BEHAVIOR ANALYSIS Psychology 551 (4 credits) Fall 2011

BEHAVIOR ANALYSIS Psychology 551 (4 credits) Fall 2011 Instructor: Wendy A. Williams, Ph.D. Office: PSY 426 Office Phone: (509) 963-3679 Email: WilliamW@cwu.edu Office Hours: MTTH 7PM (virtual) Lecture Time: TTh 12-1:50 pm Cell phone: (509) 929-2693 Classroom: PSY 263 SKYPE: drwendy58 Catalog Description: Techniques in applying behavioral principles to human performance. This course is limited to graduate students in the Psychology department. Undergraduate students are not admitted to the course without permission of the instructor. Required Textbooks and Course Materials: Applied Behavior Analysis (2 nd Ed) Authors: Cooper, Heron & Heward Reading Packet available on BlackBoard Introduction to Behavior Analysis Welcome to Behavior Analysis! This handout is intended to familiarize you with aspects of the course necessary for your success. Please read all sections carefully and keep it available for future reference. The course is taught in a lecture-discussion format and will focus on the fundamental principles and procedures specific to behavior analysis and behavior modification. These principles and procedures will enable you to better understand the influence of environmental events on behavior. The behavior analytic method relies heavily on a thorough assessment of the contingencies in operation prior to any intervention followed by clear definition of behavioral goals, and systematic changes in those contingencies to obtain the specific desired behavior outcomes. We will deal with four main issues. 1) What are the general principles that govern the interactions between behavior and environment? 2) How can these principles be used to describe the behaviors that we observe through the use of functional analysis? 3) How can we use these principles to eliminate unwanted behavior, and to introduce, strengthen and maintain appropriate target behaviors? 4) Is there a role for the philosophy of behaviorism (radical or otherwise) in intervention training programs (i.e. counseling, school psychology, clinical psychology)? We will approach the issues through various media, including your textbook, reprinted chapters and journal articles, films and classroom discussions. While you will be expected to master the terminology and principles of the discipline, we will also try to keep the conversation related to philosophy open and ongoing. The subject matter will be approached from a traditional/radical behavioral perspective. That is, we will be most

interested in trying to understand behavior which is easily visible to all observers as well as those observable aspects of the environment with which behavior interacts. Other approaches to the study of behavior are possible, such as physiological determinants of behavior, and cognitive or emotional determinants of behavior. For example, behavior may be studied by attempting to understand the emotional states that are thought to underlie or accompany behavior. Such an approach may be potentially valuable and necessary to a complete understanding of human behavior. Unfortunately, such processes do not make themselves readily available for scientific analysis and/or necessarily rely heavily on correlational evidence. As such, true causal relationships can only be inferred. Moreover, behavior analysts view private events such as feelings, thoughts and emotions as responses to environmental events, rather than as causes. Therefore, if we are to approach behavior from a cause-and-effect perspective (which is critical for successful intervention), we necessarily must limit ourselves to observable processes, and measurable behavior. Course Overview. The class is divided into several units or sections. You will be attending lectures relevant to the assigned textual readings, seeing films and leading discussions over assigned journal articles. You will be taking exams over this material. Furthermore, you will be preparing a literature review over a chosen topic within behavior analysis. You and I will work together to select your topic. An outline of goals for this paper will be developed during the first 2 weeks of class. Finally, you will be developing and implementing a self behavior Together with me, you will select a target behavior and perform a functional analysis on that behavior. Then you will develop and carry out a behavior analytic intervention. General Course Information. This course is mandatory within the CWU graduate program in Psychology. It provides a background a) to the environmental bases for behavioral change, b) of the uses of functional analyses in behavioral interventions, c) in the efficacy of various behavioral intervention procedures, d) for the use of single subject designs, and e) for the philosophy of behaviorism within the intervention community. Course content will focus on the effects of an organism s phylogenic and ontogenetic history on its behavior, on the role of three-term-contingencies, on functional analyses, on behavior change tactics, and on program development and assessment. At times, you may find the content difficult due to new concepts and new terminology. Science is a technical endeavor and as such requires a technically precise language. You will be expected to develop a working fluency with this new language of behavioral science, and to use it regularly and accurately. You will be given plenty of opportunities to practice and test your fluency with these new terms in class. Americans with Disabilities Act. Students who have special needs or disabilities that may affect their ability to access information, materials, or activities presented in this course are encouraged to contact the DSS Director/ADA Compliance Officer on campus at (509) 963-2171 for information regarding additional-related educational accommodations. I am prepared to make accommodations as needed for those students who qualify.

Student Learning Objectives and Assessments Demonstrate familiarity with the historical development of theory in Behavior Analysis. Demonstrate mastery of critical terms and concepts in Behavior Analysis. Demonstrate the ability to communicate in the language and format of the disciplines of Behavior Analysis. Demonstrate ability to read, comprehend and discuss technically sophisticated experimental intervention procedures, graphical representations of single subject data, data analysis methods, theoretical arguments specific to Behavior Analysis. Demonstrate the ability to conduct an empirical functional analysis of specific target behaviors, operationally define treatment objectives, select and implement appropriate behavioral intervention and gather data to evaluate and assess behavioral treatment programs. Demonstrate the ability to critically evaluate research designs, data collection methods and interpretations common to the field of Behavior Analysis. Demonstrate the ability to generate and operationalize scientifically interesting questions in the area of Behavior Analysis. Demonstrate the ability to analyze a target behavior in terms of the current contingencies, identify procedures and strategies that will effectively modify the target behavior, develop a treatment program to maintain the behavior change and encourage generalization. Demonstrate skills and knowledge that will allow you to work collaboratively with teachers and administrators to help develop, promote and support behavior management strategies. Demonstrate the ability to write and speak effectively about behavior analytic techniques with both formal and informal audiences. Quizzes, short answer essay exams, and/or behavior

School Counseling Standards covered in PSY 551, Behavior Analysis (4 credits) This course meets the following Washington State Residency-Level Benchmarks for School Counselors. These standards are reflected in WAC 180-78A-270 (a) (5) [Rev. 12/3/04]. PSY 551, Behavior Analysis (4 credits) STANDARD 7: Collaboration with School Staff, Family, and Community. Certified school counselors work collaboratively with school staff, families, and community members to achieve common goals for the education of students, improvement of schools, and advancement of the larger community; know appropriate behavior management strategies and can team with staff and families to improve student achievement; and use their knowledge of community resources to make appropriate referrals based on the needs of students. Standard 07-7. Works with teachers and administrators to promote and support behavior management strategies. STANDARD 11: Professionalism, Ethics, and Legal Mandates. Certified school counselors develop a professional identity congruent with knowledge of all aspects of professional functions, professional development, and state and national school counselor organizations. They adhere strictly to the profession s codes of ethics, especially those that have been established by the American Counseling Association (ACA), the American School Counselor Association (ASCA), the National Board for Certified Counselors (NBCC), and other relevant codes of ethics. They are familiar with state and federal policies, laws, and legislation relevant to school counseling. Standard 11-1. Writes and speaks effectively in formal and informal communications.

School Psychology Standards covered in PSY 551, Behavior Analysis (4 credits) This course meets the following National Association of School Psychologists (NASP) 2000 Standards and the Washington State Residency-Level Benchmarks for School Psychologists. These standards are reflected in WAC 180-78A-270 (7) (a) [Rev. 10/11/04]. 2.1 Data-Based Decision-Making and Accountability: School psychologists have knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. School psychologists use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. Data based decision-making permeates every aspect of professional practice. 2.9 Research and Program Evaluation: School psychologists have knowledge of research, statistics, and evaluation methods. School psychologists evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.

CH&H Readings Unit 1 Chapter 1-5 Basic Concepts Selecting, Defining and Measuring Behavior Unit 2 Chapters 11-15 + 27 Reinforcement Punishment Self-Management Unit 3 Chapters 16-20 Antecedent Variables Developing New Behavior Unit 4 Chapters 21-23 + Chapter 26 Decreasing Behavior without Punishment Special Applications Unit 5 Special Applications Token Economies, Contingency Contracting and Verbal Behavior i(f we have time) Assigned Articles * Unit One Readings * Unit Two Readings * Unit Three Readings * Unit Four Readings No Quiz/Grade based on attendance and participation Asssigned readings The assigned readings will be part of various threaded discussion forums on BlackBoard. You are required to participate in the discussions. Your grade will be based on your level of participation (including original comments and replies to other students comments) and on the substantive nature of your comments. Superficial or shallow comments will not receive full credit. Discussions will continue until the quiz for that Unit has been given. (For example, you must participate in the discussions for Unit 1 before the quiz for Unit 1). Only those comments submitted before the quiz will be graded. I have made the Readings available in.pdf format on BlackBoard. They are also listed below.

Assigned Readings UNIT 1 1) Baer, D. M. Wolf, M.M. & Risely, T. R. (1968). Some current dimensions of applied behavior analysis, Journal of Applied Behavior Analysis, 1, 91-97. 2) Baer, D. M. Wolf, M.M. & Risely, T. R. (1987). Some still current dimensions of applied behavior analysis, Journal of Applied Behavior Analysis, 20, 313-327. 3) Morris, E. K. (1993). Behavior analysis and mechanism: One is not the other. The Behavior Analyst, 16, 25-43. 4) Carr, E. G. (1993). Behavior analysis is not ultimately about behavior. The Behavior Analyst, 16, 47-49. 5) Lee, V. L. (1993). Beyond the illusion of a mechanistic psychology. The Behavior Analyst, 16, 55-58. 6) Cameron, J., Banko, K. M. & Pierce, W. D. (2001). Pervasive negative effects of rewards on intrinsic motivation: The myth continues. The Behavior Analyst, 24, 1-44. 7) Mason, S. A. McGee, G.G., Farmer-Dougan, V., & Risley, T. R. (1989). A practical strategy for ongoing reinforcer assessment, Journal of Applied Behavior Analysis, 22, 171-179. 8) Meyer, K. A. (1999). Functional analysis and treatment of problem behavior exhibited by elementary school children, Journal of Applied Behavior Analysis, 32, 229-232. UNIT 2 1) Lattel, K. A., & Neef, N. A. (1996) Recent reinforcement-schedule research and applied behavior analysis, Journal of Applied Behavior Analysis, 29, 213-230. 2) Martens, B. K., Bradley, T. A. & Eckert, T. L. (1997). Effects of reinforcement history and instructions on the persistence of student engagement, Journal of Applied Behavior Analysis, 30, 569-572. 3) Solnick, J. V. Rincover, A. & Peterson, C. A. (1977) Some determinants of the reinforcing and punishing effects of timeout. Journal of Applied Behavior Analysis, 10, 415-424. 4) Iwata, B. A. (1987) Negative reinforcement in applied behavior analysis: An emerging technology. Journal of Applied Behavior Analysis, 20, 361-378.

5) Johnston, J. M. (1991). What can behavior analysis learn from the aversives controversy. The Behavior Analyst, 14, 187-196. 6) Lerman, D. C. & Vorndran, C. M. (2002) On the status of knowledge for using punishment: Implications for treating behavior disorders, Journal of Applied Behavior Analysis, 35, 431-464. UNIT 3 1) Johnston, J. M., & Sherman, R. A. (1993). Applying the least restrictive alternative principle to treatment decisions: A legal and behavioral analysis. The Behavior Analyst, 16, 103-115. 2) Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I. (1988). The right to effective behavioral treatment. The Behavior Analyst, 11, 111-114. 3) O Donohue, W. T., Callaghan, G. M. & Ruckstuhl, L. E. (1998). Epistemological barriers to radical behaviorism. The Behavior Analyst, 21, 307-320. 4) McGinnis, J. C., Friman, P. C., & Carlyon, W. D. (1999). The effect of token rewards on "intrinsic" motivation for doing math. Journal of Applied Behavior Analysis, 32, 375-379. 5) McGill, P. (1999). Establishing operations: Implications for the assessment, treatment, and prevention of problem behavior. Journal of Applied Behavior Analysis, 32, 393-418. 6) Jostad, C. M., Miltenberger, R. G., Kelso, P. & Knudson, P. (2008). Peer tutoring to prevent firearm play: Acquisition, generalization, and long-term maintenance of safety skills. Journal of Applied Behavior Analysis, 41, 117-123. 7) Jerome, J., Frantino, E. P., & Sturmey, P. (2007). The effects of errorless learning and backward chaining on the acquisition of internet skills in adults with developmental disabilities. Journal of Applied Behavior Analysis, 40, 185-189. UNIT 4 1) Kohlenberg, R. J., Tsai, M. & Dougher, M. J. (1993). The dimensions of clinical behavior analysis, The Behavior Analyst 16, 271-282. 2) Follette, W. C., Bach, P. A. & Follette, V. M. (1993). A behavior-analytic view of psychological health, The Behavior Analyst, 16, 303-316.

3) Miller, D. L. & Kelley, M. L., (1994). The use of goal setting and contingency contracting for improving children s homework performance. Journal of Applied Behavior Analysis, 27, 73-84. 4) Bullock, C. & Norman, M. P. (2006). The effects of a high-probability instruction sequence and response independent reinforcer delivery on child compliance. Journal of Applied Behavior Analysis, 39, 495-499. 5) Sajwaj, T., Twardosz, S., & Burke, M. (1972). Side effects of extinction procedures in a remedial preschool. Journal of Applied Behavior Analysis, 5, 163-175. 6) Thompson, R. H., Iwata, B. A., Hanley, G. P., Dozier, C. L., & Samaha, A. L. (2003). The effects of extinction, noncontingent reinforcement, and differential reinforcement of other behavior as control procedures. Journal of Applied Behavior Analysis, 36, 221-238.

COURSE ASSESSMENT 4 Exams (60 pts each) 300 points Unit 5 participation 100 points BlackBoard Discussions 100 points Behavior Modification paper 100 points Term Tests 100 points Total 700 points FINAL GRADES Percent Grade 92% A 90% A- 88% B+ 82% B 80% B- 78% C+ 72% C 70% C- 69% or less F EXAMS (400 points) Four non-cumulative exams, worth 100 points each, will be given, each consisting of vocabulary and short-answer essay questions. MAKE-UP EXAMS In cases of documented medical emergencies only, a student may be allowed to take a single makeup exam during the final examination period. Students must notify the professor within 48 hours of the absence (unless it is impossible to do so). All other failures to complete a Quiz will result in a grade of zero and the student will not be allowed to take the make up the missed exam. BEHAVIOR MODIFICATION PROJECT (100 points) You will be completing a self behavior modification project. Please APA format to organize the paper. You will be developing a behavior analytic intervention on a behavior of your choosing and implementing it over approximately a 4-week period. Details of the paper requirements will be provided. This paper is also worth 100 points.

CONCEPT FLUENCIES Every week you will have the opportunity to test your (100 points) fluency with the terminology and concepts of the field. You will be provided with the comprehensive list of terms during the first week of classes. Each week you will be given the opportunity to test yourself on these terms. The quizzes are designed such that you will be provided with the definition and you must supply the term. Once a week, you will be given 15 minutes to complete all of the terms. If you miss a term test opportunity due to absence, you may not make it up. You will have to wait until the following week. Each missed test will result in a lowering of your final score by 5 points. Once you have earned 80 points, you may stop taking the term tests. MATERIALS Read the assigned material before class. There is a substantial amount of reading and preparation of this course. You should be prepared to study every day for several hours, in order to accomplish the preparations and reading Due to time limitations, I cannot cover all assigned material in lecture. Remember, you are responsible for the assigned material, whether or not it is covered in class. Similarly, the material in lecture, films, and in our classroom activities will be on the quizzes. If you miss a class, you will need to get that information from another student. CHEATING DON T! I will report all evidence of cheating to the Chair and together we will follow-up according to University Policy.

Final note: This course is intended to address the issues of how behavior analysts approach real problems that confront in-the-field intervention specialists. Behavior analytic methods have been successfully employed by counselors, clinicians, school counselors and school psychologists, regular and special education teachers, animal behavior care staff, residential care facility staff, business consultants, industrial and organizational psychologists, university professors, and many others. By its very applied nature, this is a course that is relevant for anyone interested in a career in intervention. In the past, some of my students have commented that the material seemed relevant for students other than themselves. For example, the counseling students said the class seemed heavily experimental and therefore more appropriate for the Exp students, and not for them. At the same time the experimental students said it seemed to focus too heavily on clinical issues and therefore, was more appropriate for the counseling, school counseling and school psychology students. So which is it? This course (and Behavior Analysis, in general) is experimental by nature since any intervention must be assessed to determine its efficacy. Whether you plan to pursue a career in a hospital setting, a residential care facility, a zoological park, an animal rehabilitation facility, a school, a classroom, or a private consultation office, you will have to empirically demonstrate the efficacy of your chosen treatments, interventions or advice. The content of the course is applied, often (although not always) in a clinical sense. Put simply, it is the nature of this course to insist on mastery of both aspects of Applied Behavior Analysis: both application and assessment. For some of you, this class will feel particularly clinically relevant; for others it may feel very experimental and/ or philosophic and theoretical. In all cases, you would be correct. That is the nature of the field of applied behavior analysis: it is a philosophy, it is an experimental methodology and it is applied. All three aspects should be important to anyone who plans to take the wellbeing of others into their own hands and to make important decisions that will affect their clients lives; as well as for those of you who plan to delve deeper into the experimental analysis of human (and nonhuman) behavior. So if you begin to feel like the content of the course is missing its mark for you, please remember to reflect on the importance of all three aspects of Applied Behavior Analysis: application, behavior and analysis! Becoming versed in all three will make a better psychologist of you, regardless of your emphasis!