University of Southern Maine

University of Southern Maine School of Education and Human Development Department of Human Resource Development Educational Psychology Program Master of Science in Educational Psychology with a Concentration in Applied Behavior Analysis (MS-ABA) Program Handbook Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 1

I. INTRODUCTION... 3 II. FACULTY... 4 III. PROGRAM PHILOSOPHY... 5 IV. PROGRAM MISSION, GOALS, AND OBJECTIVES... 6 Interventions... 6 V. MASTER OF EDUCATIONAL PSYCHOLOGY WITH ABA CONCENTRATION PROGRAM OF STUDY... 8 SPY 671 Physical Bases of Behavior... 8 SPY 673 Social Foundations of Behavior... 8 SPY 675 Indirect Behavioral Assessment... 8 SPY 676 Behavioral Principles of Learning... 8 SPY 684 Advanced Applied Behavior Analysis... 9 SPY 678 Functional Behavioral Assessment... 9 SPY 659 Research Methods in Applied Interventions... 9 SPY 603 Consultation in School Psychology... 9 SPY 629: ABA and Developmental Disabilities.... 9 SPY 627 Advanced Response to Intervention for Reading... 9 EDU 600 Research Methods and Techniques... 9 VI. Course Sequence... 10 Connections between the BACB Standards and the MSEPABA Program of Study... 11 IV. STUDENT APPEALS AND COMPLAINTS... 12 APPENDIX... 15 Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 2

I. INTRODUCTION This handbook has been prepared to assist students in the Master of Science in Educational Psychology with a concentration in Applied Behavior Analysis (MSEPABA) as they determine and engage in course planning and program completion activities. The handbook includes information regarding program mission, goals, objectives, philosophy, required courses and student evaluation. It has been designed to give the student, and the faculty supervisor(s) a better understanding of each other's roles. Students are advised that this handbook does not include all Department, College, and University policies. Students should consult the University of Southern Maine Graduate Catalog for other information. Students are reminded that consultation with their advisors is an essential component to individual program of study planning. Comments about this handbook are encouraged so that these experiences can be more valuable to students, faculty and supporting agencies. Please send your comments directly to the Coordinator of the School Psychology Program. Rachel Brown-Chidsey, Ph.D., NCSP, Coordinator Educational and School Psychology Programs Associate Professor of School Psychology College of Education and Human Development 400 Bailey Hall University of Southern Maine Gorham, ME 04038 (207) 228-8322 E-mail: rachelb@maine.edu Note: Program faculty reserve the right to change any of the terms of the handbook in any section at any time. Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 3

II. FACULTY Rachel Brown-Chidsey, Ph.D., NCSP Rachel received her Ph.D. in School Psychology from the University of Massachusetts, Amherst in 2000. Prior to that she worked for 10 years as a general and special education teacher in Massachusetts. Rachel s research focuses on intervention-linked assessments using curriculum-based measurement (CBM), problem-solving and response-to-intervention (RTI) models. She has conducted several studies of silent reading fluency using CBM as well as response to intervention methods. Rachel is a native Alaskan and spends the summers in her home town of Palmer, Alaska. Mark W. Steege, Ph.D., BCBA Mark earned his doctorate in School Psychology at the University of Iowa and worked as a school psychologist in a number of Iowa schools. Mark s research focuses on person-centered applied behavior analysis. He has written extensively on functional behavioral assessment, single-subject research methods, and use of empirically-based interventions for students with behavioral difficulties. Mark has served on the editorial board of Journal of Applied Behavior Analysis. Mark is a Board Certified Behavior Analyst (BCBA), Maine Licensed Psychologist, Nationally Certified School Psychologist (NCSP), and Maine Certified School Psychological Service Provider (CSPSP). Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 4

III. PROGRAM PHILOSOPHY The USM school psychology program is based on three fundamental conceptual models. The first is the Data-Based Decision-Making and Accountability model (Kratochwill & Stoiber, 2002; National Association of School Psychologists, 2000). This is the organizing theme that permeates the training of school psychology practitioners and defines a best practices approach to service delivery. Within this model, school psychology practitioners utilize assessment methods and interventions that are empiricallybased. This means that assessments have been demonstrated to be reliable, valid and accurate. Moreover, school psychology practitioners use and endorse only those interventions that have been subjected to scientific analysis and have yielded socially meaningful outcomes. In short, the program endorses a practitioner-scientist orientation to the training and practice of school psychology. The second conceptual foundation is the problem solving model (Brown-Chidsey, 2005). Within this model, school psychology practitioners utilize a collaborative problem solving approach in offering a continuum of services that include assessment, interventions (e.g., consultation, Social Foundations training, positive behavioral supports) and program evaluation. While norm-referenced diagnostic assessment may be a part of this process, an emphasis is placed on the use of criterion-referenced, curriculum-based, and functional behavior assessments to address academic, social-emotional, and behavioral issues of referred students. The final conceptual framework is based on the Stimulus-Organism-Response-Consequence (S- 0-R-C) model of human behavior (Nelson & Hayes, 1985; Shapiro & Kratochwill, 2000). Within this model, human behavior is viewed as a complex interaction of external and internal variables. The primary purpose of assessment is to identify and accurately measure those variables that interfere with and/or contribute to a person's acquisition of academic, social, and behavioral skills. The results of assessments are used as the basis for designing individually tailored interventions that promote the development of socially meaningful behaviors. Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 5

IV. PROGRAM MISSION, GOALS, AND OBJECTIVES The mission of the University of Southern Maine (USM) Master of Science (MS) in Educational Psychology with a concentration in Applied Behavior Analysis is to prepare Masters Level Clinicians with the education and training that prepares them to sit for the examination to become Board Certified Behavior Analysts (BCBA) who are grounded in the best practices in behavior analysis. The Programs goals are (a) to provide a consistent and coherent program of study in educational psychology founded on specific conceptual frameworks (outlined below), (b) to teach and demonstrate best practices in behavior analysis in all program courses and activities, and (c) to prepare students for the practice of behavior analysis in Maine and elsewhere. The MSEPABA objectives pull together the mission and goals by providing courses, field experiences, and reflection through which students will learn (a) the scope and content of school psychology practices, (b) data-based, problem-solving, and SORC-oriented procedures, and (c) practical strategies for implementing best practices in school psychology by using empirically validated assessment, intervention, and consultation methods. This handbook is designed to provide a comprehensive description of the program, course of study, and field experiences. The MS in School Psychology program prepares students to meet competencies set forth by the Behavior Analyst Certification Board (BACB). Upon completion of the program, graduates have earned the academic requirements in the preparation for the practice of behavior analysis. The program is designed to meet the academic and supervised experience requirements necessary for the following credentials: Board Certified Behavior Analyst Based on the models and professional standards found in the program philosophy, students in the USM MS program receive training in the following areas prior to and during the practicum/internship phases of the program: Assessment: 1. functional behavior assessment (e.g., indirect, direct, and analogue) 2. clinical interviews Interventions 1. consultation 2. positive behavioral supports 3. social Foundations training Applied Research and Evaluating the Effectiveness of Interventions 1. single case experimental design In addition to the academic requirements, BACB requires a 1500 hour supervised work experience; this work experience must occur in a behavior analytic environment under the supervision of a Board Certified Behavior Analyst. The supervised work is designed to provide students or graduates with experience utilizing the knowledge and skills gained during and concurrent with coursework. The supervised work is conducted under the direct supervision of a BCBA and may or may not involve direct Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 6

supervision by University faculty. The supervised work experience is arranged independent of the university or school psychology program, by the student and may occur concurrent with the or upon completion of the coursework. Consistent with BACB Behavior Analyst Certification Board Guidelines for Responsible Conduct For Behavior Analysts (August 2004) 1, graduates of the program are encouraged to maintain a rigorous course of professional development throughout their careers and are bound to limit their practice to competencies and populations in which they are trained. 1.04 Professional Development. Behavior analysts who engage in assessment, therapy, teaching, research, organizational consulting, or other professional activities maintain a reasonable level of awareness of current scientific and professional information in their fields of activity, and undertake ongoing efforts to maintain competence in the skills they use. Graduates who are interested in further development in behavior analysis or as an educational or school psychology practitioner are encouraged to pursue doctoral training. Doctoral training typically prepares practitioners in advanced skills in school psychology practice (e.g., neuro-psychological assessment, behavioral assessment, counseling, applied behavior analysis, applied research, supervision) with specific populations (e.g., emotional disability, developmental disabilities, autism, learning disability). 1 The full text of the Behavior Analyst Certification Board Guidelines for Responsible Conduct For Behavior Analysts (August 2004) is included as an appendix to this handbook Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 7

Psychological Foundations (12 credits) SPY 671 Physical Bases of Behavior SPY 673 Social Foundations of Behavior SPY 674 Psychopathology SPY 676 Behavioral Principles of Learning Assessment (9 credits) SPY 675 Indirect Behavioral Assessment SPY 678 Functional Behavioral Assessment Interventions (12 credits) SPY 628 Behavior Therapy SPY 603 Consultation in School Psychology SPY 684 Advanced Applied Behavior Analysis V. PROGRAM OF STUDY Research (6 credits) EDU 600 Research Methods and Techniques (Note: must be taken within first year) SPY 659 Clinical Research Methods Descriptions of each of the classes are given below. SPY 671 Physical Bases of Behavior This course examines neural, endocrine, and response systems that are related to attention, motivation, emotion, memory, and psychological and/or learning disorders. It includes consideration of typical and atypical patterns of development and neurological and health problems of children and adolescents. SPY 673 Social Foundations of Behavior This course provides knowledge and skills in the area of social psychology. The course includes an overview of basic social psychology methods and research findings as well as preparation of students to conduct assessment and intervention for social skills problems among school-age children. The course includes discussion of the importance of social skills and provide a rationale for promoting and teaching pro-social behavior. Students review and learn how to administer, score, and interpret both screening level and evaluation-level social skills assessment instruments. In addition, students review a variety of interventions and develop social skills interventions based on assessment information. Prerequisites: Matriculation in USM school psychology or special education program or permission of instructor. SPY 674 Psychopathology This course introduces to the basic tenets of psychopathology using the Diagnostic and Statistical Manual of Mental Disorders (DSM) and other related documents. Students learn the empirical and social foundations of human psychology as well as the course of typical and atypical psychological development. SPY 675 Indirect Behavioral Assessment This course examines a variety of analog behavior assessment methods addressing social-emotional behavior issues. Assessment techniques covered in the course include psychosocial interviews, behavior rating scales, and adaptive behavior assessments. This course includes practica experiences in which students are supervised in the administration, scoring, and interpretation of assessment procedures. SPY 676 Behavioral Principles of Learning This course is an introduction to concepts and principles of conditioning and reinforcement, perception and attention, memory, information processing, and problem solution. The course includes the neural bases of learning and cognition as well as consideration of the acquisition and loss of habit patterns. Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 8

SPY 684 Advanced Applied Behavior Analysis This is an advanced course that examines behavioral technologies used by independent practitioners, consultants, and behavioral team leaders to change socially meaningful behavior. These technologies are based upon the more complex behavioral principles derived from the experimental analysis of behavior. The behavioral technologies examined will include those based on positive and negative reinforcement, punishment, stimulus control, stimulus shaping and fading, simple and complex schedules of reinforcement, establishing operations, the matching law, behavioral economics, and behavioral momentum. Emphasis will be placed on behavioral technologies used to improve children s social and academic behavior, while reducing behaviors that interfere with functioning in mainstream settings. The course will also introduce students to the Association for Behavior Analysis, the Journal of Applied Behavior Analysis, and credentialing for ABA practitioners. Prerequisite: SPY 676. SPY 678 Functional Behavioral Assessment This course prepares students to conduct functional behavioral assessments. Incorporating a variety of methodologies including interviews and different types of systematic observations, this course includes practica experiences in which students are supervised in the practice of functional behavioral assessment procedures and evaluation reports. Prerequisite: SPY 676. 3 SPY 659 Research Methods in Applied Interventions This course examines research techniques appropriate for educational and clinical settings. The research techniques covered in the course emphasize a problem-solving assessment methodology with a particular focus on measuring progress toward reduction or elimination of problem behaviors. The research methods taught in the course are utilized by students to conduct a pilot study of a specific individual target behavior of concern, including academic, social-emotional, or social skill problems. Using a single-subject research design, students design, implement and monitor the efficacy of an applied intervention. Prerequisite: SPY 676. SPY 603 Consultation in School Psychology This course examines how school psychologists and others such as behavior analysts can provide consultation services in school and clinical settings. A review of research which outlines a variety of consultation roles and procedures is incorporated with case studies and opportunities to explore the use of consultation as part of a problem-solving, data-based approach to behavior analysis. Prerequisites: SPY 676, SPY 684, SPY 659. Cr. 3 SPY 628: Behavior Therapy This course provides students with an introduction to empirically-based behavior treatment methods, including Cognitive-Behavior Therapy (CBT). Students learn the empirical evidence supporting behavior therapy as well as typical case formulations, treatment plans, duration, and outcomes. This course is open to matriculated students in the School Psychology, Counseling, and MS Applied Behavior Analysis programs or by instructor permission only. EDU 600 Research Methods and Techniques This course studies the concepts, principles, and techniques of educational research with an emphasis on scientific inquiry and problem solving, designed for both the producer and consumer of educational research. Individual research proposals and reports are completed. Prerequisite: open to matriculated students only. Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 9

VI. Course Sequence It is helpful for students to complete SPY 676 prior to or at the same time as enrolling in SPY 684, SPY 659, SPY 678. It is recommended that students take SPY 603 last. Please note that the course offerings change from year to year and the following suggested course sequence is not a guarantee that courses will be offered in the exact order listed below. Students must earn a grade of B or better in all MASTER OF EDUCATIONAL PSYCHOLOGY WITH ABA CONCENTRATION courses in order to earn credit toward the degree. Students who earn a grade of B- or less in a required course will either be required to re-take the course or may be counseled to withdraw from the program. The following course sequence is recommended: Year 1 Fall: SPY 671, SPY 676 Spring: SPY 673, SPY 674 Summer: EDU 600, SPY 628 Year 2 Fall: SPY 675, SPY 659 Spring: SPY 678, SPY 684 Summer: SPY 603 Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 1 0

Connections between the BACB Standards and the MSEPABA Program of Study Table 1 illustrates which courses cover specific ethical guidelines. Table 2 illustrates the relationship between objective domains of the MSEPABA program and specific courses that include relevant content and applied learning experiences for the BACB domains of training and practice. Table 1. Ethical Guidelines Ethical Guideline USM Course(s) 1.0 Responsible Conduct of a Behavior Analyst SPY 684; SPY 603, SPY 628 2.0 The Behavior Analyst's Responsibility to Clients SPY 684; SPY 603, SPY 628 3.0 Assessing Behavior SPY 678, SPY 659, SPY 603 4.0 The Behavior Analyst and the Individual Behavior Change Program SPY 678, SPY 684, SPY 603 5.0 The Behavior Analyst as Teacher and/or Supervisor SPY 603, SPY 628 6.0 The Behavior Analyst and the Workplace SPY 603, SPY 628 7.0 The Behavior Analyst and Research SPY 659, SPY 678 8.0 The Behavior Analyst's Ethical Responsibility to the Field of Behavior Analysis SPY 684, SPY 659 9.0 The Behavior Analyst's Responsibility to Colleagues SPY 684; SPY 603, SPY 628 10.0 The Behavior Analyst's Ethical Responsibility to Society SPY 684; SPY 603, SPY 628 Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 1 1

IV. STUDENT APPEALS AND COMPLAINTS (excerpted from the USM Graduate Catalog) Non-Academic Complaints To provide graduate students with assistance in resolving disagreements or complaints of a nonacademic nature, the University has designated the Office of the Dean of Student Life (ODSL) to respond to student inquiries. The mission of ODSL is to provide impartial guidance to students in identifying the nature of their disagreement or complaint. ODSL staff will guide students to the appropriate University policy or procedure to utilize in seeking resolution. The academic policies described below are not applicable to student complaints about unlawful discrimination or sexual harassment; however, an ODSL representative can advise the student about the University policies and procedures to follow when student complaints of this nature arise. Academic Grades and Appeal Policy Students in the MASTER OF EDUCATIONAL PSYCHOLOGY WITH ABA CONCENTRATION program are expected to earn grades of B or better in all classes. The purpose of the academic grade appeal policy is to provide a fair and speedy review of all student appeals of academic grades in graduate/professional programs at the University of Southern Maine; this policy will permit such appeals to be determined in a manner that reflects the interests of both the student and the instructor. The only matters reviewable under this policy are claims of prejudice on the part of an instructor in an academic exercise or activity for which a grade leading to academic credit is awarded, and/or evident and prejudicial error in the administration or grading method used for any paper, examination, performance, or other exercise or activity for which a grade leading to academic credit is awarded, provided that the academic judgment used in determining the merits of the grade to be awarded to such exercise or activity shall not be reviewable. An appeal under this policy shall be carried out according to the following procedures: 1 The student should present his or her claim, in writing, to the instructor involved and shall seek to have the matter resolved by the instructor. In no event shall there be a right of appeal hereunder for a claim presented to the instructor more than 30 days after a final grade is posted to the student's record. The instructor must respond within 14 days of receiving the appeal. 2 If the student remains aggrieved by the decision of the instructor under step (1), he or she may, within 14 days after formal receipt of the instructor's final decision, appeal, in writing, to the chairperson of the department or program director of the college in which the course or other exercise or activity is offered. The chairperson/program director must respond within 14 days of receiving the appeal. Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 1 2

3 If the student remains aggrieved by the decision of the chairperson or program director of the department under step (2), he or she may, within 14 days after formal receipt of the chairperson's or program director's final decision, appeal, in writing, to the dean of the college in which the course or other exercise or activity is offered. 4 The dean, after discussion with the student and instructor, may resolve the grievance by agreement or render a decision within 21 days of receipt of the written appeal. The decision may be (a) that the appeal be dismissed or (b) that a grade be changed or the student be allowed an opportunity to retake an examination or other exercise or (c) that another appropriate remedy be administered. 5 The student or the instructor may, within 14 days of the receipt of the decision of the dean, appeal to the associate provost and dean of Graduate Studies in writing, stating the reason for the appeal and delivering a copy of the writing to the opposing party and the dean. The opposing party may, within 10 days of receipt of the reasons for appeal, reply in writing to the associate provost and dean of Graduate Studies. The associate provost and dean of Graduate Studies shall review the original claim, the written decision of the chairperson or program director and dean, and the written reasons for the appeal and reply. The associate provost and dean of Graduate Studies shall, within 28 days of receipt of the appeal and after reviewing the matter, prepare a written decision which shall uphold the decision of the chairperson, program director, or dean, or prescribe any other appropriate remedy. The associate provost and dean of Graduate Studies' decision shall be final and not subject to further review. Copies of the decision of the associate provost and dean of Graduate Studies shall be delivered to the student, the instructor, and the chairperson or program director and dean. The total time for resolution from the first appeal to the final decision shall be less than 120 days. If a faculty member/administrator fails to address the appeal within the specified time frame, the student may take the appeal to the next level. Appeals of Dismissal or Withdrawal All appeals of dismissal or withdrawal must follow the appeals process defined by the program's school or college. The dean of the school or college must be included in this process. Within 14 days following the student's receipt, in writing, of the decision by the department/dean, the student may appeal in writing to the associate provost and dean of Graduate Studies. The decision of the associate provost/dean of Graduate Studies shall be rendered within three weeks and shall be final. If a student withdraws or is withdrawn from the University during the first two weeks of the semester, there will be no courses or grades recorded. A student withdrawing or being withdrawn after the second week through the eighth week will receive a W grade for each course in which the student was enrolled. A student withdrawing or being withdrawn after the eighth week will receive regular grade designations as determined by the instructor(s). Under unusual circumstances, grades of W can Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 1 3

be assigned after the eighth week if approved by the instructor and the director of the program, and with final approval of the associate provost and dean of Graduate Studies. Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 1 4

APPENDIX Appendix A: BCBA & BCABA Behavior Analyst Task List Third Edition - Fall 2005 Appendix B: BEHAVIOR ANALYST CERTIFICATION BOARD Guidelines for Responsible Conduct for Behavior Analysts Appendix C: Master of Science in Educational Psychology with ABA Concentration Ethics Compliance Statement Appendix D. Master of Science in Educational Psychology with ABA Concentration Program domains in each required course Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 1 5

Appendix A: BCBA & BCABA Behavior Analyst Task List Third Edition - Fall 2005 Content Areas: 1. Ethical Considerations 2. Definition And Characteristics 3. Principles, Processes And Concepts 4. Behavioral Assessment 5. Experimental Evaluation Of Interventions 6. Measurement Of Behavior 7. Displaying And Interpreting Behavioral Data 8. Selecting Intervention Outcomes And Strategies 9. Behavior Change Procedures 10. Systems Support Content Area 1: Ethical Considerations TASK # TASK 1-1 Solicit or otherwise influence clients only through the use of truthful and accurate representations of intervention efficacy and one s professional competence in applied behavior analysis. 1-2 Practice within one s limits of professional competence in applied behavior analysis, and obtain consultation, supervision, training, or make referrals as necessary. 1-3 Maintain competence by engaging in ongoing professional development activities. 1-4 Obtain informed consent within applicable legal and ethical standards. 1-5 Assist the client with identifying life style or systems change goals and targets for behavior change that are consistent with: 1-5 a The applied dimension of applied behavior analysis (Baer, Wolf, & Risley 1968). 1-5 b Applicable laws. 1-5 c The ethical and professional standards of the profession of applied behavior analysis. 1-6 Initiate, continue, modify, or discontinue behavior analysis services only when the risk-benefit ratio of doing so is lower than the risk-benefit ratio for taking alternative actions. 1-7 Identify and reconcile contingencies that compromise the practitioner - client covenant, including relationships among the practitioner, the client and other parties. 1-8 Use the most effective assessment and behavior change procedures within applicable ethical standards taking into consideration the guideline of minimal intrusiveness of the procedure to the client. 1-9 Protect confidentiality. 1-10 Truthfully and accurately represent one s contributions and those of others to the practice, discipline and profession of applied behavior analysis. 1-11 Ensure that the dignity, health and safety of one s client are fully protected at all times. 1-12 Give preference to assessment and intervention methods that have been scientifically Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 1 6

validated, and use scientific methods to evaluate those that have not yet been scientifically validated. Content Area 2: Definition and Characteristics TASK # TASK 2-1 2 Explain and behave in accordance with the philosophical assumptions of behavior analysis, such as the lawfulness of behavior, empiricism, experimental analysis, and parsimony. 2-2 Explain determinism as it relates to behavior analysis. 2-3 2 Distinguish between mentalistic and environmental explanations of behavior. 2-4 Distinguish among the experimental analysis of behavior, applied behavior analysis, and behavioral technologies. 2-5 Describe and explain behavior, including private events, in behavior analytic (nonmentalistic) terms. 2-6 2 Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley 1968) for evaluating interventions to determine if they are behavior analytic. 2-7 2 Interpret articles from the behavior analytic literature. Content Area 3: Principles, Processes And Concepts TASK # TASK 3-1 Define and provide examples of behavior/response/response class. 3-2 Define and provide examples of stimulus and stimulus class. 3-3 Define and provide examples of positive and negative reinforcement. 3-4 Define and provide examples of conditioned and unconditioned reinforcement. 3-5 Define and provide examples of positive and negative punishment. 3-6 Define and provide examples of conditioned and unconditioned punishment. 3-7 Define and provide examples of stimulus control. 3-8 Define and provide examples of establishing operations. 3-9 Define and provide examples of behavioral contingencies. 3-10 Define and provide examples of functional relations. 3-11 Define and provide examples of extinction. 3-12 Define and provide examples of generalization and discrimination. 3-13 Describe and provide examples of the respondent conditioning paradigm. 3-14 Describe and provide examples of the operant conditioning paradigm. 3-15 Define and provide examples of echoics and imitation. 3-16 Define and provide examples of mands. 3-17 Define and provide examples of tacts. Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 1 7

3-18 Define and provide examples of intraverbals. 3-19 Define and provide examples of contingency-shaped and rule governed behavior and distinguish between examples of each. Content Area 4: Behavioral Assessment TASK # TASK 4-1 State the primary characteristics of and rationale for conducting a descriptive assessment. 4-2 Gather descriptive data. 4-2 a Select various methods. 4-2 b Use various methods. 4-3 Organize and interpret descriptive data. 4-3 a Select various methods. 4-3 b Use various methods. 4-4 State the primary characteristics of and rationale for conducting a functional analysis as a form of assessment. 4-5 Conduct functional analyses. 4-5 a Select various methods. 4-5 b Use various methods. 4-6 Organize and interpret functional analysis data. 4-6 a Select various methods. 4-6 b Use various methods. Content Area 5: Experimental Evaluation Of Interventions TASK # TASK 5-1 Systematically manipulate independent variables to analyze their effects on treatment. 5-1 a Use withdrawal designs. 5-1 b Use reversal designs. 5-1 c Use alternating treatments (i.e., multi-element, simultaneous treatment, multiple or concurrent schedule) designs. 5-1 d Use changing criterion design. 5-1 e Use multiple baseline designs. 5-2 Identify and address practical and ethical considerations in using various experimental designs. 5-3 Conduct a component analysis (i.e., determining effective component(s) of an intervention package). Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 1 8

5-4 Conduct a parametric analysis (i.e., determining effective parametric values of consequences, such as duration or magnitude). Content Area 6: Measurement of Behavior TASK # TASK 6-1 Identify the measurable dimensions of behavior (e.g., rate, duration, latency, or inter-response times). 6-2 Define behavior in observable and measurable terms. 6-3 State the advantages and disadvantages of using continuous measurement procedures and sampling techniques (e.g., partial- and whole-interval recording, momentary time sampling). 6-4 Select the appropriate measurement procedure given the dimensions of the behavior and the logistics of observing and recording. 6-5 Select a schedule of observation and recording periods. 6-6 Use frequency (i.e., count). 6-7 Use rate (i.e., count per unit time). 6-8 Use duration. 6-9 Use latency. 6-10 Use inter-response time (IRT). 6-11 Use percent of occurrence. 6-12 Use trials to criterion. 6-13 Use interval recording methods. 6-14 Use various methods of evaluating the outcomes of measurement procedures, such as inter-observer agreement, accuracy, and reliability. Content Area 7: Displaying And Interpreting Behavioral Data TASK # TASK 7-1 Select a data display that effectively communicates quantitative relations. 7-2 Use equal-interval graphs. 7-3 Use Standard Celeration Charts 7-4 Use a cumulative record to display data. 7-5 Use data displays that highlight patterns of behavior (e.g., scatter plot). 7-6 Interpret and base decision-making on data displayed in various formats. Content Area 8: Selecting Intervention Outcomes And Strategies TASK # TASK 8-1 Conduct a task analysis. 8-2 Make recommendations to the client regarding target outcomes based upon such factors as: Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 1 9

client preferences, task analysis, current repertoires, supporting environments, constraints, social validity, assessment results and best available scientific evidence. 8-3 State target intervention outcomes in observable and measurable terms. 8-4 Make recommendations to the client regarding intervention strategies based on such factors as: client preferences, task analysis, current repertoires, supporting environments, constraints, social validity, assessment results and best available scientific evidence. 8-5 Make recommendations to the client regarding behaviors that must be established, strengthened, and/or weakened to attain the stated intervention outcomes. 8-6 When a behavior is to be weakened, select an acceptable alternative behavior to be established or strengthened. 8-7 Determine and make environmental changes that reduce the need for behavior analysis services. 8-8 Identify the contingencies governing the behavior of those responsible for carrying out behavior change procedures and design interventions accordingly. Content Area 9: Behavior Change Procedures TASK # TASK 9-1 Use antecedent-based interventions, such as: contextual or ecological variables, establishing operations, and discriminative stimuli. 9-2 Use positive and negative reinforcement: 9-2 a Identify and use reinforcers. 9-2 b Use appropriate parameters and schedules of reinforcement. 9-2 c Use response-deprivation procedures (e.g., Premack principle). 9-2 d State and plan for the possible unwanted effects of the use of reinforcement. 9-3 Use positive and negative punishment: 9-3 a Identify and use punishers. 9-3 b Use appropriate parameters and schedules of punishment. 9-3 c State and plan for the possible unwanted effects of the use of punishment. 9-4 Use extinction. 9-4 a Identify possible reinforcers maintaining behavior and use extinction. 9-4 b State and plan for the possible unwanted effects of the use of extinction. 9-5 Use response-independent (time-based) schedules of reinforcement. 9-6 Use differential reinforcement. 9-7 Use discrimination training procedures. 9-8 Use prompt and prompt fading. 9-9 Use instructions and rules. Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 2 0

9-10 Use modeling and imitation. 9-11 Use shaping. 9-12 Use chaining. 9-13 Use incidental teaching techniques. 9-14 Use Direct Instruction. 9-15 Use precision teaching. 9-16 Use personalized system of instruction (PSI). 9-17 Use discrete trials. 9-18 Use contingency contracting (e.g., behavioral contracts). 9-19 Use token economy procedures, including levels systems. 9-20 Use independent, interdependent and dependent group contingencies. 9-21 Use stimulus equivalence procedures. 9-22 Plan for behavioral contrast effects. 9-23 Use behavioral momentum. 9-24 Use the matching law and recognize factors influencing choice. 9-25 Use language acquisition programs that employ Skinner s analysis of verbal behavior (i.e., echoics, mands, tacts, intraverbals). 9-26 Use language acquisition/communication training procedures. 9-27 Use self-management strategies. 9-28 Use behavior change procedures to promote stimulus and response generalization. 9-29 Use behavior change procedures to promote maintenance. Content Area 10: Systems Support TASK # TASK 10-1 Use competency-based training for persons who are responsible for carrying out behavioral assessment and behavior change procedures. 10-2 Use effective performance monitoring and reinforcement systems. 10-3 Design and use systems for monitoring procedural integrity. 10-4 Establish support for behavior analysis services from persons directly and indirectly involved with these services. 10-5 Secure the support of others to maintain the clients behavioral repertoires in their natural settings. 10-6 Provide behavior analysis services in collaboration with others who support and/or provide services to one s clients. Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 2 1

Excerpted with permission from COPYRIGHT 2005 THE BEHAVIOR ANALYST CERTIFICATION BOARD, INC.. ALL RIGHTS RESERVED. Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 2 2

Appendix B: BEHAVIOR ANALYST CERTIFICATION BOARD GUIDELINES FOR RESPONSIBLE CONDUCT For Behavior Analysts (August 2004) 1.0 RESPONSIBLE CONDUCT OF A BEHAVIOR ANALYST. The behavior analyst maintains the high standards of professional behavior of the professional organization. 1.01 Reliance on Scientific Knowledge. Behavior analysts rely on scientifically and professionally derived knowledge when making scientific or professional judgments in human service provision, or when engaging in scholarly or professional endeavors. 1.02 Competence and Professional Development. The behavior analyst remains proficient in professional practice and the performance of professional functions by reading the appropriate literature, attending conferences and conventions, participating in workshops, and/or obtaining Behavior Analyst Certification Board certification. 1.03 Competence. (a) Behavior analysts provide services, teach, and conduct research only within the boundaries of their competence, based on their education, training, supervised experience, or appropriate professional experience. (b) Behavior analysts provide services, teach, or conduct research in new areas or involving new techniques only after first undertaking appropriate study, training, supervision, and/or consultation from persons who are competent in those areas or techniques. 1.04 Professional Development. Behavior analysts who engage in assessment, therapy, teaching, research, organizational consulting, or other professional activities maintain a reasonable level of awareness of current scientific and professional information in their fields of activity, and undertake ongoing efforts to maintain competence in the skills they use. 1.05 Integrity. (a) The behavior analyst's behavior conforms to the legal and moral codes of the social and professional community of which the behavior analyst is a member. (b) The activity of a behavior analyst falls under these Guidelines only if the activity is part of his or her work-related functions or the activity is behavior analytic in nature. (c) If behavior analysts' ethical responsibilities conflict with law, behavior analysts make known their commitment to these Guidelines and take steps to resolve the conflict in a responsible manner in accordance with law. 1.06 Professional and Scientific Relationships. (a) Behavior analysts provide behavioral diagnostic, therapeutic, teaching, research, supervisory, consultative, or other behavior analytic services only in the context of a defined, remunerated professional Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 2 3

or scientific relationship or role. (b) When behavior analysts provide assessment, evaluation, treatment, counseling, supervision, teaching, consultation, research, or other behavior analytic services to an individual, a group, or an organization, they use language that is fully understandable to the recipient of those services. They provide appropriate information prior to service delivery about the nature of such services and appropriate information later about results and conclusions. (c) Where differences of age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, or socioeconomic status significantly affect behavior analysts' work concerning particular individuals or groups, behavior analysts obtain the training, experience, consultation, or supervision necessary to ensure the competence of their services, or they make appropriate referrals. (d) In their work-related activities, behavior analysts do not engage in discrimination against individuals or groups based on age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, socioeconomic status, or any basis proscribed by law. (e) Behavior analysts do not knowingly engage in behavior that is harassing or demeaning to persons with whom they interact in their work based on factors such as those persons' age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, or socioeconomic, status in accordance with law. (f) Behavior analysts recognize that their personal problems and conflicts may interfere with their effectiveness. Behavior analysts refrain from providing services when their personal circumstances may compromise delivering services to the best of their abilities. 1.07 Dual Relationships. (a) In many communities and situations, it may not be feasible or reasonable for behavior analysts to avoid social or other nonprofessional contacts with persons such as clients, students, supervisees, or research participants. Behavior analysts must always be sensitive to the potential harmful effects of other contacts on their work and on those persons with whom they deal. (b) A behavior analyst refrains from entering into or promising a personal, scientific, professional, financial, or other relationship with any such person if it appears likely that such a relationship reasonably might impair the behavior analyst's objectivity or otherwise interfere with the behavior analyst's ability to effectively perform his or her functions as a behavior analyst, or might harm or exploit the other party. (c) If a behavior analyst finds that, due to unforeseen factors, a potentially harmful multiple relationship has arisen (i.e., one in which the reasonable possibility of conflict of interest or undue influence is present), the behavior analyst attempts to resolve it with due regard for the best interests of the affected person and maximal compliance with these Guidelines. 1.08 Exploitative Relationships. (a) Behavior analysts do not exploit persons over whom they have supervisory, evaluative, or other authority such as students, supervisees, employees, research participants, and clients. (b) Behavior analysts do not engage in sexual relationships with clients, students, or supervisees in training over whom the behavior analyst has evaluative or direct authority, because such relationships easily impair judgment or become exploitative. (c) Behavior analysts are cautioned against bartering with clients because it is often (1) clinically contraindicated, and (2) prone to formation of an exploitative relationship. 2.0 THE BEHAVIOR ANALYST S RESPONSIBILITY TO CLIENTS. The behavior analyst has a responsibility to operate in the best interest of clients. 2.01 Definition of Client. The term client as used here is broadly applicable to whomever the behavior analyst provides services whether an individual person (service recipient), parent or guardian of a service recipient, an institutional representative, a public or private agency, a firm or corporation. Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 2 4

2.02 Responsibility. The behavior analyst's responsibility is to all parties affected by behavioral services. 2.03 Consultation. (a) Behavior analysts arrange for appropriate consultations and referrals based principally on the best interests of their clients, with appropriate consent, and subject to other relevant considerations, including applicable law and contractual obligations. (b) When indicated and professionally appropriate, behavior analysts cooperate with other professionals in order to serve their clients effectively and appropriately. Behavior analysts recognize that other professions have ethical codes that may differ in their specific requirements from of these Guidelines. 2.04 Third-Party Requests for Services. (a) When a behavior analyst agrees to provide services to a person or entity at the request of a third party, the behavior analyst clarifies to the extent feasible, at the outset of the service, the nature of the relationship with each party. This clarification includes the role of the behavior analyst (such as therapist, organizational consultant, or expert witness), the probable uses of the services provided or the information obtained, and the fact that there may be limits to confidentiality. (b) If there is a foreseeable risk of the behavior analyst being called upon to perform conflicting roles because of the involvement of a third party, the behavior analyst clarifies the nature and direction of his or her responsibilities, keeps all parties appropriately informed as matters develop, and resolves the situation in accordance with these Guidelines. 2.05 Rights and Prerogatives of Clients. (a) The behavior analyst supports individual rights under the law. (b) The client must be provided on request an accurate, current set of the behavior analyst's credentials. (c) Permission for electronic recording of interviews is secured from clients and all other settings. Consent for different uses must be obtained specifically and separately. (d) Clients must be informed of their rights, and about procedures to complain about professional practices of the behavior analyst. 2.06 Maintaining Confidentiality. (a) Behavior analysts have a primary obligation and take reasonable precautions to respect the confidentiality of those with whom they work or consult, recognizing that confidentiality may be established by law, institutional rules, or professional or scientific relationships. (b) Clients have a right to confidentiality. Unless it is not feasible or is contraindicated, the discussion of confidentiality occurs at the outset of the relationship and thereafter as new circumstances may warrant. (c) In order to minimize intrusions on privacy, behavior analysts include only information germane to the purpose for which the communication is made in written and oral reports, consultations, and the like. (d) Behavior analysts discuss confidential information obtained in clinical or consulting relationships, or evaluative data concerning patients, individual or organizational clients, students, research participants, supervisees, and employees, only for appropriate scientific or professional purposes and only with persons clearly concerned with such matters. 2.07 Maintaining Records. Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 2 5

Behavior analysts maintain appropriate confidentiality in creating, storing, accessing, transferring, and disposing of records under their control, whether these are written, automated, or in any other medium. Behavior analysts maintain and dispose of records in accordance with applicable federal or state law or regulation, and corporate policy, and in a manner that permits compliance with the requirements of these Guidelines. 2.08 Disclosures. (a) Behavior analysts disclose confidential information without the consent of the individual only as mandated by law, or where permitted by law for a valid purpose, such as (1) to provide needed professional services to the individual or organizational client, (2) to obtain appropriate professional consultations, (3) to protect the client or others from harm, or (4) to obtain payment for services, in which instance disclosure is limited to the minimum that is necessary to achieve the purpose. (b) Behavior analysts also may disclose confidential information with the appropriate consent of the individual or organizational client (or of another legally authorized person on behalf of the client), unless prohibited by law. 2.09 Treatment Efficacy. (a) The behavior analyst always has the responsibility to recommend scientifically supported most effective treatment procedures. Effective treatment procedures have been validated as having both longterm and short-term benefits to clients and society. (b) Clients have a right to effective treatment (i.e., based on the research literature and adapted to the individual client). (c) Behavior analysts are responsible for review and appraisal of likely effects of all alternative treatments, including those provided by other disciplines and no intervention. 2.10 Documenting Professional and Scientific Work. (a) Behavior analysts appropriately document their professional and scientific work in order to facilitate provision of services later by them or by other professionals, to ensure accountability, and to meet other requirements of institutions or the law. (b) When behavior analysts have reason to believe that records of their professional services will be used in legal proceedings involving recipients of or participants in their work, they have a responsibility to create and maintain documentation in the kind of detail and quality that would be consistent with reasonable scrutiny in an adjudicative forum. 2.11 Records and Data. Behavior analysts create, maintain, disseminate, store, retain, and dispose of records and data relating to their research, practice, and other work in accordance with applicable federal and state laws or regulations and corporate policy and in a manner that permits compliance with the requirements of these Guidelines. 2.12 Fees and Financial Arrangements. (a) As early as is feasible in a professional or scientific relationship, the behavior analyst and the client or other appropriate recipient of behavior analytic services reach an agreement specifying the compensation and the billing arrangements. (b) Behavior analysts' fee practices are consistent with law and behavior analysts do not misrepresent their fees. If limitations to services can be anticipated because of limitations in financing, this is discussed with the patient, client, or other appropriate recipient of services as early as is feasible. 2.13 Accuracy in Reports to Those Who Pay for Services. In their reports to those who pay for services or sources of research, project, or program funding, Rev. 1-07 M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Page 2 6