SPED 5010: Applied Behavior Analysis I: Principles, Assessment, & Analysis Syllabus, Fall, 2014

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1 SPED 5010: Applied Behavior Analysis I: Principles, Assessment, & Analysis Syllabus, Fall, 2014 Instructor: Thomas S. Higbee, Ph.D., BCBA-D Phone: (435) Office: Education Building Room #328 Office Hours: Tuesdays 12:30-1:30 pm, Wednesdays 12:30-1:30 or by appointment TA: Bethany Contreras Phone: (435) Office: EDUC 315 Office Hours: TBA Course Date and Time: Tuesday, 1:30-4:00 p.m. Location: EDUC 131 Required Text: Miltenberger, R.G. (2012). Behavior Modification (5 th Ed.). Belmont, CA: Wadsworth/Thomson Learning. Other : see course Canvas page for additional assigned readings Course Overview: In this course you will learn about the basic principles of learning that govern human behavior as well as how these principles can be applied in the classroom to help students reach their maximum potential. We will also learn how to measure and analyze student behavior in order to evaluate student learning and make necessary adjustments to teaching strategies. Course Objectives: Objectives for this course are cross-referenced to The Council for Exceptional Children (CEC) Performance-Based Standards of Assessment of Standard Code* Performance Models, theories, and philosophies, and research methods that form the basis for special education practice. ISCI 6 K1 Class Activities, SG 1 Laws, policies, and ethical principles regarding behavior management planning and implementation. Rights and responsibilities of individuals with exceptional learning needs, parents, teachers, and other professionals, and schools related to exceptional learning needs. Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services. Definitions and issues related to the identification of individuals with exceptional learning needs. ISCI 6 K2 ISCI 6 K4 ISCI 6 K6 IGC6 K1 IIC6 K1 Class Activities Class Activities Class Activities Class Activities, SG 1

2 Theory of reinforcement techniques in serving individuals with exceptional learning needs. Plan and implement individualized reinforcement systems and environmental modifications. Develop or modify individualized assessment strategies. Theories of behavior problems of individuals with exceptional learning needs. Etiology and diagnosis related to various theoretical approaches. Psychological and social-emotional characteristics of individuals with exceptional learning needs. Impact of multiple disabilities on behavior. Relate levels of support to the needs of the individual. Evidence-based practices validated for specific characteristics of learners and settings. Use procedures to increase the individual s self-awareness, self-management, self-control, self-reliance, and selfesteem. Prevention and intervention strategies for individuals with exceptional learning needs. Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with exceptional learning needs. Basic classroom management theories and strategies for individuals with exceptional learning needs. Social skills needed for educational and other environments. IGC6 K 9 IIC6 K8 IGC5 S22 IIC5 S10 IIC4 S6 ISCI 4 S4 IGC6 K2 IIC6 K2 IGC1 K1 IIC1 K1 IGC1 K4 IIC1 K4 IGC1 K9 IIC1 K8 IGC1 S1 IIC3 S1 Class Activities, SG 1, A1:Basic Principles #1 SG 2, A5: SPA SG 4, A:11 Shaping/ Chaining, SG 10, MidTerm Class Activity, A5: SPA SG 4, A:11 Shaping/ Chaining, SG 10, SG 11 Class Activities, A7: SPA SG 8, A:8 Shaping/ Chaining, SG 9, A10: Prompting/Fading, SG 9-11 Class Activities, SG 1, A1:Basic Principles #1 SG 2, MidTerm Class Activities, SG 1 Class Activities, A6: Defining Behavior, SG 5 Class Activities, A6: Defining Behavior, SG 5 Class Activities, A6: Defining Behavior, SG 5 ISCI 5 K2 Class Activities A9: Graphing, SG 9 ISCI 5 S17 IGC5 K4 IIC5 K2 IGC5 S9 IIC5 S3 ISCI 2 K2 In Class Activities, SG 11, A12: Self- Monitoring Class Activities, SG 9-11, A10: Prompting/Fading, SG 10 Class Activities, SG 9-11, A10: Prompting/Fading, SG 10 Class Activities, A1:Basic Principles #1, SG 2, A2: Basic Principles #2, SG 3, A6: Defining Behavior SG 5, A7: Data Collection #1, SG 6 ISCI 2 K5 Class Activities, A12: Self-Monitoring, SG 11, SG 12

3 Use effective and varied behavior management strategies. ISCI 2 S10 Class Activities, A1:Basic Principles #1, SG 2, A2: Basic Principles #2, SG 3, A:11 Shaping/Chaining SG 10, A10: Prompting/Fading, SG 9, A12: Self-Monitoring, SG 11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional ISCI 2 S11 Assignments learning needs. Mediate controversial intercultural issues among individuals with exceptional learning needs within the learning environment in ways that enhance any culture, group, or person. Evaluate and modify instructional practices in response to ongoing assessment data. ISCI 2 S14 Class Activities, Final Exam ISCI 5 S21 Class Activities A9: Graphing, SG 9 Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with exceptional learning needs. IGC4 S1 IIC4 S1 Class Activities, A6: Defining Behavior, SG 5 Use verbal, nonverbal, and written language effectively. ISCI 6 S8 Class Activity, Mid term Parent education programs and behavior management guides that address severe behavior problems and facilitation communication for individuals with exceptional learning needs. Potential impact of differences in values, languages, and customs that can exist between the home and school. IGC7 K1 IIC7 K1 (K = Knowledge, S = Skill, A=Assignment, SG=Study Guide)* Class Activities, SG 13 ISCI 6 K10 Class Activities, SG 13, Final Exam Evaluation: All assignments must be typed and turned in via the Drop Box on the course website by 1:30 pm on the date they are due. See the course schedule for due dates for specific assignments. Late assignments will be subjected to a penalty of 15% per day late. Assignments: Students will complete 13 application assignments (approximately one per week) over the course of the semester. Assignments are worth 20 points each for a total of 200 points. See course schedule for assignment due dates. Assignments will be introduced in class and detailed instructions will be provided via the course website. Study Guides: Prior to each class session, students will turn in weekly study guides covering the reading material for that day s lecture via the course website. There will be a total of 13 study guides available and students can drop their lowest study guide score. Study guides will be available on Blackboard one-week prior to their due date and must be completed before class begins each week. Study guides are worth 10 pts each.

4 Mid-Term Examination: The mid-term examination will take place during the class period on October 14 th. The exam will cover all content up through class session 7. The mid-term exam will be worth 200 points. Final Examination: The final examination will take place from 1:30-3:20 pm on December 9 th. The final exam will be comprehensive and will be worth 200 points. Participation Points: All students will begin the semester with 20 participation points. Any discourteous (e.g., reading the newspaper, surfing the internet/playing games on laptop, cell phone ringing, etc.) or disruptive (e.g., talking/laughing at inappropriate times, rude or inappropriate comments to other students or the instructor during class, etc.) behavior will result in the loss of some or all participation points. Point Distribution: Study Guides 10 pts each) 120 Unit Assignments 20 pts each) 240 Midterm Exam 200 Final Exam 200 Participation 20 Total Points 780 Grading: Percentage Grade A A B B B C C C D D Below 60 F NOTE: Reasonable accommodations will be provided for students with disabilities, in cooperation with the Disability Resource Center. Course materials may be requested in alternative formats. Please contact the instructor during the first week of class to arrange such accommodations. A Note on Academic Honesty and Appropriate Student Collaboration: I expect and encourage group work in many course activities; however, in the past there have been situations in which group work could have been considered cheating or plagiarism. "Legitimate" group work is defined as that which takes advantage of consultation with your peers, providing you with ideas, suggestions, corrections, etc., which you take into consideration in the development of your unique and individual product. Consulting with other students about technical problems that you have with

5 assignments is legitimate and encouraged. Giving and receiving suggestions about ways to complete individual assignments in legitimate and encouraged. Copying someone else's assignment and changing some of the wording is not legitimate; it is cheating. Completing the assignments as a group project is not legitimate; it is cheating. You must make your own decisions about every detail of your assignment. Each assignment must represent your own individual work, not someone else's. Cheating/plagiarism is a serious offense that could lead to failing the course and result in disciplinary action from the department and university. Always, if you are unsure about boundaries of legitimate group work, please (1) ask for clarification from the instructor, and (2) make full disclosure so that there is no question about your intentions. I am very happy to talk about these boundaries and work with you to maximize your learning and maintain individual accountability.

6 USU INCOMPLETE POLICY Executive Memorandum USU AND DEPARTMENT OF SPECIAL EDUCATION AND REHABILITATION POLICIES A student who has been unable to complete the work of course assignments, examinations, or reports due to extenuating circumstances such as illness, death in the family, etc. - but not due to poor performance of his/her work - and who has completed most of the coursework, may petition the instructor of the course for time beyond the end of the quarter to finish the work. If the instructor agrees, the instructor will place two grades on the final grade list for the student, an "I" and a letter grade for the course computed as if the missing work were zero. The student is then required to complete the work in the manner and by the time agreed upon with the instructor, but, in any case, within 12 months of the end of the quarter in which the "I" was given. When the grade change is submitted by the instructor within the prescribed time, both the "I" and the grade submitted with the "I" will be removed from the student's record, the new grade placed on the record, and the GPA adjusted accordingly. If no change of grade is submitted by the instructor within the prescribed period, the "I" will be removed and the grade submitted with the "I" will remain as the permanent grade for the course. Research and thesis courses taken for graduate work are exempted from this policy. STUDENTS WITH DISABILITIES Students with physical, sensory, emotional or medical impairments may be eligible for reasonable accommodations in accordance with the American with Disabilities Act and Section 504 of the Rehabilitation Act of All accommodations are coordinated through the Disability Resource Center (DRC) in room 101 of the University Inn, voice, TTY, or toll free at Please contact the DRC as early in the semester as possible, preferably within the first week of the course. Any requests for special considerations relating to attendance, pedagogy, taking of examinations, etc. must be discussed with and approved by the instructor. In cooperation with the Disability Resource Center, course materials can be provided in alternative formats--large print, audio, diskette or Braille. The instructor must have the appropriate forms from the DRC in order to address any accommodations. DEPARTMENT POLICIES GRADING GUIDELINES 1. Criteria for the awarding of each letter grade should be specified in the course syllabi for all courses. 2. Grades given in all courses should truly reflect differences in student performance, not just meeting minimum criteria. GRADE POINT REQUIREMENTS 1. Licensure/Undergraduate Students - Students must maintain a grade point average of 2.75 after being admitted to the Teacher Education Program and while taking courses in the major. 2. Graduate Students - All graduate students must maintain a 3.0 grade point average to remain an active student in the graduate program. STUDENT BEHAVIOR & ACADEMIC HONESTY Student behavior in accordance with USU s Student Code of Conduct/Rights is expected during all interactions with faculty and peers. It is expected that students work will conform to the highest standards of academic honesty. Incidences of academic dishonesty (e.g., cheating on tests, plagiarism, lying to supervisors and cooperating teachers) will be referred to program committees and university committees for disciplinary action. LICENSURE/UNDERGRADUATE COURSE REQUIREMENTS 1. Students are required to earn a "B-" or higher in all licensure courses. Students who receive a grade below "B-" must retake the course. Each student will be allowed to repeat a maximum of one course (course is defined as didactic courses, practica and student teaching). Students who receive two grades below B- or withdraw from two practica (or one practica two times) will not be permitted to continue coursework in special education. Student teaching may not be repeated without appeal and approval by the appropriate special education program committee.

7 2. Students who do not apply for licensure within 12 months of graduating, may be subject to additional coursework prior to recommending certification. BACKGROUND CHECK As a result of a legislative mandate, all students planning on obtaining a teaching certificate in Utah must receive a background check completed prior to their first field experience. The background check must remain current through their student teaching experience. To expedite this process, all students planning on applying to the SPED major must complete their background check before the admissions application deadline. Students can find the application at

8 SPED 5010: Applied Behavior Analysis I Course Schedule Week Date Topic Reading Assignment 1 8/26 Syllabus Review, Definitions and MB Ch. 1, Characteristics of Applied Behavior MB Ch. 4 Analysis, Historical Roots of Behavior Analysis, Basic Principles of Behavior Analysis: Reinforcement 2 9/2 Basic Principles of Behavior Analysis: Reinforcement, cont. 3 9/9 Basic Principles of Behavior Analysis- Behavioral Antecedents Assignments Due (A=Assignment) MB Ch. 4 Study Guide 1 MB Ch. 7 (Web) 4 9/16 Basic Principles of Behavior Analysis III-Extinction, Punishment, & the 3- Term Contingency MB Ch. 5 & 6 5 9/23 Strategies for Identifying Reinforcers Website 6 9/30 Defining Behavior Using Operational & Objective Terms 7 10/7 Data Collection & Analysis I Review for Mid-Term Exam MB Ch. 2 Website MB Ch. 2 Website Study Guide 2 A1: Reinforcement A2: Vocabulary Cards A3: Antecedents Study Guide 3 A4:3-Term Contingency Study Guide 4 A5: SPA Study Guide 5 A6: Defining Behavior Study Guide /14 Mid-Term Exam None Mid-Term Exam 9 10/21 Data Collection & Analysis II Website A7: Data Collection #1 Study Guide /28 Data Collection & Analysis III- Graphing Behavioral Data A8: Data Collection #2 Study Guide 8 MB Ch. 3 Website 11 11/4 Data Collection & Analysis IV- Analyzing Behavioral Data A9: Graphing Study Guide /11 Behavioral Shaping and Chaining, Prompting and Transfer of Stimulus MB Ch. 9, 10, &11 A10: Data Analysis Study Guide 10 Control 13 11/18 Self Management MB Ch. 20 Study Guide /25 Generalization and Maintenance of Behavior MB Ch. 19 Website A11: Shaping/Chaining Study Guide /2 Cultural Influences on Behavior Website A12: Self Management Review for Final Exam Study Guide /9 Final Exam 1:30-3:20 pm Final Exam Note: The instructor reserves the right to make modifications to this schedule during the course of the semester if the need arises.

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