ROCHESTER INSTITUTE OF TECHNOLOGY
School Psychology Program
Course 0527-733-01 Fall, 2007
Vincent Pandolfi, Ph.D. Course Outline
Applied Behavior Analysis
Class Meetings: Wednesday 8:00am-9.50am (6-A230)
Thursday 8:00am-9.50am (6-A230)
Instructor: Vincent Pandolfi, Ph.D., Ext. 475-2875
vxpgla@rit.edu
Office Hours: Tuesday & Wednesday 2:00-4:00pm
Or by appointment
Course Textbooks:
Martin, G.L. & Pear, J. (2007). Behavior modification: What it is and how to do it (8th Ed.). Upper Saddle River, N.J.: Prentice-Hall.
O’Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. (1997). Functional assessment and program development for problem behavior:
A practical handbook (2nd Ed.). Pacific Grove, CA: Brooks/Cole Publishing
Company.
Course Description:
This course reviews scientifically-based principles, concepts, and methods of behavior analysis. Topics covered include behavioral assessment, data analysis, and approaches to behavior change. A special focus is on the functional behavioral assessment process within schools. Students will learn to develop assessment-based behavior intervention plans, which are tailored to the unique needs of individual students, through a collaborative problem-solving process involving families and school staff. Instruction and evaluation of student performance will consist of lectures, classroom activities, two projects, and two exams.
Course Objectives:
Through this course, students will:
- develop an understanding of key concepts in behavior analysis;
- demonstrate an understanding of, and apply appropriate behavioral assessment methods to a case study;
- develop an understanding of a variety of data analysis methods, and identify and apply appropriate methods to a case study for the purpose of developing, monitoring, and evaluating an intervention;
- develop an understanding of evidence-based behavior change methods, and identify and apply appropriate methods to a case study;
- demonstrate beginning competency in working collaboratively with school staff and families;
- demonstrate beginning competency in developing data-based interventions that are sensitive to the diverse backgrounds of students and their families;
- demonstrate an understanding of behavior analysis applications to systems-level issues within schools;
- demonstrate an understanding of conduct consistent with professional ethics codes and best practices.
Course Requirements:
Projects: Each student is responsible for completing two projects during the quarter.
Project #1: Use of Reinforcement in Applied Settings
Each student will conduct at least two observations in an applied setting. The purpose of the observations is to determine the extent to which reinforcement procedures conform to best practice guidelines. The observations will collect information regarding the following:
(a) the specific rules of conduct (i.e., behavioral expectations) for the setting;
(b) the reinforcers for the expected behaviors;
(c) an estimate as to the frequency of reinforcement delivered for the expected behaviors vs. the frequency for reprimands and other punishment procedures for misbehavior;
(d) an individual’s response (behavioral and emotional) to reinforcement;
(e) recommendations for how the setting can improve its use of reinforcement for the expected behaviors.
This project should be no more than 2 pages, single-spaced, 12 point font, with one-inch margins. Papers not meeting the format requirement will incur a 5 point deduction. Written content that exceeds the two- page maximum will not be read. Grading is based on: (a) the inclusion of (a) through (e) above (40%); (b) the appropriate identification and use of relevant behavior analysis principles (40%); and (c) professional quality (20%; e.g., organized, concise, clearly written, free from awkward expressions and spelling/grammatical errors). Students placed at practicum sites that allow for classroom observations should identify the classroom as the applied setting. Students who do not have access to a classroom must speak to the instructor to determine an appropriate alternative for this project.
Project #2: Functional Behavioral Assessment/Behavior Support and Intervention Plan
Each student will complete an FBA and BSIP that preferably targets a student identified at the practicum site. Students will write a report that includes:
- Identifying information (5 points);
- Reason for referral (5 points);
- Background information (10 points);
- Assessment methods (10 points);
- Target behavior(s)- operationally defined (10 points);
- Behavioral data (10 points);
- Functional assessment narrative and summary (10 points);
- Intervention plan: proactive and reactive strategies (20 points);
- Data collection and analysis strategies, including relevant data sheets (10 points);
- Professional quality (10 points).
The report should be approximately 5-7 pages, single-spaced, 12 point font, one-inch margins, with attached data sheets (these do not count toward the page limit). Papers not meeting the format requirement will incur a 5 point deduction. Written content that exceeds the 7-page maximum will not be read. All student, family, teacher, and practicum site information is de-identified prior to turning in the paper. This helps protect confidentiality. These FBAs and BSIPs are not to be entered into the student’s school record. Students who are not placed in a school setting should inform the instructor to discuss alternatives.
Exams: Two non-cumulative multiple choice exams will be given during the quarter. Each will cover approximately half of the course content. Exam items will assess student conceptual and practical knowledge.
Grading:
Each student’s overall grade will be based on a composite of all work during the quarter. Course requirements are weighted as follows:
Project #1: 10%
Project #2: 30%
Exam I: 30%
Exam II: 30%
Notes:
Projects submitted after the assigned due date are subject to penalty (15 point deduction). No make-up exams will be given. If a student misses an exam, a “0” will be entered into the student’s grade. Exceptions to these rules are assessed on a case-by-case basis; however, the final decision pertaining to any student grade is made at the instructor’s discretion.
Individuals with Disabilities:
Persons with disabilities requiring specific accommodations should speak privately with the instructor to discuss and plan for individualized needs.
Academic Honesty:
All students will abide by the RIT Academic Honesty Policy (see attached) and the guidelines set forth in the RIT School Psychology Program Student Handbook.
Course Outline- Fall Quarter, 2007
Date Topics Readings*
9/5 Historical & Theoretical Foundations MP 1-2; Skinner (1974) Ch. 1-2
9/6 Behavior Analysis Terms & Concepts Baer et al. (1968)
9/12 Increasing Behavior MP 3-4, 6, 13
9/13 Decreasing Behavior: Alternatives to MP 7
Punishment
9/19 Stimulus Control MP 8
9/20 Prompting & Fading MP 9
9/26 Shaping & Chaining MP 10-11
9/27 Punishment MP 12; Lerman & Vorndran (2002)
10/3 Respondent Conditioning MP 14-15
10/4 Generalization & Maintenance MP 16; Stokes & Baer (1977)
PROJECT #1 DUE
10/10 EXAM I; Functional Behavioral Assessment O’Neill 1-2; Gresham et al. (2001)
10/11 FBA (cont’d); Assessment & Measurement MP 20-22
10/17 Developing Behavior Intervention Plans O’Neill 3-4
10/18 Developing Behavior Intervention Plans MP 17-19, 24
(cont’d)
10/24 Writing the FBA & Behavior Intervention Plan
10/25 Data Analysis
10/31 Basic Research Designs MP 23
11/1 Positive Behavior Support Horner (2000)
11/7 Ethical Considerations MP 30
11/8 Summary & Review
PROJECT #2 DUE
11/14 EXAM II
*Required readings from peer-reviewed journals available in the School Psychology Department.
Required Readings
Baer, D.M., Wolf, M.M., & Risley, T.R. (1968). Some current dimensions of applied behavior
analysis. Journal of Applied Behavior Analysis, 1, 91-97.
Gresham, F.M., Watson, T.S., & Skinner, C.H. (2001). Functional behavioral assessment:
Principles, procedures, and future directions. School Psychology Review, 30(2), 156-172.
Horner, R.H. (2000). Positive behavior supports. Focus on Autism and Other Developmental
Disabilities, 15(2), 97-105.
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(4), 431-464.
Skinner, B.F. (1974). About behaviorism. New York: Vintage Books.
Stokes, T.F. & Baer, D.M. (1977). An implicit technology of generalization. Journal of Applied
Behavior Analysis, 10, 349-367.
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