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BEHV 3660SURVEY OF APPLIED BEHAVIOR ANALYSIS LITERATURE
Fall 2011Instructor Shahla Ala’i Rosales, Ph.D., BCBA-DCourse Meeting InformationOffice Hours: M & W 9-10 Tuesday & Thursday 12:30-1:50Room 361D Chilton Hall Chemistry Building, room 253Shahla.Ala’[email protected] Tutoring: 361E Chilton
Check schedule on the door
ADA StatementThe Department of Behavior Analysis, in cooperation with The Office of Disability Accommodation, complies with the Americans with Disabilities Act. Please present your written request to me before the 3rd class meeting.
Course ObjectivesThe purpose of this class is to introduce the student to the field of Applied Behavior Analysis (ABA), the wide range of application areas within the field, and its importance in addressing the problems of modern day society. The course is also designed to teach the student skills to thoughtfully analyze applied research and develop a meaningful understanding of how ABA benefits individuals and society. Specific course objectives include:
1. Describe and discuss dimensions and applications of applied behavior analysis (ABA)
2. Describe essential elements of a experimental research paper in ABA (e.g., informative introduction, technically sound descriptions of procedures, experimental design, well-defined and measured dependent and independent variables, reasonable interpretations)
3. Develop critical reviews of papers including strengths, weaknesses, and ideas for further investigation
4. Utilize library, internet, and other resources to access relevant studies in the behavior analytic research literature
Required MaterialsPaper pocket folder with brads (example below)
http://www.episupplies.com/paperfolders_pocketsbrads.htmlBiography and Response Forms
Included at the end of this syllabus and on the course blackboardJournal of Applied Behavior Analysis
http://seab.envmed.rochester.edu/jaba/Science and Human Behavior
http://www.bfskinner.org/BFSkinner/Home.htmlStudents will also be required to conduct independent literature searches through pschinfo, medline and other search engines.
Extra Credit Course Reading MaterialBF Skinner, Walden Two (1948/2005)Available through Google books or the UNT bookstore
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http://books.google.com/books/about/Walden_Two.html?id=KEiYzfCVzv4CStudent Activities, Requirements, and Point
AllocationsGrading Scale: A= 100-90, B=89-80, C=79-70, D=69-60, F= 59
or below
Activity Requirements PointsBiography Students are to select a clear picture of them self,
paste it into a word file, write full name and a short bio (only public information). An example is included at the end of the syllabus and on the course blackboard.
2
List Generate a one page list concerns and hopes for yourself and the world 2
Student Folder
Students are to purchase a folder with brads to organize all class materials. The first page should be a grading summary sheet that will also serve as the table of contents. Subsequent sheets will include reading response forms for discussion and experimental article summary sheets, BADI article, and the extra credit project (if completed). Folders will be collected for grading on a random schedule. BRING THEM EVERY CLASS PERIOD. No folder, no points for the collection period.
Folder = points
No folder = no
points
PACS Fall Forum
Attend a great talk, get a free lunch and put the ticket stub in your folder. (or read and summarize one article)
2
Reading Response: Discussion Article Summaries
Students will read assigned discussion articles and then outline the main points and briefly comment on the topic. The reading response form is included at the end of the syllabus and on the course blackboard. Feedback will be given to help the student better understand the material. Points are given for completion of the assignment.
28(14 @ two
points each)
Reading Response: Experimental Article Summaries
Students will read assigned experimental articles and analyze as instructed in class. The instructor assigns some articles and the student will find others on their own (see “Schedule” on page 3). The reading response form is included at the end of the syllabus. Feedback will be given to help the student better understand the material. Points are given for completion of the assignment.
28(14 @ two
points each)
BADI Article and presentation
Students are to summarize and present one experimental article. Sample articles and commentary will be reviewed in class. Students will present the article to the rest of the class in a format based on the experimental article reading response form. Each student will give the class a 5 minute presentation and handout in the BADI format.
12
Multiple Choice Exam
Students will take a 26 question (short answer, multiple choice) final exam that covers all discussion articles and requires analysis of one experimental
26
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article. TOTAL POINTS 100Walden Two (W2)Extra Credit
Student will read and summarize W2. Choose five articles from the last ten years and update on life area addressed in W2 (5 pages)
20
Schedule of Activities
Date Topics AssignmentAugust 25 Course Overview
August 30 Introductions and Context
Bio sheet (see sample)List of hopes and concernsReading 1: Skinner (2005) Science and Human Behavior, Section I
September 1 A Science of Behavior
Reading 2: Cooper, Heron & Heward (2007), Chapter 1
September 6 Applied Behavior Analysis
Reading 3: Baer, Wolf, & Risley (1968) JABA Reading 4: Fawcett, S. (1990)
September 8 ABA: Spheres of Influence
Reading 5: Skinner (2005) Science and Human Behavior, Sections IV-VI
September 13 Understanding Research: Methods
Reading 6: Horner (2005) Exceptional Child
September 15 Understanding Research: Scope
Reading 7: Wolf, M.M. (1978). JABAReading 8: Stokes & Baer (1977). JABA
September 20 Protected Populations
Reading 9: Bannerman (1990) JABA
September 22 Protected Populations
Experimental articles Reading 10: Carr & Durand (1985) JABAReading 11: McClanahan (1975) JABA
September 27
NO CLASS Searches & BADI development
September 29
NO CLASS
October 4 BADI Reviews
Protected Populations
Review BADI Examples
Experimental articles Reading 12: Student choiceReading 13: Student choice
October 6 PACS Forum – NO CLASS
(place ticket stub in folder)OR read and summarize one article
October 11 Disabilities Reading 14: Risley (1999) PBS
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October 13 Disabilities Experimental articles Reading 15: Ellis, et al (2009) RIDDReading 16: Student choice
October 18 BADI Presentations
Take notes
October 20 BADI Presentations
Take notes
October 25 Education Reading 17: Sulzar & Gillat (1990) JABAOctober 27 Education Experimental articles
Reading 18: Hall (1968) JABAReading 19: Student choice
November 1 Non-human Welfare
Reading 20: Edwards and Poling (2011) JABA
November 3 Non-human Welfare
Experimental articles Reading 21: Dorey et al (2009) JABAReading 22: Student choice
November 8 BADI Presentations
Take notes
November 10 BADI Presentations
Take notes
November 15 Healthcare Reading 23: Lichtenstein (1997) Preventative Medicine
November 17 Healthcare Experimental articles Reading 24: Elder (1987) Community HealthReading 25: Student choice
November 22 W2 class discussion
Bring extra credit outline
November 24 NO CLASS HAPPY THANKSGIVING November 29 Sustainability Reading 26: Lehman and Geller (2004) BSIDecember 1 Sustainability Experimental articles
Reading 27: Bekker et al (2010) JABAReading 28: Student choice
December 6 Pre-finals Review Bring experimental articles for practiceDecember 8 Pre-finals Review W2 Extra Credit Paper DueDecember 1310:30-12:30
Final Exam
26 Questions over novel experimental article, class readings, and BADI presentations
HAND IN COMPLETED FOLDERS
Forms and Examples1. Student Folder Point Allocation and Assignments Form2. Reading Response Form: Discussion Articles 3. Reading Response Form: Experimental Articles 4. Biography example
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BEHV 3660 Student Folder Assignment & Point Allocation
Student __________________________________________
Assignment Possible
Points
Earned Points
Bio sheet (see sample) 2List of hopes and concerns 2Reading 1: Skinner (2005) Science & Human Behavior, I 2Reading 2: Cooper, Heron & Heward (2007) Chapter 1 2Reading 3: Baer, Wolf, & Risley (1968) JABA 2
Reading 4: Fawcett, S. (1990) JABA 2
Reading 5: Skinner (2005) Science & Human Behavior, IV - VI
2
Reading 6: Horner (2005) Exceptional Child 2Reading 7: Wolf, M.M. (1978) JABA 2Reading 8: Stokes & Baer (1977) JABA 2Reading 9: Bannerman (1990) JABA 2Experimental Reading 10: Carr & Durand (1985) JABA 2Experimental Reading 11: McClanahan (1975) JABA 2Experimental Reading 12: Student choice 2Experimental Reading 13: Student choice 2Fall forum ticket stub OR article summary 2Reading 14: Risley (1999) PBS 2Experimental Reading 15: Ellis, et al (2009) RIDD 2Experimental Reading 16: Student choice 2Reading 17: Sulzar-Azaroff & Gillat (1990) JABA 2Experimental Reading 18: Hall (1968) JABA 2Experimental Reading 19: Student choice 2Reading 20: Edwards and Poling (2011) JABA 2Experimental Reading 21: Dorey et al (2009). JABA 2Experimental Reading 22: Student choice 2Reading 23: Lichtenstein (1997) Preventative Medicine 2Experimental Reading 24: Elder (1987) Community Health 2Experimental Reading 25: Student choice 2Reading 26: Lehman and Geller (2004) BSI 2Experimental Reading 27: Bekker et al (2010) JABA 2Experimental Reading 28: Student choice 2BADI power point and handout 12Final Exam Score 26
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Total points 100BEHV 3660
Reading Response Form: Discussion Articles
Student _____________________________________ Reading Number _________Author (s)_____________________________________________________________Year ____________ Journal ______________________________________________Title ___________________________________________________________________
Outline of Main Points:
Commentary:
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BEHV 3660Reading Response Form: Experimental Articles
Student _____________________________________ Reading Number _________Author (s)_____________________________________________________________Year ____________ Journal ______________________________________________Title ___________________________________________________________________
INTRODUCTIONBackground and Significance
Experimental Question
METHODParticipants & Setting
Experimental Design(s)
Dependent Variables (DVs)
Independent Variables (IVs)
Procedures
RESULTSData display
Outcomes
CONCLUSIONS
Contributions
Limitations
Future Directions
Your Comments
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Biography Example
Shahla Alai-Rosales, Ph.D., BCBA-D
I am married and have two children, Nadia, 16, and Emiliano, 9.
I am 51 years old and live in Denton, Texas. I grew up mostly in the Midwest and went to school at Southern Illinois University and the University of Kansas.
I teach in the Department of Behavior Analysis at UNT. I have been with UNT for almost 15 years. I teach classes in autism, applied behavior analysis, and ethics. I also collaborate with Easter Seals North Texas
Autism Treatment Program and with the University of Stockholm in Sweden.
I most enjoy being with my family, reading, and traveling. I am a member of the Baha’i Faith and hope that my professional work and service activities help make the world a better place.
I look forward to teaching you this semester and hope that you enjoy the class
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