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AB 540 Concepts and Principles in Behavior Analysis I

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AB 540 Concepts and Principles in Behavior Analysis I

Master Course Syllabus
AB 540 Concepts and Principles in Behavior Analysis I
3 Credit Hours
Instructor:
Office and Hours:
Phone:
E-mail:
Course Website:
Official Course Description
Behavior analysis is a natural science approach to the prediction, control, and understanding of behavior. Students will
first be introduced to the philosophical assumptions of determinism, empiricism, parsimony, and pragmatism. Students
will then learn to identify and describe the basic concepts and principles of behavior analysis. These will include operant
conditioning, positive and negative reinforcement, basic schedules of reinforcement, extinction, positive and negative
punishment, using primary and establishing secondary reinforcers and punishers, establishing stimulus and
motivational control, and establishing discrimination and generalization training procedures. In addition, students will
learn to identify, describe, and apply common behavior change procedures including shaping, chaining, and differential
reinforcement.
Professional Practice
Graduates will be able to demonstrate attainment in the areas of competency (as reflected in knowledge, skills and
attitudes) required by their area of education and training. Examples include evaluation, intervention, consultation,
teaching, and supervision.
• Concepts, Principles, & Application: Graduates will apply the principles of behavior to effect socially significant
behavior change to improve clients’ lives.
o Professional Learning Objective (PLO) 4: By the end of the program, students will be able to analyze
behavior, design interventions, and evaluate interventions, by applying basic behavioral principles and
assessment techniques to effect socially significant behavior change.
By the end of this course, students will be able to…
▪ Course Learning Objective (CLO) 1: Describe the basic characteristics of behavior analysis,
including relevant historical development.
• Module Learning Objective (MLO) 1: Define and provide examples of behavior,
response, response class.
• MLO2: Define and provide examples of environment, stimulus, and stimulus class.
• MLO3: Define and provide examples of (simple) schedules of reinforcement.
• MLO4: Define and provide examples of unconditioned, conditioned, and generalized
reinforcers and punishers.
• MLO5: Define behavioral contingencies.
• MLO6: Define behavioral contiguity.
• MLO7: Describe and explain behavior, including private events, in behavior analytic
(non-mentalistic) terms.
▪ CLO 2: Define the major concepts of behavior analysis.
• MLO8: Define respondent and operant conditioning.
• MLO9: Define unconditioned reinforcement.
Course Introduction
Institutional Learning Competencies and Outcomes
C & P I Syllabus Page 2 of 9
• MLO10: Define conditioned reinforcement.
• MLO11: Define unconditioned punishment.
• MLO12: Define conditioned punishment.
▪ CLO 3: Define the major principles of behavior analysis.
• MLO13: Define positive and negative reinforcement contingencies.
• MLO14: Define positive and negative punishment contingencies.
• MLO15: Define operant extinction.
• MLO16: Define stimulus control.
• MLO17: Define functional relations.
• MLO18: Define stimulus discrimination.
• MLO19: Define response generalization.
• MLO20: Define stimulus generalization.
• MLO21: Define motivating operations.
• MLO22: Define unconditioned motivating operations.
• MLO23: Define conditioned motivating operations.
• MLO24: Define discrimination, generalization, and maintenance.
▪ CLO 4: Understand how the concepts and principles can be used both to interpret complex
behavior and to change socially significant behavior.
• MLO25: Explain and provide examples of behavioral contingencies.
• MLO26: Explain and provide examples of contiguity.
• MLO27: Explain and provide examples of respondent and operant conditioning.
• MLO28: Explain and provide examples of unconditioned reinforcement.
• MLO29: Explain and provide examples of conditioned reinforcement.
• MLO30: Explain and provide examples of unconditioned punishment.
• MLO31: Explain and provide examples of conditioned punishment.
• MLO32: Explain and provide examples of positive and negative reinforcement
contingencies.
• MLO33: Explain and provide examples of positive and negative punishment
contingencies.
• MLO34: Explain and provide examples of operant extinction.
• MLO35: Explain and provide examples of stimulus control.
• MLO36: Explain and provide examples of functional relations.
• MLO37: Explain and provide examples of stimulus discrimination.
• MLO38: Explain and provide examples of response generalization.
• MLO39: Explain and provide examples of stimulus generalization.
• MLO40: Explain and provide examples of motivating operations.
• MLO41: Explain and provide examples of unconditioned motivating operations.
• MLO42: Explain and provide examples of conditioned motivating operations.
• MLO43: Explain and provide examples of discrimination, generalization, and
maintenance.
Auto Attendance: Attendance will be taken via Canvas. For attendance to be marked, you must complete the
“Introduce Yourself” discussion board assignment by 11:59 pm on the Wednesday of the first week of classes. If
students fail to complete this activity, they will be withdrawn from the course; this is out of the instructor’s hands. Please
review “Auto-Attendance FAQs” for additional information.
Course Requirements
C & P I Syllabus Page 3 of 9
Participation: Students are required to participate by asking questions, providing comments, and actively engaging
with their peers and instructor across class activities. This requires all students be prepared to apply the assigned
readings via discussion boards and/or class activities. Students are also encouraged to use the general questions
discussion board and to contact the instructor and student ambassador (if available) with questions or concerns.
Discussion Boards: For each week, students will be required to post responses to a discussion question. Initial
responses should be posted by Wednesday at 11:59 pm CST. You should respond to a minimum of three peers
across at least three separate days by Sunday at 11:59 pm CST.
Behavior Development Solutions (BDS) Modules: All students will complete the assigned BDS modules. All of
the modules assigned to the course are important to the overall subject matter of the course. However, the modules
assigned from week to week may not be directly related to the week’s topic. They may be a review, for example.
Note that the learning modules are test-like in the sense that they are in the form of multiple-choice questions.
However, they are not tests–they are designed to teach principles and concepts that can be applied on the BCBA
exam and in practice. The test- like format is augmented by hints, choices, feedback, and accuracy standards that
are backed by years of behavioral education research. The grade for your BDS Modules is based on the percent of
modules assigned which you complete and submit screenshots for prior to the deadline. You may earn partial credit
for a week by completing some of the modules, but you cannot earn partial credit for individual modules. You are
allotted a generous, but limited number of runs through each module set. You are likely to have sufficient runs as
long as you complete a module each time you start it. Do not quit a module just because you miss 1 or 2 questions.
The modules are designed to take up to an hour each; however, most take less time.
Cyber Rat Assignments: All student will complete virtual rat training assignments using the program Cyber Rat.
Instructions on purchasing and downloading the program can be found on Canvas. Additionally, instructions for
each assignment will be provided in Canvas. For technical issues, contact Cyber Rat technical support. For
assignment-based questions or concerns, please contact your instructor.
Writing Assignments: Various written assignments will be included during the term. These are meant to increase
your familiarity using the APA Publications Manual and academic writing skills. See Canvas for instructions and
grading rubrics for each assignment.
Signature Assignment: The Signature Assignment is a cumulative exam that covers all material from the course.
The questions will require responses ranging from one to multiple sentences. It is worth 50 points and available for
the last week of class.
Online Instruction Requirement for blended format: It is required that students in the blended format participate
2-hour bi-weekly online activities with a qualified instructor that fall between on-ground class meetings. These
activities meet the requirements set forth by the BACB® in relation to acceptable distance learning instructional
activities that are instructor-lead. To meet this requirement, students will review pre-recorded video lectures on a
given week’s content in preparation for the upcoming class meeting and related in-class activities. Students will not
be able to fast forward through the video lectures and time spent on such activities will be documented in Canvas
(i.e., students will only receive participation points when the full-time requirement is documented in Canvas by the
due date). In addition, students may be required to also sign onto live sessions on Canvas with the course instructor
or other presenter who is qualified and proficient in a given week’s content. If this is required, information on the
date and time for which this is to occur will be included in the “Course Schedule” section within the syllabus so
students can plan accordingly. In such cases, it is required for students to attend and attendance will be taken as in
on-ground class meetings. Anyone not in attendance will be subject to the contingencies of an unexcused absence.
C & P I Syllabus Page 4 of 9
Texts
Title ISBN-13 Publisher’s Price
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied
behavior analysis (3rd ed.). Hoboken, NJ: Pearson Education. 978-0134752556 $106.66
Ray, R. D., Belden, N. R., & Eckerman, D. A.(2005). CyberRat
+ Learning and Conditioning Tutorials (Version 2.0). Winter
Park, FL: (AI)2, Inc.
Optional Text (italicized in schedule)
Title ISBN-13 Publisher’s Price
Pierce, W. D., & Cheney, C. D. (2017). Behavior analysis and
learning: A biobehavioral approach (6th ed.). New York, NY:
Routledge.
978-1138898585 $105
Readings on Canvas
• Bell, K. M., & Naugle, A. E. (2005). Understanding stay/leave decisions in violent relationships: A
behavior analytic approach. Behavior and Social Issues, 14, 21-45.
• Lattal, K. A. (2013). The five pillars of the experimental analysis of behavior. In G. J. Madden (Ed.), APA
Handbook of Behavior Analysis: Vol. 1. Methods and principles (pp. 33-65). Washington D.C.: American
Psychological Association.
• Lattal, K. A., St. Peter, C., & Escobar, R. (2013). Operant extinction: Elimination and generation of behavior. In
G. J. Madden (Ed.), APA Handbook of Behavior Analysis: Vol. 1. Methods and principles (pp. 77-108).
Washington D.C.: American Psychological Association.
• Laraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe them:
some further refinements. Journal of Applied Behavior Analysis, 36, 407–414.
• Lewis, M. W. (2008). Application of contingencymanagement-prize reinforcement to community practice
with alcohol and drug problems: A critical examination. Behavior and Social Issues, 17, 119-138.
• McIlvane, W. J. (2013). Simple and complex discrimination learning. In G. J. Madden (Ed.), APA Handbook of
Behavior Analysis: Vol. 1. Methods and principles (pp. 129-163). Washington D.C.: American Psychological
Association.
• Michael J. (1975). Positive and negative reinforcement: A distinction that is no longer necessary; or a better way
to talk about bad things. Behaviorism, 3, 33–44.
• Peterson, G. B. (2004). A day of great Illumination: B. F. Skinner’s discovery of shaping. Journal of the
Experimental Analysis of Behavior, 82, 317-328.
• Trahan, M. A., Donaldson, J. M., McNabney, M. K., & Kahng, S. (2014). Training and maintenance of a
picture-based communication response in older adults with dementia. Journal of Applied Behavior
Analysis, 47(2), pp. 404-409.
Required and Optional Texts and Electronic Reserves
C & P I Syllabus Page 5 of 9
Module Unit/Topic Learning
Outcomes Readings Assignments Points / Assessment Method
Module 1
Unit 1
Introduction to
Behavior
Analysis
PLO4:
CLO1: MLO1, 2
Cooper et al. (2019), Chs. 1 &
2 Bell & Naugle (2005)
Lattal (2013)
Lewis (2008)
Trahan et al. (2014)
Pierce & Cheney (2013), Ch. 1
Introduce Yourself Discussion
Due Wednesday
Discussion: Behavior Analysis in Health
Science
Due Wednesday
Syllabus Quiz
Due Sunday
PlagiarismTutorial
Due Sunday
Attendance – Complete/Incomplete
20 pts – Discussion Rubric
20 pts – Complete/Incomplete
20 pts – Complete/Incomplete
Unit 2
Introduction to
Behavior Analysis
PLO4:
CLO1: MLO5, 6,
7
Cooper et al. (2019), Chs. 1 & 2
Ray et al. (2005) Learning Conditioning
Overview
Ray et al. (2005) Definition of Learning
Pierce & Cheney (2013), Ch. 1
BDS Modules Unit A Pre-test, Unit B Pre-Test,
and A-2 Part 1 and 2,
Due Sunday
CyberRat: Introduction
Due Sunday
Journal Article Assignment
Due Sunday
20 pts – Complete/Incomplete
25 pts – Cyber Rat Rubric
25 pts – Journal Article Rubric
Module 2
Unit 3
Positive and
Negative
Reinforcement
PLO4:
CLO1: MLO4
CLO2: MLO8, 9,
10
Cooper et al. (2019), Ch. 11 &
12 Pierce & Cheney (2013), Ch.
4
Discussion: Three Branches of Behavior
Analysis
Due Wednesday
20 pts – Discussion Rubric
Unit 4
Positive and
Negative
Reinforcement
PLO4:
CLO3: MLO13,
14
CLO4: MLO25,
26, 27, 28, 29,
32, 36
Cooper et al. (2019), Ch. 11 &
12 Michael (1975)
Pierce & Cheney (2013), Ch. 4
BDS Modules A-4, A-5 Part 1 and 2, and B-4
Part 1, 2, 3 and 4
Due Sunday
Cyber Rat: Baseline Data Due Sunday
20 pts – Complete/Incomplete
25 pts – Cyber Rat Rubric
Module 3
Unit 5
Schedules of
Reinforcement
PLO4:
CLO1: MLO3 Cooper et al. (2019), Ch. 13
Pierce & Cheney (2013), Ch. 5
Discussion: Comparing and Contrasting
Forms of Reinforcement
Due Wednesday
APA Assignment, Part 1
Due Wednesday
20 pts – Discussion Rubric
10 pts – Complete/Incomplete
Course Schedule, Ass

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