Northern Kentucky University College of Education and Human Services EDG 661 Research Methods in Applied Behavior Analysis 3 Credit hours

Transcription

1 Northern Kentucky University College of Education and Human Services EDG 661 Research Methods in Applied Behavior Analysis 3 Credit hours "Committed to the Development of All Learners" Committed to the Development of All Learners is the theme that undergirds the Conceptual Framework for all professional education programs in the College of Education and Human Services (COEHS) at Northern Kentucky University. The Conceptual Framework is supported by the missions of the university and the college and used by faculty to continuously assess and update the curricula of the initial and advanced programs. The COEHS created its Conceptual Framework after input from its constituents: education and arts and science faculty, candidates, staff, and community members. The graphic depicts a framework of continuously assessing the knowledge, skills, and dispositions that classroom teachers, instructional leaders, and school counselors must have to facilitate student learning and academic achievement. Kentucky Core Academic Standards Preparation of Kentucky s students for the demands of the 21 st century requires districts and schools to prepare every student for successful transition to post-secondary education, work, and the community. The Kentucky Core Academic Standards help ensure that all students throughout Kentucky are provided with common content and have opportunities to learn at high levels. The purpose of the Kentucky Core Academic Standards is to outline the minimum content standards required of all students before graduation from Kentucky public high schools. As education candidates complete and implement projects and assignments throughout their education programs at NKU, they will incorporate the components of the Kentucky Core Academic Standards, which are posted at this link: Professor: Steve Crites Office: MEP 266 Telephone: Office Hours: critess1@nku.edu Required Textbook and/or Materials: Richards, S.B., Taylor, R.L., & Ramasamy R. (2014). Single subject research: Applications in educational and clinical settings. Belmont, CA: Wadsworth. 1

2 Course Description: This focus of this course is research in applied behavior analysis. Topics include the issues and procedures for conducting single subject research including data collection, behavior change methods and an overview and application of various single subject research designs. Student Learning Outcomes: By the completion of this course, students will be able to Explain the historical and conceptual framework of single subject research Operationally define target behaviors and describe methods for measuring those behaviors Examine graphic data and determine the type of design and whether a functional relationship exists between the dependent and independent variables Analyze results from single subject studies including visual analysis, statistical analysis, and qualitative analysis Define the development and role of institutional review boards in ABA research Complete the CITI training modules for General Human Participant Research required for NKU faculty and student researchers Alignment with Council for Exceptional Children (CEC) standards and Tasks from the 4 th edition task list for behavior analysts from the Behavior Analyst Certification Board (BACB): Successful completion of EDG 661 will enable students to address the following standards/tasks (means of assessment in boldface): STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE research prospectus, article reviews, presentations 1.1 Communicates concepts, processes, and knowledge 1.2 Connects content to life experiences of student. 1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student learning. STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS article reviews 5.4 Describes, analyzes, and evaluates student performance data. STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING- article reviews, research prospectus 7.1 Uses data to reflect on and evaluate student learning. 7.2 Uses data to reflect on and evaluate instructional practice. STANDARD 8: COLLABORATES WITH COLEAGUES/PARENTS/OTHERS research prospectus, CITI training modules 8.1 Identifies students whose learning could be enhanced by collaboration 8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort. Council for Exceptional Children (CEC) Advanced Preparation Standards Standard 3: Programs, Services, and Outcomes - article reviews, research prospectus 3.0 Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities. 3.1 Special education specialists design and implement evaluation activities to improve programs, supports, and services for individuals with exceptionalities. 2

3 3.2 Special education specialists use understanding of cultural, social, and economic diversity and individual learner differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities. 3.3 Special education specialists apply knowledge of theories, evidence- based practices, Standard 4 Research & Inquiry research prospectus, CITI training modules 4.0 Special education specialists conduct, evaluate, and use inquiry to guide professional practice. 4.1 Special education specialists evaluate research and inquiry to identify effective practices. 4.2 Special education specialists use knowledge of the professional literature to improve practices with individuals with exceptionalities and their families 4.3 Special education specialists foster an environment that is supportive of continuous instructional improvement and engage in the design and implementation of research and inquiry. Behavior Analyst Certification Board (BACB) 4 th Edition Task List B. Experimental Design article reviews, research prospectus B- 01 Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) to evaluate whether interventions are behavior analytic in nature. B- 02 Review and interpret articles from the behavior- analytic literature. B- 03 Systematically arrange independent variables to demonstrate their effects on dependent variables. B- 04 Use withdrawal/reversal designs. B- 05 Use alternating treatments (i.e., multielement) designs. B- 06 Use changing criterion designs. B- 07 Use multiple baseline designs. B- 08 Use multiple probe designs. B- 09 Use combinations of design elements.or- Analytic Skills B- 10 Conduct a component analysis to determine the effective components of an intervention package. B- 11 Conduct a parametric analysis to determine the effective values of an independent variable. C. Behavior- Change Considerations H. Measurement article reviews, research prospectus H- 01 Select a measurement system to obtain representative data given the dimensions of the behavior and the logistics of observing and recording. H- 02 Select a schedule of observation and recording periods. H- 03 Select a data display that effectively communicates relevant quantitative relations. H- 04 Evaluate changes in level, trend, and variability. 3

4 H- 05 Evaluate temporal relations between observed variables (within & between sessions, time series). Course Policies and Procedures All assignments are to be typed. Quality of written expression, including grammar, spelling, appropriate terminology, as well as content will be considered in the evaluation of all submitted materials. Assignments are due on the dates indicated. There is a 10% penalty for late papers unless previous arrangements are made with and agreed to by the instructor. Penalties increase as lateness increases. Class Attendance: A high caliber of performance is expected in this class. Good attendance is necessary for maximizing your performance. Attendance is a reflection of your commitment and interest in your professional preparation. Fifteen points will be awarded for attendance. One absence is allowed without penalty. Five points will be deducted for each absence thereafter. More than three absences will result in no points awarded for attendance. An attendance sheet will be provided at each class session. It is your responsibility to sign the attendance sheet and you may not sign for any other student. This signed attendance sheet will be used to award attendance points Student Honor Code: The Student Honor Code [the "Honor Code"] is a commitment by students of Northern Kentucky University, through their matriculation or continued enrollment at the University, to adhere to the highest degree of ethical integrity in academic conduct. It is a commitment individually and collectively that the students of Northern Kentucky University will not lie, cheat, or plagiarize to gain an academic advantage over fellow students or avoid academic requirements. The purpose of the Honor Code is to establish standards of academic conduct for students at Northern Kentucky University and to provide a procedure that offers basic assurances of fundamental fairness to any person accused of violations of these rules. Each Northern Kentucky University student is bound by the provisions of the Honor Code and is presumed to be familiar with all of its provisions. Students also should aspire to conduct themselves in a manner that is consistent with the highest degree of ethical integrity in all matters, whether covered in the Honor Code or not. The success of this commitment begins in the diligence with which students uphold the letter and the spirit of the Honor Code. Students may view the complete honor code at In addition, students in the education programs must also adhere to the education programs Code of Ethics: and the Professional Code of Ethics for Kentucky School Certified Personnel: Credit Hour Policy Statement: In accordance with federal policy, NKU defines a credit hour as the amount of work represented in the achievement of student learning outcomes (verified by evidence of student achievement) that reasonably approximates one hour (50 minutes) of classroom instruction and a minimum of two hours of out-of-class student work. For every course credit hour, a typical student should expect to spend at least three hours per week of concentrated attention on course-related work including, but not limited to, class meeting time, reading, reviewing, organizing notes, studying and completing assignments. At least an equivalent amount of time is expected for other academic activities such as online courses, laboratory work, internships, practica, studio work and other academic work leading to the award of credit hours. Estimates of the time required for a typical student to complete course expectations are as follows: In-Class: 1 day x 150 minutes x 15 weeks Readings: 13 chapters x 3 hours each Research Article Reviews (4 X 4 hours) = 37.5 Hours (2250 minutes) = 39.0 Hours = 16.0 Hours 4

5 Research Prospectus = 25.5 Hours Presentation (2 X 5 hours) = 10.0 Hours CITI Training Modules = 7.5 Hours Total = Hours Student Evaluation of Instructor and Course: Northern Kentucky University takes Instructor and Course Evaluations very seriously as an important means of gathering information for the enhancement of learning opportunities for its students. It is an important responsibility of NKU students as citizens of the University to participate in the instructor and course evaluation process. During the two weeks* prior to the end of each semester classes, you will be asked to reflect upon what you have learned in this course, the extent to which you have invested the necessary effort to maximize your learning, and the role your instructor has played in the learning process. It is very important that you complete the online evaluations with thoughtfully written comments. Student evaluations of courses and instructors are regarded as strictly confidential. They are not available to the instructor until after final grades are submitted, and extensive precautions are taken to prevent your comments from being identified as coming from you. Students who complete an evaluation for a particular course (or opt out of doing so in the evaluation) will be rewarded for their participation by having access to their course grade as soon as that grade is submitted by the instructor. On the other hand, any student who does not complete the course evaluation (or opt out of doing so in the evaluation) should expect to incur a two week delay in access to his or her course grade beyond the university's official date for grade availability. To complete online evaluations go to Click on "student login" and use the same USERNAME and PASSWORD as used on campus. In addition, you should be aware of: Evaluations can affect changes in courses. Evaluations without comments are less valuable and less credible than those filled out thoughtfully. Comments that are expressed well are more effective than those that are not. Positive feedback is just as important as criticism. Moreover, negative evaluations without any explanation and specifics are not especially useful. Once grades are submitted, all evaluations are read not only by the instructor, but also by the instructor s department chairperson. Evaluations not only provide feedback to your instructor, but also provide information to the department chair for use in performance evaluations. This information affects reappointments, promotions, salaries, and teaching assignments. Accommodations Due to Disability: Northern Kentucky University is committed to providing reasonable accommodations for all persons with disabilities. The syllabus is available in alternate formats upon request. Students with disabilities: If you are seeking classroom accommodations under the Americans with Disabilities Act, you are required to register with the Disability Programs and Services Office in SU 303. To receive academic accommodations for this class, please obtain the proper DPS forms and meet with me at the beginning of the semester. More information on Disability Services can be found at Course Assignments and Grading Research Prospectus: Candidates will prepare a prospectus for a research project in ABA. Elements will include an operationally defined target behavior, hypothesis, intervention, research design, and data collection system. This prospectus must be supported by current research, including references in APA format. 5

6 Article Reviews: Candidates will read and review four research articles utilizing single subject design (i.e., articles in JABA). The reviews will describe the purpose of the study, subjects, setting, dependent and independent variables, research design, intervention, data collection system, and results of the study. Presentations: Candidates will research current topics in ABA and make two presentations to the class. Specific instructions and topics for the presentations will be available on Bb. CITI Training Modules: Candidates will complete the CITI Training modules for General Human Participant Research required by NKU for faculty and student researchers. Attendance & Participation: Candidates are expected to attend all classes and participate in classroom activities Assignments Points Research Prospectus 65 Article Reviews 4 X 25 pts. each 100 CITI training modules for General Human Participant Research 30 Presentations 2 X 25 pts. 50 Attendance & Participation 30 Total 275 Grading Scale (The Department of Teacher Education uses a common grading scale for undergraduate and graduate courses. Request a copy of the grading scale from the department office.) Insert grading scale here: Grade Percent Points Earned A 95% A- 93% B+ 91% B 87% B- 85% C+ 83% C 77% F <77% The College of Education and Human Services requires education majors to earn a grade of C or better in all education (EDU & EDS) courses. A grade of C- or lower is not acceptable for program completion. Final Examination Information: Bibliography Baer, D.M., Wolf, M.M., & Risley, T.R. (1968). Some current dimensions of applied behavior Analysis. Journal of Applied Behavior Analysis, 1, Hains, A. H., & Baer, D. M. (1989). Interaction effects in multi-element designs: Inevitable, desirable, and ignorable. Journal of Applied Behavior Analysis, 22, Hernadez, E., Hanley, G.P., Ingvarsson, E.T., & Tiger, J.H. (2007). A preliminary evaluation of the 6

7 emergence of novel mand forms. Journal of Applied Behavior Analysis, 40, Kazdin, A. E. (1977). Artifact, bias, and complexity of assessment: The ABCs of reliability. Journal of Applied Behavior Analysis, 10, Kennedy, C.H. (2005) Single-case designs for educational research. Boston, MA: Pearson Morgan, D.L., & Morgan, R. K. (2001). Single-participant research design. American Psychologist, 56, Tentative Course Schedule Date Topic Reading Assignments Due Week 1 Overview of the Course Week 2 Historical perspective and Chapter 1 important concepts Week 3 Methods for Changing Target Chapter 2 Behaviors Week 4 Methods for Recording Chapter 3 Behaviors Week 5 Prediction, Verification, and Chapter 4 Replication Week 6 Overview of Withdrawal Designs Chapter 5 Week 7 Application of Withdrawal Chapter 6 Article Review #1 due Designs Week 8 Overview of Changing Chapter 7 Presentation #1 Conditions and Changing Criterion Designs Week 9 Application of Changing Chapter 8 Article Review #2 due Conditions and Changing Criterion Designs Week 10 Overview of Multiple Baseline Chapter 9 Designs Week 11 Application of Multiple Baseline Chapter 10 Article Review #3 due Designs Week 12 Overview of Alternating Chapter 11 Treatment Designs Week 13 Application of Alternating Chapter 12 Article Review #4 due Treatment Designs Week 14 Methods for Analyzing Data Chapter 13 CITI Modules due Week 15 Presentation #2 Presentation #2 Due Week 16 Research Prospectus due 7