Behavior Modification CLP 4414, Section 601 University of South Florida Saint Petersburg College of Arts and Sciences

Transcription

1 Behavior Modification CLP 4414, Section 601 University of South Florida Saint Petersburg College of Arts and Sciences COURSE SYLLABUS Fall 2006 Behavior Modification or Behavioral Shaping? INSTRUCTOR: Susan M. Toler, Ph.D. Office: Davis 234 Phone: Hours: Tuesday 9:00 to 12:00; Thursday 1:00 to 4:00 or by appointment CLASS TIME AND PLACE: Davis Hall, Room 108 Tuesday 8:00am 11:00am TEXTBOOK: Miltenberger, R. (2004). Behavior modification: Principles and procedures (3 rd ed). Belmont, CA: Wadsworth/Thomson Learning. PREREQUISITES: Prior to taking this course, students must have earned a C or better in Psychological Science (PSY 2012) as well as Research Methods in Psychology (PSY 3213). COURSE DESCRIPTION/OBJECTIVES: This course is intended to provide an in depth introduction to behavior analysis. It is designed to help students apply learning principles in treatment settings. Students will learn how to measure behavior, implement research designs, and develop behavioral interventions. Upon completion of this course, students should be able to: 1. Observe and record behavior as well as graph and measure behavior change. 2. Complete a functional assessment of behavior and define the antecedents and consequences of any given behavior. 3. Understand the basic principles of behavior modification including reinforcement, extinction, punishment, stimulus control (discrimination and generalization), and respondent conditioning. Page 1 of 6

2 4. Develop and implement procedures designed to establish new behavior through shaping and chaining. 5. Develop and implement procedures designed to increase desirable behavior and decrease undesirable behavior. 6. Develop and implement behavioral contracts and token economies. EVALUATION AND GRADING: I. Examinations: (Approximately 480 points) Five examinations will be given throughout the semester. Exams will cover material corresponding to the five units in the textbook, with minor rearrangement of chapters. Each chapter will have approximately 20 items in the exam, with approximately 480 total points accumulated for examinations. Exams will be designed to assess knowledge and the application of knowledge. Students will be responsible for information provided during class and in the textbook. Exams will be comprised of multiple choice questions, and administered on Blackboard. There will be no make-up exams. You will receive a score of zero for any exam you do not take. Please refer to the course schedule for an estimate of exam dates, any modifications to the schedule will be discussed at the beginning of each class it is critical that you attend class to monitor any modifications to the schedule. II. Blackboard: All students will be expected to be proficient in Blackboard. This is critical for you to take examinations, keep up with class materials and class announcements. II. Behavior Modification Project (150 points for both written & oral presentation) You will be responsible for completing a behavior modification project using the principles discussed in this course. Instructions for completing this assignment and grading criteria are attached. You must turn in the behavior modification project by the due date. Students are referred to pages 5 & 6 of this syllabus for a detailed description of the homework assignments and Behavior Modification Projects. Projects turned in late will receive a grade of zero. III. Attendance and Homework (Attendance 112 points; Homework 30 points) You are expected to attend class and to participate in class discussions and activities. You should come to class prepared to discuss assigned readings and homework. Homework will be assigned only as it relates to class activities and/or to your behavior modification project. No late homework will be accepted. Students will earn 7 points for each full class attended. IV. Grading Criteria A = % B = 80-89% C = 70-79% D = 60-69% F = 59% or below Page 2 of 6

3 CLASSROOM POLICIES: The classroom policies listed below are intended to create an environment conducive to learning whereby respect is maintained between and among the professor and students. Failure to comply with these policies will be handled on an individual basis and may result in disciplinary action. 1. Attendance. Students are expected to attend every class in order to maximize learning and performance. 2. Punctuality. Students are expected to arrive to class and to return from break on time. 3. Preparation. Students are expected to complete assigned readings and assignments by their due date, and students are expected to come to class prepared to participate in classroom discussions and activities. 4. Cell Phones. Students are expected to turn off cell phones and pagers during class. 5. Academic Integrity. Behavior that is contrary to University standards, such as cheating and plagiarism, will not be tolerated. Any student found guilty of such behavior will receive a failing grade for the course. 6. Classroom Discussion. Students will be encouraged to participate in relevant classroom discussion. In order to maintain an orderly environment, it is important that students demonstrate respect toward each other during classroom discussions. Students are expected to listen to others while they are speaking and to limit unnecessary interruptions. 7. Classroom Behavior. Students are expected to academically engage during class. Behavior that is not relevant to learning course material will not be tolerated (e.g., sleeping during class, engaging in irrelevant conversations with classmates, completing work for other courses). Students who engage in such behavior may be asked to leave the classroom. 8. Diversity. Students are expected to be respectful of one another. Diverse opinions are welcome. However, it is important for students to maintain sensitivity to cultural differences and alternative lifestyles. ACADEMIC ACCOMODATIONS: Students with disabilities are encouraged to meet privately with the instructor during the first week of class to discuss accommodations. Please bring a current Memorandum of Accommodations (MOA) from the Office of Student Disability Services (OSDS), which is a prerequisite for receiving accommodations. Two weeks notice are required for accommodated examinations. Page 3 of 6

4 COURSE SCHEDULE: Date Reading Topic(s) Assignment August 29 Chapter 1 Review of Syllabus Introduction to Service Learning Behavior Modification Overview September 5 Chapters 2 & 3 Observing/Recording Behavior Graphing/Measuring Behavior September 12 Chapter 13 Functional Behavioral Assessment Exam #1 Chapters 1, 2, 3 & 13 September 19 Chapters 4 & 5 Reinforcement Extinction September 26 Chapters 6 & 7 Homework Punishment Stimulus Control Assignment #1 Due October 3 Chapters 8 Respondent Conditioning Exam #2 Chapters 4 through 8 October 10 Chapters 9 & 10 Shaping Prompting & Transfer of Stimulus Control October 17 Chapters 11 & 12 Homework Assignment #2 Due October 24 Chapters 14 & 15 Chaining Behavioral Skills Training Procedures Exam #3 Chapters 9 through 12 Applying Extinction Differential Reinforcement October 31 Chapters 16 & 17 Antecedent Control Procedures Punishment: Time Out & Response Cost November 7 Chapter 18 & 19 Positive Punishment & Ethics of Punishment Promoting Generalization November 14 Chapters 20 & 21 Exam #4 Chapters 14 through 19 Self-Management Habit Reversal Procedures November 21 Chapters 22 & 23 The Token Economy Behavioral Contracts Presentation of Final Projects November 28 Chapters 24 & 25 Fear & Anxiety Reduction Procedures Cognitive Behavior Modification Presentation of Final Projects December 5 Presentation of Final Projects December 12 Exam #5 Exam #5 Page 4 of 6

5 Behavior Modification Project Instructions and Grading Rubric I. Instructions You are expected to design a behavioral intervention to address a behavior of concern. Your behavior modification project should consist of the following components: 1. Identify/define target behavior 2. Functional Analysis 2. Collect baseline (chart on graph) 3. Design and implement behavioral intervention to address goal 4. Collect data Intervention Data 5. Evaluate effectiveness of behavioral intervention II. Grading Rubric Your grade will be based on the completion the two preliminary homework assignments as critical steps in developing your intervention program, the final written report and presentation to the class of your project. This project is worth a total of 150 points. A. Homework Assignment #1: (15 points) 1. Work with your supervising teacher to identify and define the target behavior for the child/ren you have been asked to work with. 2. Complete a functional analysis of the behavior as discussed in class. 3. Observe and record the behavior, complete a graph with your baseline data. 4. This assignment should be completed in APA style with the expectation that it will be integrated into the final draft of your paper and presentation. B. Homework Assignment #2: (15 points) 1. Identify at least two journal articles from a behavioral journal in which the target behavior has been addressed, or some application of your intervention has been used. This will serve as the preliminary draft of the Introduction to your final paper. Page 5 of 6

6 C. Final Written Report (100 points) This paper should be no longer than 12 pages and include a complete integration of your behavior intervention. It should include a brief review of relevant articles (Homework Assignment #2) along with concise discussion regarding: 1. Target behavior(s) (10) 2. Functional Analysis (10) 3. Baseline data (10) 4. Behavioral intervention (30) 5. Results (10) 6. Summary (10) a. Statement regarding effectiveness of intervention b. Statement regarding possible modifications to intervention 7. APA-style format (e.g., cover page, double space, one-inch margins, 12-point font, etc). (10) 8. Demonstration that your paper was reviewed and critiqued at the Academic Success Center for proofing prior to final submission. (10) B. Class Presentation (50 points total) 1. Target behavior(s) (5) 2. Baseline data (5) 3. Behavioral intervention (5) 4. Results (5) 5. Summary (5) 6. Use of visual aids (e.g., graphs, charts) (5) Page 6 of 6