a policy that

assessment and intervention procedures must be thoroughly described, so it represents an opportunity to

discuss each component with students.

C) An alternative would have been to assign a book in which many of these assigned article can be found

(there is a collection of classic JABA articles on developmental disabilities containing more than 2/3 of the

assigned readings). If Vollmer had done so, it would have cost the students money when they could get the

articles on line for free or subscribe to the journal for a low fee and it would have not allowed the instructor to

include some more recent articles. However, if Vollmer had assigned the book we highly doubt that the

committee would have said, "The committee finds it inappropriate to have all assigned readings from the

same book."

The Foundation for The Gator Nation

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UCC1: New Course Transmittal Form