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1 Vanguard University of Southern California PSYC 420: Behavior Modification Fall Semester 2004 Instructor: Bridgette Brooks, M.S. Teaching Assistant: Kristin Lawrence Class Meetings: M,W,F 9-9:50 a.m. Address: Phone Number: (714) Course Description: This course applies the principles of behavior and learning theory to a broad range of problems and settings. Approaches to behavioral control of children and adults in classroom settings, everyday life, and in therapy will include classical and operant techniques. Social learning theory and cognitive restructuring procedures will also be addressed. This course will cover research and behavioral assessment methods and will specifically address problems that include anxiety disorders, depression and suicide, marital and sexual dysfunction, eating disorders, addictive disorders, and childhood disorders. Students will plan and administer two single subject case study projects to modify behavior. Prerequisites: General Psychology (PSYC 103) Course Fulfillment: This course meets required and/or elective upper division requirements for psychology majors and upper division elective units for all other majors. VANGUARD UNIVERSITY S EDUCATIONAL TARGETS AND COURSE GOALS: 1. Intellectual Engagement The student will read the assigned text book and evaluate the information from a theoretical and personal vantage point. The student will learn to think critically about behavioral research methods and will learn to interpret and evaluate research outcomes. The student will learn to think about the conclusions and implications of research findings for modifying behavior. The student will learn about behavioral change techniques and their application across diverse populations.

2 The student will learn to design, administer, interpret, critically evaluate and present the findings of a case study experiments. 2. Professional Excellence The student will learn to use to communicate with the professor in the course and to submit reactions to any films shown in class. The student will learn to write an APA style case study research report. The student will learn to orally present a research report and a case study report in a professionally creative format. 3. Spiritual Formation The student will consider the application of behavioral change techniques within a Christian context. Learning Outcomes: VUSC is a learning institution; therefore, we want to be clear about what the student is expected to learn. By the end of the course, the student will demonstrate a competent knowledge in the following areas: 1. Understand clinical behavioral research and both interpret and evaluate the results. 2. Orally present clinical research to classmates; evaluate and interpret the outcome. 3. Create a case study designed to assess, intervene, and measure outcome for a behavior modification project, and orally present and evaluate the project to the class. 4. Evaluate and form an opinion about behavior therapy techniques that are presented by popular media (i.e.: magazines, newspapers, etc.) 5. Be familiar with classical conditioning principles and fear reduction procedures. 6. Be familiar with operant learning principles and behavior management procedures. 7. Be familiar with social learning theory and cognitive restructuring procedures. 8. Learn behavior assessment procedures. 9. Be familiar with behavioral and cognitive treatments for the following: Anxiety Disorders, Depression and Suicide, Sexual Dysfunction, Eating Disorders, and Addictive Disorders. 10. Learn theories, assessment techniques and treatments used in behavior marital therapy. 11. Be familiar with behavior therapy used with chronic hospitalized patients. 12. Learn theories, assessment techniques and treatments used for behavior disorders of childhood. 13. Be familiar with autism and behavioral treatments used with children w/autism. 14. Be familiar with Applied Behavior Analysis and other interventions used with spectrum disorders.

3 General Class Policies: 1. All assignments must be typed; handwritten papers will not be accepted. 2. All papers should conform to APA guidelines. 3. All turned in assignments must be stapled, and stapled only (no binders). 4. Students must keep an electronic copy or hard copy of all work turned in (for backup purposes). 5. When an assignment is submitted through it is the student s responsibility to ensure that the was received. If the student does not receive an from the instructor indicating a received assignment, then the student must assume that it was not received, and the student must follow-up by turning in a hard copy to the instructor. 6. Assignments that are received after the due date will receive a 20% penalty for every weekday after the due date. 7. Films and Class Essays cannot be made up. 8. Film and article reactions are due one week from their presentation. 9. Film and article reactions must be sent via to No late reactions will be accepted. 10. If a unit exam is missed for a valid reason (discussed with and approved by the instructor), the make-up exams will consist of all essay questions. It is the responsibility of the student to notify the instructor ahead of time (if possible) if an exam is going to be missed. Requirements and Assessments: VUSC is a learning institution dedicated to continuous improvement of its programs and students outcomes. Students in this course will be evaluated by the College s 4.0 grading system. You should refer to the Students Handbook for further details on the grading system. The following criteria will be used in determining the student s grade. Assignments Points Due Dates Four Exams: 100 pts each 400 Final Exam Optional December 8 th Oral Presentation: Journal Article 75 October Film Reactions: 25 pts each 100 Case Study Behavior Mod Project 100 November 17 th Oral Presentation: Project 75 December 1-6 Non-Competitive Grading: Grading in this course is non-competitive. Your grade is determined by the total of points you earned by the end of the semester, regardless of the points of others. There is no curve. You should therefore feel free to help each other learn, study and succeed in class. Exams / 100 points each (total: 400 pts.) The 4 exams will cover material from both the text and lectures. The format of each exam may consist of multiple choice, true/false, fill-in-the-blank, vocabulary questions and essay questions Exam #1: Chapters 1-6 Exam #2: Chapters 7-10 Exam #3: Chapters 11-14

4 Exam #4: Chapters Final Exam: (optional) A comprehensive final exam will be given, consisting of 50 multiple choice questions worth two points each. Students satisfied with their previous test scores (and who are not missing any exams) may choose not to take the final exam. The grade on final exam the will be used to replace the lowest test score. Taking the final exam cannot lower a student s course grade; it may only improve the grade. Film Reaction Papers / 25 points each Films will be periodically shown in class to enhance learning of text and lecture material. Reactions for four of them will be due no later than a week after the film material. Questions on the film may also appear on the exam. All film reactions must include double-spaced typed pages no more! 2. A one paragraph summary of the film. 3. Your personal reaction and critical evaluation of the film. 4. Comment on the personal relevance the information had on your life. NOTE: No make-ups are permitted. No late papers will be accepted. It is mandatory that you your completed work to me for credit. My address is Oral Presentation of Journal Article / 50 points The student will be asked to read one journal article that reports on some current ( ) research on behavior modification. The student will present the research orally in class. The following assessment scale will be used: Oral Presentation of Journal Article: Assessment Scale 45 Communicates Content Includes description of topic Procedure Participants, conclusions, evaluation 15 Use of Visual Display Creativity and neatness Clarity Timely set up and breakdown Use of charts, overheads, film, etc. Materials integrated into talk 15 Effective Delivery Preparedness Professionalism 75 Total Points Possible Case Study Behavior Modification Project / 100 points The student will design a behavioral program to modify either a personal behavior that he/she wishes to modify or the behavior of someone else (with their approval, of course). The student will record a baseline measure for the targeted behavior, apply some behavior modification strategy to effect a change, then record a

5 second measure of this behavior. The student must submit a proposal for the project and, upon approval, complete the project and write an APA report. The specifics of the project will be discussed in class. The following assessment scale will be used: Written Presentation of Behavior Modification Project: Assessment Scale 10 Proposal 5 APA Cover Sheet 5 Abstract 10 Introduction 10 Method 10 Results 10 Choice of reinforcers 20 Discussion (implications suggested future strategies, evaluation) 10 Graphs 10 Spelling, punctuation, grammar Clearly written; neat, typed without errors APA Style 100 Points Possible Oral Presentation of Behavior Modification Project / 50 points The student will orally present the main points derived from their Behavior Modification Project. The student will be asked to summarize the content and his/her evaluation and findings from the project. The following assessment scale will be used: Oral Presentation of Project : Assessment Scale 45 Communicates Content Includes description of the behavior being modified Procedure Strategies, intervention, reinforcement used 15 Use of Visual Display Creativity and neatness Clarity Timely set up and breakdown Use of charts, overheads, film, etc. Materials integrated into talk 15 Effective Delivery Preparedness Professionalism 75 Total Points Possible Attendance and Participation / Attendance will be taken at each class session. On some occasions the student will be asked to write an opinion essay on a topic that is being discussed for that day. The student will be responsible for being able to discuss the assigned reading and for giving personal critique of the material. On other occasions class exercises will be planned. Small group discussions will include peer evaluations of each individual s contribution. These activities may not be announced in advance.

6 Attendance points will also be given on those days when students are scheduled to give oral presentations. Short peer critiques will be accomplished. Attendance and participation points CANNOT be made up! Grading Procedure and Scale Students accumulated points will be calculated relative to the number of points possible and grades will be assigned based on the following percentage scale. This noncompetitive grading scale allows each and every student an equal opportunity to earn an A in the class. Grade Scale A % A B B B C C C D D D

7 Behavior Modification Tentative Class Schedule Date Day Topic Aug 25 W Course Introduction/ questioner Aug27 F Ch: 1 Behavior Therapy and Its Origins Aug 30 M Ch: 2 Classical Conditioning and Anxiety Reduction Sept 1 W Ch: 3 Operant Learning Principals/ Behavior Management Sept3 F Project # 1 instructions and discussion Sept 6 M Labor Day - HOLIDAY! Sept 8 W Finish up Ch. 2 and 3 Sept 10 F Ch: 4 Social Learning Theory and CBT Sept 13 M Ch: 5 Research Methods in Behavior Therapy Sept 15 W Behavior Modification Proposal due/ discussion Sept 17 F Ch: 6 Behavior Assessments Sept 20 M Review Ch. 1-6 Sept 22 W Exam #1 Ch. 1-6 Sept 24 F Ch: 7 Anxiety Disorders Sept 27 M Anxiety Disorders continued Sept 29 W Ch: 8 Posttraumatic Syndromes Oct 1 M Ch: 9 Depressions and Suicide Oct 6 W Depressions and Suicide continued Oct 8 F Ch: 10 Personality Disorders Oct 11 M Personality Disorders continued Oct 13 W Exam #2 Ch.7-10 Oct 15 F HOLIDAY! Oct 18 M l Ch: 11 Behavioral Couples Therapy and Dysfunction Oct 20 W Ch: 12 Obesity and Eating Disorders Oct 22 F Eating Disorders continued Oct 25 M Oral Presentations: Journal Articles Oct 27 W Oral Presentations: Journal Articles Oct 29 F Ch: 13 Addictive Disorders Nov 1 M Addictive Disorders continued Nov 3 W Ch:14 Cognitive-Behavioral Interventions for Chronic Disorders Nov 5 F Cognitive-Behavioral Interventions continued Nov 8 M Exam #3 Ch Nov 10 W Ch: 15 Behavior Disorders of Childhood: Assessment and Planning Nov 12 F Autism Nov 15 M Behavior Interventions used with Spectrum Disorders Nov 17 W Behavior Modification Paper due Nov 19 F Ch: 16 Behavior Disorders of Childhood: Specific Treatment Interventions Nov 22 M Behavior Interventions used with Spectrum Disorders Nov 24 W Ch: 17 Stress, Coping, and Behavior Medicine Nov 26 F HAPPY THANKSGIVING! Nov 29 M Exam #3 Ch Dec 1 W Oral Presentation Behavior Modification Project Dec 3 F Oral Presentation Behavior Modification Project Dec 6 M Oral Presentation Behavior Modification Project Dec 8 W Final Exam

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