Department of Human Services Introduction to Applied Behavior Analysis. SPE 439 Spring 2013

Transcription

1 Credit: Department of Human Services Introduction to Applied Behavior Analysis 3 semester hours Semester: Spring 2013 Instructor: Dr. Kathleen Sheriff SPE 439 Spring 2013 d2l is the primary means of communication this semester. Office: Human Services Bldg. Room 311 (936) office (936) FAX Phone: Mailing Address: Stephen F. Austin State University; Department of Human Services - Kathleen Sheriff, Ed.D.; P.O. Box 13019; Nacogdoches, Texas Office Hours: Tuesday 1:00-4:00 pm, Wednesday Hours - 8:30 am - 11:30 am and 1:00-2:30 pm, Thursday 1:00 pm - 4:00 pm. You may also send a Chat Invitation anytime you see me online using Who's Online in your Course Tools. I. Course Description: This course is designed to provide pre-service and in-service 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 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.

2 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). 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).

3 III. Course Activities, Assignments, Instructional Strategies, use of Technology The format for this course includes scheduled assignments and deadlines, offline reading assignments and projects, online reading and participation in using web pages, , discussion boards, service learning, and chats with the instructor. Assessment of course content will be conducted via scheduled online quizzes, exams, and a Behavior Change Project. Students will also complete a service learning project working with individuals with low incidence disabilities such as: deafblindness (DB), vision impairment or blindness (VI), deaf/hard of hearing (AI), intellectual disabilities (ID) and/or autism (AU). You will be completing the required service learning events (6.5 hours total). You may choose to attend one or more events that you choose to attend in order to earn your 6.5 required hours. It is the student's responsibility to locate an event(s) to attend and submit the event(s) for approval. Examples of events may include Texas Special Olympics activities found in your area. See and search your area on the map or click on Events to locate a Texas Special Olympics event you may choose to attend and participate in. You may have knowledge of local organizations or schools in your area that you may choose to attend to earn your 6.5 required hours of service. If you are employed as a fulltime paraprofessional, you may use school-related activities you support your students in on your campus. Please remember to notify Dr. Sheriff prior to February 15, 2013, about how you plan to achieve these service hours working with students with intellectual disabilities or autism. Undocumented service will not be counted. All of the 6.5 service hours must be completed by February 15, 2013, in order to be eligible for credit. IV. Evaluation and Assessments (Grading): Grading: Grades determined using the following scale: A = 90% of all possible points B = 80% of all possible points C = 70% of all possible points D = 60% of all possible points F = 59% (or less than) of all possible points

4 Assignment Requirements: Assignment Ten 20 points each Five 10 points each Points Project Research Article 1 40 Project Research Article 2 40 Graphing Assignments Midterm Project Check-up 50 Final Power Point Project Presentation Service Learning Project (6.5 total hours) Total Points Quizzes: There will be 10 on-line quizzes. This quiz is timed and provides you with approximately 1 minute per question. You are able to take this quiz 3 times (within the specified time line) and the highest quiz grade will count and be inputted into the grade book. You will be able to view your score after the availability period or the following week. This means that you will not be able to see your first or second quiz grade prior to taking the quiz for the 3rd or final time. So, after your first attempt at the quiz you will need to go back to the module and textbook information and try to determine the correct answer for items that you were unsure of on the quiz. The short duration is to maintain the integrity of the test. Books are not to be used while taking the test. V. Tentative Course Timeline Sequence of Topics (tentative): Week 1 1/14-1/18 Week 2 1/21-1/25 Spring 2013 Course Timeline Getting Started: Read and complete all components of the Getting Started Module. This information and its accompanying tasks will allow you to have a successful course experience. Chapter 1: Roots of Applied Behavior Analysis Be thinking of a topic for your Behavior Change Project. You may NOT do your project on yourself or an animal. Your project must be on changing behavior for another person (child, spouse, roommate, student etc.)

5 Week 3 1/28-2/1 Week 4 2/4-2/8 Week 5 2/11-2/15 Week 6 2/18-2/22 Week 7 2/25-3/1 Week 8 3/4-3/8 Chapter 2: Responsible Use of Applied Behavior Analysis Procedures Chapter 3: Preparing Behavioral Objectives Project Assignment: Post target behavior that you will focus on this semester. Note: Your target behavior topic will need to be approved. Most students have to make edits to his or her objective so keep checking the discussion board for my feedback. Chapter 4: Procedures for Collecting Data Project: Turn in a sample of the recording procedure that you will be using this semester to collect data. Your recording procedure will either be approved or you will be requested to make corrections. Don't forget to check and see if your objective was approved or needed corrections. If your objective has been approved, you need to start completing journal article research on your objective topic using the SFA library databases. Begin observations for project. You will need to have at least 3 baseline measures. Baseline measures reflect the frequency of your targeted behavior objective before you started thinking about improving the behavior and completing this project? Chapters 5-6: Graphing Data and Single Subject Designs Don't forget to check and see if you need to make corrections on your recording procedure Continue observations for project. You will need to have at least 3 baseline measures. Chapters 6-7: Determining Function of Behavior and Arranging Consequences That Increase Behavior You will need to utilize the SFA library in person or online to find two research-based interventions in journals that are related to your project objective. You will need to incorporate some of the research-based interventions into your project along with your own ideas for intervention. You will need to utilize the SFA library in person or online to find two researchbased interventions in journals that are related to your project objective. You will need to incorporate some of the research-based interventions into your project along with your own ideas for intervention.

6 2 research-based journal articles due this week (hard copies or electronic copies) with a summary (using course summary protocol) of the article and how you will use the articles' suggested interventions in your project. AND You will need to send me your project documentation (called Check-up Assignment worth 50 points) in an organized format (follows power point presentation format but not in power point slide format) in a Microsoft Word document so that we can discuss the information as a group. Components that must be included in your submission include the following: Week 9 Spring Break 3/11-3/15 Week 10 3/18-3/22 Week 11 3/25-3/29 Weeks /1-4/12 Week 14 4/15- Project Title Objective (with 4 criterion in parentheses) Recording Chart with narrative explanation Baseline Chart with narrative explanation Progress Graph with narrative explanation Article summaries with citation and explanation of how you are using the information in your project Type(s) of reinforcement and schedule of reinforcement (how and when you earn the reinforcement) other items may be included if you have them ready This information must be sent to me by 8:00 AM on the day of your scheduled Check-up date and communication with Dr. Sheriff. *** Remember that the feedback given in this Check-up assignment is to help you earn full points on the final presentation. Chapter 8: Arranging Consequences That Decrease Behavior Keep working on your project! Chapter 9: Differential Reinforcement: Antecedent Control and Shaping Keep working on your project and documenting your progress. Chapter 10: Providing for Generalization of Behavior Change Chapter 11: Teaching Students to Manage Their Own Behavior Chapter 12: Teaching Students to Manage Their Own Behavior Put the finishing touches on your presentations and be prepared to present during Week 15 and post your projects on-line in Week 16.

7 14/19 Your project MUST also be turned into Livetext. Week 15 4/22-4/26 Week 16 4/29-5/3 Chapter 13: Putting It All Together You will need to send me your project PowerPoint presentation so that we can discuss the information. This information must be sent to me by 8:00 AM on the day of your scheduled session. Remember that the feedback given in this session is to help you earn full points on the final presentation. Behavior Change Project presentations due! VI. Readings Required Course Textbook: Alberto, P.A., & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.) Boston, MA : Pearson. ISBN or ISBN-10: Access to a computer that has the following components: Webcam/microphone, PowerPoint viewing and creating capabilities, Microsoft Excel, and Microsoft Word. You will also need to have access to a digital camera and have video recording capabilities (e.g., Webcam, digital-video camera, or an iphone). You may prefer to present your final project via technology rather than submission and phone call presentation. 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

8 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: Traditional absences do not occur for course weeks that have an online learning module assignment. Therefore, during these weeks, absence is not a reason for failure to fully participate. Work for each learning module and the Exams are due by the due date stated in the syllabus. Activities requiring group participation and/or Discussion Board postings must be done within the designated time frame for each module. Students are required to attend all scheduled Collaborate sessions. Late work will not earn credit. 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

9 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, 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. 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 < YOU must provide legal

10 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. Syllabus Disclaimer: While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any provision herein with notice if circumstances so warrant. Every effort will be made to keep students advised of such changes and information about such changes will be posted on Blackboard. It is the responsibility of each student to know what changes, if any, have been made to the provisions for this syllabus and to successfully complete the requirements for this course. Questions regarding information on the syllabus and course requirements need to be addressed by students when the syllabus is received. Kathleen Sheriff, Ed.D 2013