BACS 5221 Principles of Applied Behavior Analysis 1
BACS 5221 Principles of Applied Behavior Analysis
Applied Behavior Analysis and Clinical Science
Fall 2015
Mission Statement: Anchored in the pragmatic liberal arts tradition, the department of health
professions educates students to become effective and innovative health and behavioral
professionals who will satisfy the growing demand for their services.
Semester: Fall 2015
Schedule and Room Assignment: Mondays 6:45-9:15 p.m. in Bush 212 Faculty: Cristina Whitehouse, PhD, BCBA-D
Office Hours: Mondays before class 5-6:45pm or by appointment Email: [email protected]
Overview
This course is an introduction to applied behavior analysis. We will cover the principles such as reinforcement, punishment, stimulus control, extinction, etc. and we will address how these principles relate to common behavioral procedures. In addition, we will cover particular content areas such as drug and alcohol abuse, classroom management, developmental disabilities, applications in business and industry, among others. Threaded through the class will be the emphasis on the philosophical assumptions and underpinnings of behaviorism. Additionally, a behavioral approach to teaching and learning will be used in this course. Specifically, you will be provided with learning objectives, quizzed frequently, and provided with feedback on your performance.
Class Format
The format of this class will be comprised of lectures and discussion, both as a class and in small groups, and in-class exercises.
Quizzes and Examinations
A 15-min quiz composed of short-answer questions will be given at the beginning of every class (except the first class and on exam days) on the assigned readings for that date. If you come to class while the quiz is being administered, you will have until time is up on the quiz to finish. Objectives given to you each week will help you prepare for the brief quizzes and for class participation and discussion. Unit objectives are derived from the BACB 4th edition task list:
http://bacb.com/fourth-edition-task-list/
There will be 2 exams given throughout the semester. Each exam will consist of multiple-choice, short answer, & fill-in-the-blank questions and will cover the assigned readings from that portion of the course.
BACS 5221 Principles of Applied Behavior Analysis 2 Throughout the semester there will be time allocated for individual and group in
class exercises. Class discussion is required. You will receive brief feedback on your class participation weekly.
Required Textbook
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
Required Primary Source Readings
Agras, W. S., Jacob, R. G., & Lebedeck, M. (1980). The California drought: A quasi‐experimental analysis of social policy. Journal of Applied Behavior Analysis, 13(4), 561-570.
Association for Behavior Analysis International (2010) Statement on Restraint and Seclusion. Retrieved from
https://www.abainternational.org/about-us/policies-and-positions/restraint-and-seclusion,-2010.aspx
Athens, E. S., & Vollmer, T. R. (2010). An investigation of differential reinforcement of alternative behavior without extinction. Journal of applied behavior analysis, 43(4), 569-589.
Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97. doi:10.1901/jaba.1968.1-91
Baron, A., & Galizio, M. (2005). Positive and negative reinforcement: Should the distinction be preserved? The Behavior Analyst, 28(2), 85-98.
Barrish, H. H., Saunders, M., & Wolf, M. M. (1969). Good Behavior Game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2, 119-124.
Call, N. A., Wacker, D. P., Ringdahl, J. E., & Boelter, E. W. (2005). Combined antecedent variables as motivating operations within functional analyses. Journal of Applied Behavior Analysis, 38(3), 385– 389. doi:10.1901/jaba.2005.51-04
Dallery, J., Raiff, B. R., & Grabinski, M. J. (2013). Internet‐based contingency management to promote smoking cessation: A randomized controlled study. Journal of applied behavior analysis, 46(4), 750-764.
De Luca, R. V., & Holborn, S. W. (1992). Effects of a variable-ratio reinforcement schedule with changing criteria on exercise in obese and nonobese boys. Journal of Applied Behavior Analysis, 25(3), 671– 679. doi:10.1901/jaba.1992.25-671
DeProspero, A., & Cohen, S. (1979). Inconsistent visual analyses of intrasubject data. Journal of Applied Behavior Analysis, 12(4), 573-579.
Dwyer-Moore, K. J. & Dixon, M. R. (2007) Functional analysis and treatment of problem behavior of elderly adults in long-term care. Journal of Applied Behavior Analysis, 40, 679-683.
Garlington, W. K. & Dericco, D. A. (1977). The effect of modeling on drinking rate. Journal of Applied Behavior Analysis, 10, 207-211.
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165– 179.
Lalli, J. S., Browder, D. M., Mace, F. C., & Brown, D. K. (1993). Teacher use of descriptive analysis data to implement interventions to decrease students’ problem behaviors. Journal of Applied Behavior Analysis, 26(2), 227–238. doi:10.1901/jaba.1993.26-227
BACS 5221 Principles of Applied Behavior Analysis 3
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(3), 407-414.
Lutzker, J. R., & Whitaker, D. J. (2005). The expanding role of behavior analysis and support: Current status and future directions. Behavior modification, 29(3), 575-594.
Kelley, M. E., Piazza, C. C., Fisher, W. W., & Oberdorff, A. J. (2003). Acquisition of cup drinking using previously refused foods as positive and negative reinforcement. Journal of applied behavior analysis, 36(1), 89-93.
McSweeny, A. J. (1978). Effects of response cost on the behavior of a million persons: Charging for directory assistance in Cincinnati. Journal of Applied Behavior Analysis, 11, 47-51.
Poche, C., Brouwer, R., & Swearingen, M. (1981). Teaching self-protection to young children. Journal of Applied Behavior Analysis, 14(2), 169–175. doi:10.1901/jaba.1981.14-169
Roediger, H. L. (2004). What Happened to Behaviorism? Presidential Column, Association for Psychological Science, Retrieved from http://www.psychologicalscience.org/index.php/uncategorized/what-happened-to-behaviorism.html
Rolider, N. U., Iwata, B. A., & Bullock, C. E. (2012). Influences of response rate and distribution on the calculation of interobserver reliability scores. Journal of applied behavior analysis, 45(4), 753-762.
Silverman K, Chutuape, M.A., Bigelow, G.E., Stitzer, M.L. (1999). Voucher-based reinforcement of cocaine abstinence in treatment-resistant methadone patients: effects of reinforcement magnitude. Psychopharmacology, (146), 128-138
*Skinner, B. F. (1953). Science and human behavior. Simon and Schuster. (Chapter 2 will be posted on Blackboard)
Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I. (1988). The right to effective behavioral treatment. The Behavior Analyst, 11(2), 111–114.
Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203-214. doi:10.1901/jaba.1978.11-203
Supplemental and Recommended Resources
Supplemental readings will be suggested for particular units. All readings will be posted on Blackboard.
There is a companion website for Cooper et al. textbook that provides study aids and resources, including interactive chapter quizzes to help with studying for the in-class quizzes and exams: www.prenhall.com/cooper
I highly recommend viewing the free videos and tutorials on The Autism Center of
Excellence at Western Michigan University website. The videos are interviews with experts in applied behavior analysis, autism, and behavioral pediatrics
http://wmich.edu/autism/resources
Podcasts of interviews with experts in behavior analysis created by Dr. Matt Normand on his website, Current Directions in Behavioral Science
http://www.theskinnerbox.com/podcasts.html
Cambridge Center for Behavioral Studies is an excellent source for videos, readings, and resources on autism, verbal behavior, behavioral safety, animal behavior, organizational behavior management http://www.behavior.org/index.php
BACS 5221 Principles of Applied Behavior Analysis 4
Course Outline
Class Chapter & Lecture Titles Readings Due Assignments
1 8/24
Historical Roots & Philosophical Assumptions “Psychological
Science is Important”
2 8/31
Dimensions of ABA, Basic Concepts, Behavior as the Subject Matter
Chapter 1, 2, 3 Baer et al., 1968 Roediger, 2004
*Skinner S&HB chapter 2
Quiz 1
9/7 LABOR DAY- NO CLASS
3 9/14
Assessing and Improving Behavioral Measurement
Chapters 4, 5, 6 Deprospero & Cohen, 1979
Rolider et al., 2012
Quiz 2
4 9/21
Experimental Designs & Analytic Tactics Chapter 7, 8, 9, 10 Horner et al., 2005
Quiz 3
5 9/28
Positive & Negative Reinforcement Chapter 11 & 12 Kelly et al., 2003 Baron and Galizio, 2005
Quiz 4
6 10/5
Extinction & Schedules of Reinforcement Chapter 13, 21
De Luca & Holborn, 1992;
Quiz 5
7 10/12
Differential Reinforcement
Functional Assessment & Functional Analysis
Chapter 22, 23
Athens & Vollmer, 2010 Dwyer-Moore& Dixon, 2007
BACS 5221 Principles of Applied Behavior Analysis 5
Class Chapter & Lecture Titles Readings Due Assignments
8 10/19
Exam 1
910/26
Punishment, Time-Out, Response Cost Chapter 14 & 15
ABAI statement on Restraint, 2010 Mc Sweeney, 1978 Vollmer, 2002 Quiz 7 10 11/2 Motivating Operations
Antecedent Interventions and Descriptive Analysis Chapter 16, 24 Call et al., 2005 Lalli et al., 1993 Laraway et al., 2003 Quiz 8 11 11/9
Stimulus Control, Maintenance & Generalization
Chapter 17, 28 Agras et al., 1980
Koegle and RIncover, 1977
Quiz 9
12 11/16
Imitation, Shaping, Chaining Chapter 18, 19, 20
Garlington & Dericco, 1977
Poche et al., 1980
Quiz 10
13 11/23
Tokens, Contingency Contracts, Self- Management Chapter 26, 27 Barrish et al., 1969 Silverman et al., 1999 Quiz 11 14 11/30 Verbal Behavior
Ethics, Social Validity, Large Scale Analysis
Chapter 25, 29
Lutzker, & Whitaker, 2005
Van Houten et al., 1988 Wolf, 1978
Quiz 12
15 12/7
BACS 5221 Principles of Applied Behavior Analysis 6 Grading
12 quizzes -1 drop = 11 exams × 20 points each = 220 pts 2 exams = 2 × 50 points each = 100 pts
In-class exercises & class participation= 20 points Total available points = 340
Contesting a grade- If you object to the way any test or quiz item was graded or scored, please write out your objection
and send it either via e-mail or give it to me in class. I thoughtfully consider changing a grade if the objection is stated clearly in writing and is supported.
This syllabus is subject to change. Any changes will be announced in advance. You are responsible for regularly checking Blackboard for announcements.
Rollins College Policies
Disability Statement:
Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (box 2764) 1000 Holt Ave., Winter Park, FL, 37289 or email or call the Director of Disability Services, Grace Moskola at 407-975-6463, [email protected].
Academic Honor Code:
Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. Because academic integrity is fundamental to the pursuit of knowledge and truth and is the heart of the academic life of Rollins College, it is the responsibility of all members of the College community to practice it and to report apparent violations. The following pledge is a binding commitment by the students of Rollins College: The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to all papers, quizzes, tests, lab reports, etc., the following handwritten abbreviated pledge followed by their signature: “On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.” Material submitted electronically should contain the pledge; submission implies signing the pledge.
Final
grade
Minimum score
required
A
306
B
272
C
238
BACS 5221 Principles of Applied Behavior Analysis 7
Four-Hour Justification Statement
This course is a four-credit-hour course that meets three hours per week. The value of four credit hours results from work expected of enrolled students both inside and outside the classroom. Rollins faculty require that students average at least three hours of outside work for every hour of scheduled class time. In this course, the additional outside-of-class expectations include:
Completing practice exams and guided notes that accompany the Cooper, Heron, and Heward textbook
Watching additional expert videos available for free on The Autism Center of Excellence at Western Michigan University website
Listening to recommended podcasts
Reading the recommended supplemental materials
Course and Instructor Evaluation:
At the end of each semester, students are asked to evaluate the course and instructor. These evaluations are extremely valuable in the teaching and learning process on our campus. Student evaluations help assess student perceptions of classroom learning and often lead to improved teaching. Your feedback is important and Rollins students are encouraged to be honest, fair, and reflective in the evaluation process.
The online evaluative survey is anonymous. Students are never identified as the respondent. Instead, each student’s comments are assigned a random number. You will be asked to rate your course and instructor on a numerical scale and through narrative comments.
The online Course and Instructor Evaluation (CIE) process opens at 8:00 a.m. on the first
scheduled date. It remains open for a period of 14 days (2 weeks) until 12:00 a.m. (midnight) on the final scheduled date. The evaluation period ends prior to the start of final examinations and faculty cannot access completed evaluations until 10 days after the end of final exams. Students will receive one email at the start of the CIE period, one after the 15th day, and a final reminder the day before the CIE period ends. Students who complete evaluations for all classes will be able to view grades ten-days before students who do not complete an evaluation form.
