Department of Psychology PSY 421: Advanced Behavior Modification Fall 2012 Syllabus Instructor: Gary L. Cates, Ph.D. Office: DeGarmo 443 Phone: 309-438-3123 E-mail: garycates@ilstu.edu Office Hours: M: 11-12 ; T: 12-1; & By Appointment Required Text Books Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis (2 nd ed.). Pearson Education, Inc.: Upper Saddle River, New Jersey Steege, M. W. & Watson, T. S. (2009). Conducting School-Based Functional Behavioral Assessments: A Practitioner s Guide (2nd ed. ) Guilford Press: New York. Supplemental Seminal Readings 1. Marin, G. & Pear, M. (2007). Behavior Modification. What it is and how to do it (8 th edition), (pp.356-372). Prentice Hall: New Jersey. 2. Iwata, B. A., Dorsey, M. F., Slifer, K.J., Bauman, K.E., & Richman, G. S. (1994). Toward a functional analysis of self injury. Journal of Applied Behavior Analysis, 27, 197-209 (Reprinted from Analysis and intervention in Developmental Disabilities, 2, 3-20, 1982) Herrnstein Matching Law Article 3. Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P., Pinter, E. & Brown, D. K. (1988). Behavioral Momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21, 123-141. 4. Skinner, B. F. (1977). Why I am not a cognitive psychologist, Behaviorism, 5, 1-10. 5. Stokes, T. F., & Baer, D.M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367. Course Description General Course Catalog. This course will focus heavily on a scientific approach to the understanding of behavior. Specifically, techniques for changing behavior through manipulation of environment will be presented with particular focus on general principles of conditioning plus their application to patterns of problem behavior particularly among humans. Prerequisite: Graduate standing in Psychology or departmental approval. Semester s Specificity. The purpose of PSY 421 is to provide students with knowledge and skills necessary to plan, develop, and implement interventions for a variety of behavior problems in schools, homes, and clinic settings. Further, it provides important basic knowledge for future courses in assessment, intervention, behavioral research methods, and school psychology practicum. In other words, it is not designed as a completely stand alone course. Students will be provided with the opportunity to learn about the application of behavior analysis principles to individuals and groups. It is expected that students will bring to class basic entry knowledge of learning theory, with an emphasis on operant methodology. If at any time feel your knowledge is weak you should consult me for additional readings.
Course Objectives Upon satisfactory completion of this course, students should be able to: 1. Operationally define behavior in observable and measurable terms. 2. Identify basic behavioral principles in operation. 3. Conduct a descriptive functional assessment. 4. Demonstrate an ability to use empirical literature to link intervention to assessment. 5. Demonstrate an ability to evaluate the effectiveness of behavioral interventions in a systematic manner. 6. Demonstrate knowledge of theoretical and applied implications of behavioral principles. 7. Demonstrate knowledge of procedural, legal, and ethical issues regarding the implementation of behavioral modification programs. 8. Demonstrate knowledge of techniques to address issues regarding the maintenance and generalization of treatments. 9. Demonstrate knowledge of evidence-based behavioral interventions. NASP Standards Addressed: STANDARD 1: Data-Based Decision Making and Accountability STANDARD 2: Consultation and Collaboration STANDARD 3: Learning and Instruction STANDARD 4: Socialization and Development of Life Skills STANDARD 5: Student Diversity in Development and Learning STANDARD 9: Research and Program Evaluation STANDARD 11: Technology APA Objectives Addressed: OBJECTIVE 1: Students acquire a solid foundation of basic psychological principles OBEJCTIVE 2: Students acquire skills in assessment, intervention and collaborative problem solving to address mental health and learning problems in individuals from birth to 21 years of age. OBJECTIVE 3: Students receive professional socialization to the field of psychology and to school psychology specifically. OBJECTIVE 4: Students acquire professional level knowledge about research and skills to conduct it. Course Requirements Exams (200) Students are required to complete in-class exams (i.e. mid-term and final). These two exams will be comprehensive and focus heavily on analytical problem-solving. Each exam is worth 100 points. Article Critiques (15 points). Students are required to complete 3 article critiques. Students should select empirical articles that investigated the effects of a behavioral intervention on human behavior. Then, in one page or less a) provide the article citation, b) state the purpose, b) identify the independent variable(s), c) identify the dependent variable(s), d) identify the design and analyses, e) summarize the results, and f) describe the limitations and implications for practice. Purposes of the Article Critiques: a) Provide students with the opportunity to read more about behavioral interventions b) provide students an opportunity in developing their skills in becoming a consumer of behavior analysis research.
Behavior Intervention Workshop Presentation (50 points) Students are required to present an instructor agreed upon workshop with a peer to the rest of their peers on a behavioral intervention/method. This workshop should a) cover a behavioral intervention program/method with references to literature providing empirical support for its utility b) be presented with video and/or audio technologies, c) encourage audience participation, and d) provide audience members with a handout. The presentation should be made in about 30 minutes. Purpose of the Behavior Intervention Workshop Presentation: a) Allow students an opportunity to explore a specific behavioral intervention in depth. b) Provide students with a broader understanding of specific behavioral interventions. c) Provide students an opportunity in developing a professional presentation that may approximate what they may do in their career. Functional Assessment/Intervention Project (100 points) Students are required to complete a functional assessment and intervention project. The end product will consist of a report that reflects a) a descriptive functional assessment using both indirect and direct measurements of behavior, b) a written hypothesis of behavioral function(s),and c) empirically supported recommendations (with citation of literature) that would directly test the written hypothesis. The end product is a report. The functional assessment component of this project will be completed at The Autism Place (TAP). Details in setting up observations, methods of interview, etc. will be made Purposes of the Functional Assessment/Intervention Project: a) Provide students with a supervised introduction into conducting a functional behavior assessment. b) Provide students an opportunity to develop a behavioral hypothesis with regard to behavioral functioning. c) Demonstrate to students the importance of consulting the literature base in determining and recommending potentially effective interventions. Research Proposal/Presentation (100 points) Students are required to write a research proposal and present this proposal to the class. This research proposal can be on any topic, but must be written from a behavior analytic perspective and must employ a single case research design utilizing behavioral technologies and principles. The research proposal will conform to the latest APA writing style and will include a title page, abstract, introduction/literature review, method, and references. The length of this research proposal will likely be between 15 and 20 pages. Students are also required to provide a 10 to 15 minute presentation of this research proposal to the course participants. The written product will be worth 75 points while the oral presentation will be worth 25 points. Purpose of the research proposal/presentation: a) provide students with an opportunity to explore a specific area of interest from a behavior analytic perspective. b) provide students with an opportunity to practice developing a clinical research study that utilizes a single case research design. c) provide students with an opportunity to practice presenting and defending a research proposal
General Considerations Special Accommodations If you believe or know you have a disability requiring accommodation; please contact 438-5853 (voice) or 438-8620 (TDD). Academic Dishonesty You are responsible for consulting a dictionary and thesauruses to fully understand the term plagiarism. If you engage in this behavior you will be awarded an F, and referred to the University Disciplinary Committee with my request for immediate expulsion from ISU. Attendance and Participation Attendance and participation is required for all scheduled class meetings and the student is responsible for information covered in assigned readings, handouts, discussions, and activities. If you miss a class because of an emergency, please notify the instructor by leaving a phone or email message. Grading All assignments are due on the assigned dates at the beginning of class. Credit for late assignments will reflect a 5% reduction for each day. Assignments later than 1 week will be scored as a zero. Assignment Possible Points Mid-term 100 Final 100 Behavioral Intervention Workshop Presentation 50 Functional Assessment/Intervention Project 100 Three Article Critiques 15 Written Research Proposal 75 Oral Research Proposal 25 Total: 465 A = 90-100% B = 80-89% C = 70-79% D= 60-69%
Tentative Course Schedule and Supplemental Readings Date Topic Readings Activity 8/20 Introduction CHH: 1&2; SW:1; SR: 1 & 4 Introductions, Syllabus, Discussion 8/27 Selecting, Defining, and Measuring Behavior CHH: 3-5; SW: 6 Direct Behavior Observations 9/3 Labor Day No Class 9/10 Evaluating Behavioral Interventions CHH: 6-10 Graphing Data: Bring Laptop Workshop 1 Article Critique 1 9/17 Analyzing Behavior: Part I CHH: 24; SW: 2, 5,& 10; SR2 9/24 Analyzing Behavior: Part II SW: 7-9 Workshop2 10/1 Reinforcement: Part I CHH: 11-13; SR3 Workshop 3 10/8 Reinforcement: Part II CHH: 22; SW: 10 Workshop 4 10/15 Mid-Term Exam 10/22 Antecedent Variables CHH: 16&17; SW 4 Article Critique 2 Workshop 5 10/29 Extinction CHH: 21&23; SR: 3 Workshop 6 11/5 Punishment CHH: 14&15 Workshop 7 11/12 Developing new Behavior CHH: 18-20 Workshop 8 Article Critique 3 11/19 Thanksgiving Break No Class 11/26 Group & Self-Management; Verbal Behavior CHH: 25-27; Research 12/3 Generalization, Maintenance, & Ethics CHH: 28&29; SW: 3 & 13; SR: 4 (yes, again) & 5 12/? TBA via I-Campus in Sept. Workshop 1 Title and Presenter TBD Workshop 2 Title and Presenter TBD Workshop 3 Title and Presenter TBD Workshop 4 Title and Presenter TBD Workshop 5 Title and Presenter TBD Workshop 6 Title and Presenter TBD Proposal Due Functional Assessment Intervention Project Due