Introduction to Applied Behavior Analysis SPE 439 Spring

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1 Introduction to Applied Behavior Analysis SPE 439 Spring Credit: 3 semester hours Semester: Spring 2012 Instructor: Dr. Ginger Kelso Use Blackboard Office: HSTC 233 Phone: (936) Office Hours: Monday/Friday 10:00 2:00 and Wednesday 10:00 12:00 I. Course Description: This course is designed to provide preservice and inservice special education teachers with information about students with behavior disorders. Moreover, SPE 439 is a methods course and, as such, covers a range of topics to assist participants in planning and implementation of behavior analysis procedures. Objectives, requirements, and activities which address TExES competencies will have the specific competency addressed in bold. For additional TExES/ExCET information, go to: II. Intended Learning Outcomes/Goals/Objectives (Program/Student Learning Outcomes): This course is also aligned with the COE Conceptual Framework. The following link will allow you to access the framework: Program Learning Outcomes: Students will apply concepts of Applied Behavior Analysis through a Behavior Change Project. Student Learning Outcomes: Objectives: 1. Define emotional disturbance/behavior disorders and list the reasons for the various labels for children and youth who demonstrate inappropriate behavior. Discuss the effect of behavior disorders in all life domains (001, 004, 010). 2. Define learning. Discuss the nature of learning and cognition and how learning is an active process (001). 3. Discuss the prevalence and incidence of behavior problems, as well as characteristics and causes (001).

2 4. Identify and discuss the purpose of informal methods of assessment of students with behavior disorders, including interviews, behavior rating scales, direct observation, and functional assessment (003, 004). 5. List and identify the components of a complete behavioral objective. State the importance of using high standards and stringent criteria in order to ensure the highest quality of life potential for learners with disabilities (003, 004). 6. Specify behavioral principles and discuss techniques of applied behavior analysis for children and youth that support acquisition learning such as modeling, chaining, prompting, and fading, and to support maintenance and generalization of learning (005, 006). 7. Develop a positive classroom management strategy to promote academic and social skills that is ready to implement in a classroom setting. Discuss the importance of a positive environment on learners feelings about themselves (005, 006). 8. Recognize situations in which a learners social behavior necessitates the use of special instructional strategies. Further, describe methods to analyze and address maladaptive social behaviors that interfere with learning and to employ the least intrusive and appropriate behavior management (006). 9. Discuss self-management and its use in encouraging the learners sense of responsibility for their own achievement (004). 10. Specify important expectations, legal requirements, and ethical responsibilities affecting special education teachers and the use of behavioral strategies (010). III. Course Activities, Assignments, Instructional Strategies, use of Technology The format for this course includes scheduled assignments and deadlines, reading assignments and projects, online reading and participation in class discussions and activities. Assessment of course content will be conducted via quizzes, exams, and a Behavior Change Project. IV. Evaluation and Assessments (Grading): Requirements: Assignment Quizzes (12 x 5 points each) 60 Points Exams (4 x 50 points each) 200 Vocabulary Checkout 25 Behavior Change Project 100 Project Presentation 15 Total Points 400

3 Grading: Grades determined using the following scale: A = 90% B = 80% C = 70% D = 60% F = <60% points points points points 239 or fewer points EXAM POLICY Unit exams must be taken during the designated class period. Failure to complete an exam may result in a zero grade. If a medical emergency occurs that prohibits completion of an exam, you must provide written documentation from a physician, emergency room or hospital in order to make up the exam. Any exams taken late without proper documentation will result in a penalty of 20 points subtracted from the exam grade. However, the right to take a makeup exam is subject to instructor approval. V. Tentative Course Timeline Sequence of Topics (tentative): Week Topic and Assigned Reading Assignments Due Project Step Completed 1 Syllabus and Introduction 2 Roots of ABA (Chapter 1) Quiz Chapter 1 Chapter 1 (cont.) 3 Responsible Use of ABA (Chapter 12) Quiz Chapter 12 Chapter 12 (cont.) 4 Behavioral Objectives (Chapter 2) Quiz Chapter 2 Choose a behavior Chapter 2 (cont.) and Test Review 5 Test 1 (Chapters 1, 12, and 2) Test 1 Collecting Data (Chapter 3) 6 Graphing Data (Chapter 4) Quiz Chapters 3 & 4 Chapter 4 (cont.) 7 Single Subject Design (Chapter 5) Quiz Chapter 5 Chapter 5 (cont.) 8 Test 2 (Chapters 3, 4, and 5) Test 2 Increasing Behavior (Chapter 7) 9 Spring Break Spring Break 10 Decreasing Behavior (Chapter 8) Quiz Chapters 7 & 8 Chapter 8 (cont.) 11 Differential Reinforcement (Chapter 9) Quiz Chapter 9 Choose a recording method Baseline Data Intervention

4 Chapter 9 (cont.) 12 Test 3 (Chapters 7, 8, and 9) Test 3 Easter Break 13 Generalization (Chapter 10) Quiz Chapter 10 Chapter 10 (cont.) 14 Self-Management (Chapter 11) Quiz Chapter 11 Chapter 11 (cont.) Intervention Data 15 Functional Assessment (Chapter 6) Quiz Chapter 6 Chapter 6 (cont.) 16 Behavior Project Presentations Presentations Final Project Due Behavior Project Presentations Presentations Finals Final Exam/Test 4 (Chapters 10, 11, and 6) The instructor reserves the right to change the schedule. Every effort will be made to keep students advised of such changes. It is the responsibility of each student to know what changes, if any, have been made. VI. Readings Required Course Textbook: Alberto, P.A., & Troutman, A.C. (2009). Applied behavior analysis for teachers (8th ed.). Upper SaddleRiver, New Jersey: Merrill. Required: Live Text account, ISBN# This may be purchased at the bookstore or purchased online at If you have already purchased LiveText, you will use that account and do not need to buy it again. VII. Course Evaluations: Near the conclusion of each semester, students in the College of Education electronically evaluate courses taken within the COE. Evaluation data is used for a variety of important purposes including: 1. Course and program improvement, planning, and accreditation; 2. Instruction evaluation purposes; and 3. Making decisions on faculty tenure, promotion, pay, and retention. As you evaluate this course, please be thoughtful, thorough, and accurate in completing the evaluation. Please know that the COE faculty is committed to excellence in teaching and continued improvement. Therefore, your response is critical! In the College of Education, the course evaluation process has been simplified and is completed electronically through MySFA. Although the instructor will be able to view the names of students who complete the survey, all ratings and comments are confidential and anonymous, and will not be available to the instructor until after final grades are posted. VIII. Student Ethics and Other Policy Information: Attendance: Students are expected to participate in class activities and assignments each week during the semester. Attendance will be checked randomly throughout the semester. For any

5 class period that must be missed due to medical or emergency reasons, documentation must be provided. Five (5) points will be deducted from the final point total for every unexcused absence. Students with Disabilities To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, / (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to Location: Human Services Building, room 325. Phone: (936) Academic Integrity Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university polity on penalties for cheating and plagiarism. Definition of Academic Dishonesty Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one s own work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into one s paper without giving the author due credit. Please read the complete policy at Withheld Grades Semester Grades Policy (A-54) Ordinarily, at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes and F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average. Acceptable Student Behavior Classroom behavior should not interfere with the instructor s ability to conduct the class or the ability of other students to learn from the instructional program (see the Student Conduct Code,

6 policy D-34.1). Unacceptable or disruptive behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial, academic or other penalties. This prohibition applies to all instructional forums, including electronic, classroom, labs, discussion groups, field trips, etc. The instructor shall have full discretion over what behavior is appropriate/inappropriate in the classroom. Students who do not attend class regularly or who perform poorly on class projects/exams may be referred to the Early Alert Program. This program provides students with recommendations for resources or other assistance that is available to help SFA students succeed. To complete Certification/Licensing Requirements in Texas related to public education, you will be required to: 1. Undergo criminal background checks for field or clinical experiences on public school campuses; the public school campuses are responsible for the criminal background check; YOU are responsible for completing the information form requesting the criminal background check; the completed information form is due. If you have a history of criminal activity, you may not be allowed to complete field or clinical experiences on public school campuses. At that point, you may want to reconsider your major while at SFASU. 2. Provide one of the following primary ID documents: passport, drivers license, state or providence ID cards, a national ID card, or military ID card to take the TExES exams (additional information available at <http://www.texes.ets.org/registrationbulletin/>). YOU must provide legal documentation to be allowed to take these mandated examinations that are related to certification/licensing requirements in Texas. If you do not have legal documentation, you may want to reconsider your major while at SFASU. 3. Successfully complete state mandated a fingerprint background check. If you have a history of criminal activity, you may want to reconsider your major while at SFASU. LiveText LiveText is the data management system used by the Perkins College of Education for program improvement and accreditation. All students are required to purchase a LiveText account, either through the University Bookstore or at This is a one-time purchase, and the account will be used throughout your program. Required program assignments must be submitted through LiveText. Successful completion of the course and program are dependent on submission of all required LiveText assignments. IX. Other Relevant Course Information Late Submission Policy and Make-up Exams: All assignments must be turned in on or before the due date to receive credit. Late assignments will not earn credit.

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