Syllabus for Spring Semester 2013 Tuesdays & Thursdays 11:15 A.M. - 12:30 P.M. Room N119, Elliott Hall

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1 Syllabus for Spring Semester 2013 Tuesdays & Thursdays 11:15 A.M. - 12:30 P.M. Room N119, Elliott Hall Course Objectives: The general objective of this course is for students to learn the basic concepts and methods of behaviorism and how they are applied to solve behavior problems of personal and social significance. Applied Behavior Analysis (ABA) emphasizes the functional analysis of behavioral deficits or excesses and the systematic design, implementation, and evaluation of practical and humane interventions to produce clinically meaningful behavior change. A special objective of the course is to help students prepare for the Behavior Analyst Certification Board exam (see Instructor: Gail Peterson, PhD, BCBA S223 Elliott Hall; Ph: ; peter004@umn.edu Office Hours: Tuesday and Thursday, 3:00-4:00 pm, or by appointment. TA: Danneka Miller, mill3996@umn.edu Texts: 1. Applied Behavior Analysis (Second Edition). J. O. Cooper, T. E. Heron, W. L. Heward, Pearson Prentice Hall, The Psychology of B. F. Skinner. W. O Donohue & K. E. Ferguson, Sage Publications, Webpage: Students who have registered for the course should go to and log on with their x.500 user name and password. A link to the course webpage should appear. General Course Procedure: The subject matter has been organized into 15 separate parts or units, one unit for each week of the term. The first 13 units will correspond to the 13 major Parts of the Cooper, Heron, & Heward (CHH) textbook, as organized in the textbook, together with occasional additional assignments from the O Donohue & Ferguson (ODH) book (see below). Unit 14 will be comprised of the last part of the O Donohue & Ferguson book. Unit 15, for the last week of the term, will entail a general review and summary of the entire course. The Cooper, Heron, & Heward textbook is a substantial one, and the reading schedule is relatively brisk and rigorous, averaging pages per week (range: 25 to 156 pages for one week). It is important to keep pace with the reading as there are weekly online knowledge assessments based on it that count toward your final grade. You may work ahead online, but you must not slip behind. The general plan is for the instructor to introduce, usually in rather broad outline, the topic of the unit being considered that week in the live Tuesday class meeting on campus. Ideally, the unit s reading assignment should be completed before the following Thursday (also live ) meeting of that week, which will build upon the topic via further lecture and discussion or active learning exercises. In addition to the Tuesday and Thursday class sessions described above, each unit will include, as mentioned, an important online assessment that must be completed before the next unit is introduced. There are actually two different kinds of online quizzes for each weekly unit, a Fluency Quiz and a ForGrade Quiz, but only the score on the ForGrade Quiz (as its name implies) counts toward your grade. Moreover, as alluded to above, there is a hard deadline on the ForGrade Quiz: it must be completed by midnight Sunday before the next unit commences. There is no deadline on the Fluency Quiz, nor is there a cutoff time on the Fluency Quizzes. The ForGrade Quiz availability does cutoff, however, on that Sunday night. 1

2 You will have one or two (your choice), time-limited opportunities to take the ForGrade Quiz for each unit, and those attempts, as noted above, must be made before the midnight Sunday cutoff time. But here s the good news: the Fluency Quiz has the same format and draws on the same item pool as the ForGrade Quiz, and it is always available and may be taken as many times as you want. It s just that your scores on the Fluency Quiz don t count toward your grade; those scores simply index your mastery of or fluency in the unit material. Only the score on you get on the ForGrade Quiz counts toward your grade. So astute students will manage their studying of each unit in this course by, first of all, doing the reading and intently studying the textbook and lecture material, next, accessing the Fluency Quiz as often as necessary to assess their fluency and become confident they have mastered the material, and, finally, committing to taking the ForGrade Quiz for keeps before the Sunday night deadline expires. Each unit ForGrade Quiz consists of 10 multiple-choice items drawn randomly from a large item pool, with each item worth 1 point, making each ForGrade Quiz worth up to 10 points. If you opt to take a ForGrade Quiz twice, your recorded score will be the average of the two attempts. If you opt to take it only once, your score, of course, will be whatever you obtained on that attempt. Therefore, there is a bit of a gamble when opting to take a ForGrade Quiz twice; if you get a lower score the second time than you did the first, the average of the two scores will always be less than the first score, and you would have been better off sitting pat with that first score. On the other hand, if you get a higher score the second time than you did the first time, that average will be higher than your first score, but it will not be as high as the second score. Thus, you need to weigh these potential benefits and risks in making your decision about making a second attempt. With 15 weekly units and 10 grade points possible for each ForGrade Quiz, 15 x 10 = 150 grade points are available prior to the comprehensive final exam at the end of the course. The Final Exam will also be an online multiple-choice exam, but it must be taken on a campus computer with a lockdown browser in the computer lab in S121 Elliott Hall. The Final Exam will consist of 75 multiple-choice questions, with these 75 questions being made up of five questions from each of the first 14 weekly units (5 x 14 = 70) plus another five questions drawn at random from across all the units ( = 75). There will be only one attempt permitted on the Final Exam. Accordingly, there will be = 225 total points available from the ForGrade Quizzes and the Final Exam. In addition, on many of the Thursday class sessions there will be opportunities to earn extra credit points. Grading: Final grades will be based on the percentage of total grade points earned over the course of the term, with the denominator for computing that percentage being 225. The expected grade cutoffs will be: % (or more) = A; 80-89% = B; 60-79% = C; 50-59% = D; 49% or less = F. [The plus (+) or minus (-) system may be employed at the instructor s discretion depending upon the features of the final point distribution.] University Grading Standards: Details on grading standards and grading policy can be found at: 2

3 Schedule of Topics and Reading Assignments 2013 Week: Tu&Th Unit Topic Reading Assignment 1. Jan 22 & 24 Unit 1: Introduction and Basic Concepts CHH: Part 1 - Chapts 1 & 2. (Pp ) ODF: Foreword, Preface, Chapts 1-4; plus Chapter 8. (Pp. v 72; ) 2. Jan 29 & 31 Unit 2: Selecting, Defining, & Measuring Behavior CHH: Part 2 - Chapts 3-5. (Pp ) 3. Feb 5 & 7 Unit 3: Evaluating & Analyzing Behavior Change CHH: Part 3 - Chapts 6-10.(Pp ) ODF: Chapter 5. (Pp ) 4. Feb 12 & 14 Unit 4: Reinforcement CHH: Pat 4 - Chapts (Pp ) 5. Feb 19 & 21 Unit 5: Punishment CHH: Part 5-Chapts 14&15.(Pp ) 6. Feb 26 & 28 Unit 6: Antecedent Variables CHH: Part 6-Chapts 16&17.(Pp ) 7. Mar 5 & 7 Unit 7: Developing New Behavior CHH: Part 7-Chapts (Pp ) 8. Mar 12 & 13 Unit 8: Decreasing Behavior with Nonpunishment CHH: Part 8-Chapts (Pp ) MARCH SPRING BREAK --- NO CLASSES 9. Mar 26 & 28 Unit 9: Functional Analysis CHH: Part 9 - Chapt 24. (Pp ) 10. Apr 2 & 4 Unit 10: Verbal Behavior CHH: Part 10 - Chapt 25. (Pp ) ODF: Chapts 6 & 7. (Pp ) 11. Apr 9 & 10 Unit 11: Special Applications CHH:Part 11-Chapts26&27.(Pp ) ODF: Chapt 9. (Pp ) 12. Apr 16 & 18 Unit 12: Promoting Generalized Behavior Change CHH: Part 12 - Chapt 28. (Pp ) 13. Apr 23 & 25 Unit 13: Ethics CHH: Part 13 - Chapt 29. (Pp ) ODF: Chapt 10. (Pp ) 14. Apr 30/May 2 Unit 14: Further Corrections & Clarifications ODF: Chapts 11 & 12. (Pp ) 15. May 7 & 9 Unit 15: General Summary and Review All of the above. The Final Exam has been CENTRALLY SCHEDULED for 8 am 10 am, Saturday, May 18. The oncampus online final exam may be taken then, but it also may be taken at other, more convenient and humane times between Monday, May 13, and Friday, May 17. Sign up sheets for these alternative Final Exam times will be available in every class period and during office hours. All final exam administrations will be in S121. In order to take the final exam, it is required that you have a valid University of Minnesota Active Directory Account. This is free and available to all students, but you must activate it. Thus, all students must do the following at the beginning of the semester: Visit log in with your X.500 ID and password, and click on Active Directory Account Options. If you already have an active directory account, it will say so, and you do not need to do anything else. If you do not already have an active directory account, scroll to the bottom of the page, check the boxes indicating that you want to activate your active directory account, and submit the form. You will see a message that your account was created. It is very important that your AD account is active before you take the final. 3

4 Some Supplemental Resources [All of this is for your own information. None of this material is assigned reading.] Ethics of Scientific Research, Academic Training, and Therapeutic Interventions From the Behavior Analyst Certification Board (BACB) [Go to Click on About BACB, then click on Conduct Guidelines. From the Association of Professional Behavior Analysts (APBA) [Go to Click on Ethical Guidelines. From the American Psychological Association (APA) [Go to From the University of Minnesota Institutional Review Board (IRB) [Go to Protecting Human Subjects Guide [ Institutional Animal Care and Use Committee (IACUC) [Go to Journals, Books, and Organizations on Behavior Analysis Journal of the Experimental Analysis of Behavior (JEAB) seab.envmed.rochester.edu/jeab/ Journal of Applied Behavior Analysis (JABA) seab.envmed.rochester.edu/jaba/ The Association for Behavior Analysis International (ABAI) The Behavior Analyst Certification Board (BACB) The Association of Professional Behavior Analysts (APBA) The Cambridge Center for Behavioral Studies (CCBS) The B.F. Skinner Foundation Alberto, P.A., and Troutman, A.C. (1999). Applied Behavior Analysis for Teachers Fifth Edition. Prentice Hall. Bailey, J.S., and Burch, M.R. (2002). Research Methods in Applied Behavior Analysis. Sage. Baldwin, J.D., and Baldwin, J.L. (2001). Behavior Principles in Everyday Life 4th Ed. Prentice Hall. Baum, W. M. (2005). Understanding Behaviorism: Behavior, Culture, and Evolution. (2 nd Ed.) Blackwell Publishing. Chance, P. (1998). First Course in Applied Behavior Analysis. Brooks/Cole. Chiesa, M. (1994). Radical Behaviorism: The Philosophy and the Science. Author s Cooperative, Inc. Donahoe, J.W., and Palmer, D.C. (1994). Learning and Complex Behavior. Allyn and Bacon. Flora, S.R. (2004). The Power of Reinforcement. SUNY Press. 4

5 Some Supplemental Resources (continued) (Books on Behavior Analysis..) Goldiamond, I., and Thompson, D. M. (circa1960; 2004). The BLUE BOOKS: Goldiamond & Thompson s Functional Analysis of Behavior. [An ebook, edited and revised by Paul Thomas Andronis (2004) and available through the Cambridge Center for Behavioral Studies at HIGHLY RECOMMENDED TO THOSE SEEKING A SCHOLARLY, DETAILED, IN-DEPTH PRESENTATION. Holland, J.G., and Skinner, B.F. (1961). The Analysis of Behavior: A Program for Self-Instruction. McGraw-Hill. Kazdin, A. E. (2001). Behavior Modification in Applied Settings, 6 th Ed. Wadsworth. LaVigna, G. W., and Donnellan, A.M. (2000). Atlernatives to Punishment: Solving Behavior Problems with Non-Aversive Strategies. Irvington Publishers. Leitenberg, H. (Ed.) (1976). Handbook of Behavior Modification and Behavior Therapy. Prentice-Hall. Malott, R.W., Malott, M.E., and Trojan, E.A. (2000). Elementary Principles of Behavior (4 th Ed). Prentice Hall. Martin, G. and Pear, J. (2007). Behavior Modification: What it is and how to do it (8 th Ed). Prentice Hall. Michael, J.L. (1993). Concepts and Principles of Behavior Analysis. SABA. Miller, L.K. (2006). Principles of Everyday Behavior Analysis, 4th Ed. Wadsworth. Miltenberger, R.G. (2008). Behavior Modification: Principles and Procedures, 4th Ed. Wadsworth. Moore, J. (2008). Conceptual Foundations of Radical Behaviorism. Sloan Publishing. Pierce, W. D. (2008). Behavior Analysis and Learning, /E (4th Edition). Psychology Press. Powell, R.A., Symbaluk, P.G., & Honey, L. (2008). Introduction to Learning and Behavior (3rd Edition). Wadsworth Publishing. Rutherford, A. (2009). Beyond the Box: B.F. Skinner s Technology of Behavior from Laboratory to Life, 1950s-1970s. University of Toronto Press. Sarafino, E.P. (2001). Behavior Modification: Understanding principles of behavior change (2 nd Ed.). Mayfield. Schneider, S.M. (2012). The Science of Consequences: How they affect genes, change the brain, and impact our world. Prometheus Books. (visit: Sidman, M. (1989). Coercion and its Fallout. Author s Cooperative, Inc. 5

6 Some Supplemental Resources (continued) (Books on Behavior Analysis..) Skinner, B.F. (1953). Science and Human Behavior. The Macmillan Company. Skinner, B.F. (1968; 2003). The Technology of Teaching. The B.F. Skinner Foundation. Skinner, B.F. (1974). About Behaviorism. Alfred A. Knopf, Inc. Skinner, B.F. (1987). Upon Further Reflection. Prentice Hall. Sturmey, P. (1996). Functional Analysis in Clinical Psychology. Wiley. Sundel, M., and Sundel, S.S. (2005). Behavior Change in the Human Services, 5 th Ed. Sage. Vargas, J.D. (2009). Behavior Analysis for Effective Teaching. Routledge. Behavioral Approaches to Interpersonal Relationships, Business, and Industry Aubrey Daniels International = Daniels, A.C. (2000). Other People s Habits. McGraw-Hill. Daniels, A.C. (2000). Bringing Out the Best in People. McGraw-Hill. Performance Systems Analysis. [See for information and links.] Behavioral Interventions for Children with Autism Association for Science in Autism Treatment = Lovaas Institute For Early Intervention = Families for Early Autism Treatment - Sacramento Chapter (FEAT Sacramento) = The New England Center for Children = Koegel, R. L., and Koegel. L. K. (2006). Pivotal Response Treatments for Autism: Communication, Social, & Academic Development. Paul H. Brookes Publishing Company. Koegel, L.K., and LaZebnik, C. (2004). Overcoming Autism. Viking. Leaf, R., and McEachin, J. (Eds.) (1999). A Work In Progress: Behavior Management Strategies and a Curriculum for Intensive Behavioral Treatment of Autism. DRL Books. Lovaas, O.I. (2003). Teaching Individuals with Developmental Delays: Basic Intervention Techniques. Austin, Texas: Pro-Ed, Inc. Maurice, C. (1994). Let Me Hear Your Voice: A Family's Triumph Over Autism. Fawcett Columbine. 6

7 Some Supplemental Resources (continued) (Behavioral Interventions for Children with Autism.) Maurice, C., Green, G., & Luce, S.C. (Eds). (1996). Behavioral Intervention for Young Children with Autism: A Manual for Parents and Professionals. Pro-Ed, Inc. Mayville, E.A., & Mulick, J.A. (Eds.) (2010). Behavioral Foundations of Effective Autism Treatment. Sloan Publishing. Sulzer-Azaroff, B. (2008). Applying Behavior Analysis Across the Autism Spectrum: A Field Guide for Practitioners. Sloan Publishing. Sundberg, M.L, & Partington, J.W. (1998). Teaching Language to Children with Autism or Other Developmental Disabilities. Behavior Analysts, Inc., Pleasant Hill, CA. Thompson, T. (2007). Making Sense of Autism. Baltimore: Paul H. Brookes Publishing Company. Thompson, T. (2008). Straight Talk on Autism. Baltimore: Paul H. Brookes Publishing Company. Thompson, T. (2009). Freedom from Meltdowns. Baltimore: Paul H. Brookes Publishing Company. Thompson, T. (2011). Individualized Autism Intervention for Young Children. Baltimore: Paul H. Brookes Publishing Company. Behavioral Approaches to Training Dogs, Horses, and Other Nonhuman Animals Karen Pryor = Burch, M.R., and Bailey, J.S. (1999). How Dogs Learn. Howell Book House. Donaldson, J. (1996). The Culture Clash. James & Kenneth Publishers. Lindsay, S.R. (2000). Handbook of Applied Dog Behavior and Training: Volume One - Adaptation and Learning. Iowa State University Press. Lindsay, S.R. (2001). Handbook of Applied Dog Behavior and Training. Volume II: Etiology and Assessment of Behavior Problems. Iowa State University Press. McConnell, P.B. (2002). On the other end of the leash. Ballantine Publishing Company. Overall, K.L. (1997). Clinical behavioral medicine for small animals. C.V. Mosby. Pryor, K. (1999). Don't Shoot the Dog!: The New Art of Teaching and Training (Revised Edition). Bantam Books. Pryor, K. (1995). On Behavior: Essays and Research. Sunshine Books. Pryor, K. (1994). Lads Before The Wind: Diary of a Dolphin Trainer. (3 rd Ed). Sunshine Books. Pryor, K. (2009). Reaching the Animal Mind: Clicker Training and What It Tells Us about All Animals. Scribner. Ramirez, K. (1999). Animal Training: Successful Animal Management Through Positive Reinforcement. Shedd Aquarium Press. Ryan, T., and Mortensen, K. (2004). Outwitting Dogs: Revolutionary Techniques For Dog Training That Work. The Lyons Press. 7