UCC1: New Course Transmittal Form

UCC1: New Course Transmittal Form Department Name and Number Recommended SCNS Course Identification Prefix Level Course Number Lab Code Full Course Title Transcript Title (please limit to 21 characters) Effective Term and Year Rotating Topic yes no Amount of Credit Contact Hour: Base or Headcount S/U Only yes no Repeatable Credit yes no If yes, total repeatable credit allowed Variable Credit yes no If yes, minimum and maximum credits per semester Course Description (50 words or less) Prerequisites Co-requisites Degree Type (mark all that apply) Baccalaureate Graduate Professional Other Category of Instruction Introductory Intermediate Advanced Rationale and place in curriculum Department Contact College Contact Name Phone Name Phone Email Email Rev. 10/10

Advanced Seminar in Behavior Analysis: (Here is a specific example with the topic: DEVELOPMENTAL DISABILITIES) INSTRUCTOR: OFFICE: e-mail: class schedule: Office hours: Dr. Timothy Vollmer 331 PSYCHOLOGY vollmera@ufl.edu MWF 2 nd period Monday 3 rd -5 th period TEACING ASSISTANT: Kerri Berard, M.S. OFFICE: 349 PSYCHOLOGY e-mail: kberard@ufl.edu Office hours: W and F 3 rd period Overview Applied behavior analysis probably has had its greatest influence in the field of developmental disabilities. In fact, most students who enter the field of applied behavior analysis will in some way work in the area of developmental disabilities. The proliferation of behavioral methods and principles in developmental disabilities has led to restructuring of our legal, residential, and educational systems as they relate to individuals with developmental disabilities. Student outcomes There are three desired student outcomes for this seminar: 1. By the end of the semester, students will be able to identify some of the developmental disorders associated with mental retardation, 2. By the end of the semester, students will be able to review and critically evaluate some highly influential and/or recent behavioral studies in developmental disabilities, and, 3. By the end of the semester, students will be able to discuss contemporary and/or controversial issues in developmental disabilities. Attendance policy The university attendance policy can be found at the following link: https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx Attendance is on an honor system, with the exception of Fridays, when attendance is mandatory (other than those cases specified in the university policy). However, it is certain that your grade will be affected by poor attendance, as a majority of the material will be covered in class and only in class. On Friday, attendance will be taken by virtue of evaluating whether you have taken the test. You are allowed two missed tests, as explained below under the section titled tests.

Students with disabilities Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation. Contact the disability resource center (http://www.dso.ufl.edu/drc) for information about available resources for students with disabilities. Makeup Policies Absences due to illness or observance of religious holidays should be communicated to the instructor. Requirements for class attendance, make up exams, assignments, and other work in this class are consistent with university policies that can be found at Requirements for class attendance and make-up exams, assignments, and other work in this course are consistent with university policies that can be found in the online catalog at: https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx. Objectives Each week students will be given a set of objectives to use as a study guide for the upcoming test. Lectures Lectures will be usually on Mondays and Wednesdays and (with two exceptions) Fridays are reserved for testing. The lectures will involve either an area of research and application, a discussion of specific developmental disorders, or a discussion of contemporary issues. Reading Most weeks, anywhere from 1-4 articles will be assigned. These articles are available on line at the website for the Journal of Applied Behavior Analysis. Students will be tested on the content and implications of the articles. We strongly encourage you to subscribe to JABA so that you can obtain the most up-to-date articles and also receive a hard copy of issues via US mail (especially for those planning a career in behavior analysis). Subscription information is available at the following website: http://seab.envmed.rochester.edu/jaba/ Tests Tests will be given weekly (with two exceptions, see schedule). Tests will be worth 20 points. There are a total of 11 tests but only 9 will count. You are allowed to miss two

tests for any reason outlined in UF guidelines, https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx, and we will drop those test scores. Final exam The exam will be held on April 26 (Monday) at 5:30-7:30 PM. It is worth 20 points and the score cannot be dropped. Contesting a grade Please do this in written form. You can either give us your written dispute or send it to us via email. Grading 9 test scores= 180 points 1 final exam= 20 points Total= 200 points (insert grading scale here) For UF grade point assignment policy: https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx Academic integrity Please refer to http://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/ for university policies on academic integrity. Schedule 1-6 W Introduction 1-8 F Classification and terminology in DD 1-11 M Assessment of severe behavior disorders 1-13 W Treatment of severe behavior disorders 1-15 F Test 1 1-18 M No class. MLK day. 1-20 W Stimulus preference assessments 1-22 F Prader-Willi Syndrome 1-25 M DD in the schools 1-27 W Academic performance

1-29 F Test 2 2-1 M Self-care and daily living skills acquisition 2-3 W Adult services in the state of Florida 2-5 F Test 3 2-8 M Low frequency, high intensity behavior 2-10 W MR offenders 2-12 F Test 4 2-15 M Autism spectrum disorders 2-17 W Behavioral Treatments in autism 2-19 F Test 5 2-22 M Debunking fad treatments 2-24 W Verbal behavior 2-26 F Test 6 3-1 M Profound MR issues in assessment and treatment 3-3 W Down Syndrome/Lesch Nyhan 3-5 F Test 7 3-15 M Behavioral feeding 3-17 W Parent, staff, and teacher training 3-19 F Test 8 3-22 M Rumination and other disturbing forms of behavior 3-24 W Fragile X/Rett Syndrome 3-26 F Test 9 3-29 M Legal and ethical issues 3-31 W PKU/Fetal alcohol syndrome 4-2 F Test 10 4-5 M Social skills training 4-7 W Angelman s/tuberous sclerosis 4-9 F Test 10 4-12 M Toilet training 4-14 W Vocational skills training 4-16 F Test 11

4-19 M Review 4-21 W Review 4-26 M Final Exam (5:30-7:30) Readings : 1-7 Classification and terminology in DD 1-11 Assessment of severe behavior disorders Vollmer, T. R. Marcus, Bethany A. & Ringdahl, J. E. (1995). Noncontingent escape as treatment for self-injurious behavior maintained by negative reinforcement.. Journal of Applied Behavior Analysis,. 28, 15-26. Comment [FJ1]: Note to Committee: Please review the attached document from the instructor addressing the issue of journal selection. Worsdell, A. S., Iwata, B. A., Conners, J., Kahng, S., & Thompson, R. H. (2000). Relative influences of establishing operations and reinforcement contingencies on self-injurious behavior during functional analyses. Journal of Applied Behavior Analysis, 33, 451-461. Kodak, T., Lerman, D. C., Volkert, V. M., & Trosclair, N. (2007). Further examination of factors that influence preference for positive versus negative reinforcement. Journal of Applied Behavior Analysis, 40, 25-44. 1-13 Treatment of severe behavior disorders Carr, E.G., & Durand, V.M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126. Najdowski, A.C., Wallace, M. D., Ellsworth, C. L., MacAleese, A. N., & Cleveland, J. M. (2008). Functional analyses and the treatment of precursor behavior. Journal of Applied Behavior Analysis, 41, 41-97. 1-20 Stimulus preference assessments Pace, G. M. Ivancic, M. T. Edwards, G. L. Iwata, B. A. & Page, T. J. (1985). Assessment of stimulus preference and reinforcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis,. 18, 249-255. Fisher, W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25, 491-498. 1-22 Prader-Willi Syndrome 1-25 DD in the schools 1-27 Academic performance

Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49-61. Amanda L. Lannie & Brian K. Martens (2004). Effects of task difficulty and type of contingency on students allocation of responding to math worksheets. Journal of Applied Behavior Analysis, 37, 53-65. 2-1 Self-care and daily living skills acquisition Horner, R. D., & Keilitz, I. (1975). Training mentally retarded adolescents to brush their teeth. Journal of Applied Behavior Analysis, 8, 301-309. 2-3 Adult services in the state of Florida 2-8 Low frequency, high intensity behavior Reyes, J. R., Vollmer, T. R., Sloman, K. N., Hall, A., Reed, R., Jansen, G., Carr, S., Jackson, K., & Stoutimore, M. (2006) Assessment of deviant arousal in adult male sex offenders with developmental disabilities. Journal of Applied Behavior Analysis, 39, 173-188. 2-10 MR offenders 2-15 Autism spectrum disorders 2-17 Behavioral Treatments in autism 2-22 Debunking fad treatments Jacobson, J. W., Mulick, J. A. Schwartz, A. A. (1995). A history of facilitated communication: Science, pseudoscience, and antiscience science working group on facilitated communication. American Psychologist. 50(9), 750-765. 2-24 Verbal behavior Gutierrez, A., Vollmer, T. R., Dozier, C. L., Borrero, J. C., Rapp, J. T., Bourret, J. C., & Gadaire, D. (2007) Manipulating establishing operations to verify and establish stimulus control during mand training. Journal of Applied Behavior Analysis, 40, 645-658. Rosales, R. & Rehfeldt, R. A. (2007). Contriving transitive conditioned establishing operations to establish derived manding skills in adults with severe developmental disabilities. Journal of Applied Behavior Analysis, 40, 105-121. 3-1 Profound MR issues in assessment and treatment Reid, D. H., Phillips, J. F., & Green, C. W. (1991). Teaching persons with profound multiple handicaps: A review of the effects of behavioral research. Journal of Applied Behavior Analysis, 24, 319-336

3-3 Down Syndrome/Lesch Nyhan 1-12 Behavioral feeding Riordan, M. M., Iwata, B. A., Finney, J. W., Wohl, M. K., & Stanley, A. E. (1984). Behavioral assessment and treatment of chronic food refusal in handicapped children. Journal of Applied Behavior Analysis, 17, 327-341. Piazza, C. C., Patel, M. R., Gulotta, C. S., Sevin, B. M., & Layer, S. A. (2003). On the relative contributions of positive reinforcement and escape extinction in the treatment of food refusal. Journal of Applied Behavior Analysis, 36, 309-324. 1-13 Parent, staff, and teacher training Page, T. J., Iwata, B. A., & Reid, D. H. (1982). Pyramidal training: A large-scale application with institutional staff. Journal of Applied Behavior Analysis, 15, 335-351. Moore, J. W. & Fisher W. W. (2007). The effects of videotape modeling on staff acquisition of functional analysis methodology. Journal of Applied Behavior Analysis, 40, 197-202. 3-22 Rumination and other disturbing forms of behavior Linscheid, T. R., & Cunningham, C. E. (1977). A controlled demonstration of the effectiveness of electric shock in the elimination of chronic infant rumination. Journal of Applied Behavior Analysis, 10, 500. Wilder, D. A., Register, M., Register, S., Bajagic, V. & Neidert, P. L. (2009) Functional analysis and treatment of rumination using fixed-time delivery of a flavor spray. Journal of Applied Behavior Analysis, 42, 877-882. 3-24 Fragile X/Rett Syndrome 3-29 Legal and ethical issues 3-31 PKU/Fetal alcohol syndrome 4-5 Social skills training Reeve, S. A., Reeve, K. F., Townsend, D. B, & Poulson C. L. (2007). Establishing a generalized repertoire of helping behavior in children with autism. Journal of Applied Behavior Analysis, 40, 123-136. Krantz, P. J., & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191-202. 4-7 Angelman s/tuberous sclerosis

4-12 Toilet training Azrin, N. H., & Foxx, R. M. (1971). A rapid method of toilet training the institutionalized retarded. Journal of Applied Behavior Analysis, 4, 89-99. Simon J. L. & Thompson, R. H. (2006) The effects of undergarment type on the urinary continence of toddlers. Journal of Applied Behavior Analysis, 39, 363-368. 4-14 Vocational skills training Cuvo, A. J., Leaf, R. B., & Borakove, L. S. (1978). Teaching janitorial skills to the mentally retarded: Acquisition, generalization, and maintenance. Journal of Applied Behavior Analysis, 11, 345-355. Reid, D. H., Parsons, M. B., & Green, C. W. (1998). Identifying work preferences among individuals with severe multiple disabilities prior to beginning supported work. Journal of Applied Behavior Analysis, 31, 281-285. Saunders, R. R., McEntee, J. E., & Saunders, M. D. (2005). Interaction of reinforcement schedules, a behavioral prosthesis, and work-related behavior in adults with mental retardation. Journal of Applied Behavior Analysis, 38, 163-176.

College of Liberal Arts & Sciences 114 Psychology Building Department of Psychology PO Box 112250 Gainesville, FL 32611-2250 352-392-0601 352-392-7985 Fax To: CLAS Curriculum Committee From: Tim Vollmer, Professor Dear Committee: Thank you for taking the time to review our proposed course addition titled "EAB 4930: Advanced Seminar in Behavior Analysis." The actions taken and justification for inaction are listed below. 1. We have added a statement of make-up policies. 2. Assignment of readings from one journal. A) We must not have made clear that the proposal is for a seminar to include a variety of topics changing from semester to semester (ranging from substance abuse, to severe behavior disorders, to developmental disabilities, among many others) taught by experts in behavior analysis and depending on the expertise of the instructor for that semester. So, for example, if the course is taught one semester by one of our colleagues, the topic might be "Behavioral Interventions for Substance Abuse." Thus, the readings on the list you saw did not represent what the students will read, but what students DID read in a trial balloon run taught under the auspices of PSY 4930. This was a sample syllabus but it will never look exactly the same. It would be an impossible task to review the readings every semester to make sure the committee would agree with the level of diversity-- further, that would violate all principles of academic freedom. What we were proposing to add is a revolving topics seminar. B) In defense of the readings list for the sample seminar that we sent, Dr. Vollmer, the instructor for that section, is an expert in the behavior analysis of developmental disabilities. He judged those readings to be desirable on the following grounds: One, there are behavior analysis (BA) journals and there are developmental disabilities (DD) journals, but scientists working in both BA and DA send their very best work to this particular journal. Two, the topic of the course is behavior analysis in developmental disabilities-- so this is where that work (blending topic and method) is found. Three, this particular journal has a policy that assessment and intervention procedures must be thoroughly described, so it represents an opportunity to discuss each component with students. C) An alternative would have been to assign a book in which many of these assigned article can be found (there is a collection of classic JABA articles on developmental disabilities containing more than 2/3 of the assigned readings). If Vollmer had done so, it would have cost the students money when they could get the articles on line for free or subscribe to the journal for a low fee and it would have not allowed the instructor to include some more recent articles. However, if Vollmer had assigned the book we highly doubt that the committee would have said, "The committee finds it inappropriate to have all assigned readings from the same book." The Foundation for The Gator Nation An Equal Opportunity Institution

D) The readings were only one part of what the students were learning and exposed to. There are many courses on campus with NO required readings. E) With all of that said, please recall that the nature of the course will be such that the reading list is new every semester. Does the committee plan to monitor the reading list each new semester? As a result of these considerations, it would be simply a formality to change the reading list considering it may never be the one used in the future and considering we in psychology hold firmly to the belief that experts within a field have the right to assign what readings they wish to assign, within reason. Thus, we did not make a change on the sample syllabus.