MHS 4943 Practicum Seminar in Applied Behavior Analysis Course Syllabus Spring Semester 2017

Transcription

1 MHS 4943 Practicum Seminar in Applied Behavior Analysis Course Syllabus Spring Semester 2017 Instructor: Marissa Novotny, M.S., BCBA Department of Child and Family Studies College of Behavioral and Community Sciences University of South Florida Office: MHC 2338 Office Hours: Wednesday, 9:30am-10:30am or by appointment Course Prerequisite: MHS 3204 Fundamentals of ABA or CLP 4414 Behavior Modification and MHS 4202 Behavior Assessment and Intervention Planning in Applied Behavior Analysis. *MHS 4202 can be taken simultaneously with MHS 4943 Classroom: MHA (Westside) 126 BC Class Times: Monday, and Wednesday 11:00am 12:15 pm First class: 1/9/17 Last class: 4/27/16 Important Dates: 5/25/17: Last day to drop with "W"; no refund & no academic penalty In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Canvas, Elluminate, Skype, messaging and/or an alternate schedule. It s the responsibility of the student to monitor the Canvas site for each class for course specific communication, and the main USF, College, and department websites, s, and GoBull messages for important general information. Course Objectives This 45-hour undergraduate course provides the student with information on how to find a quality placement in the community to gain the necessary experience to become certified as an Assistant Behavior Analyst, how to navigate the Behavior Analyst Certification Board process in order to become certified, and how to conduct proper documentation of their experience. In addition, students will receive training on current ABA technologies in the form of lectures, demonstrations, and practical exercises to prepare students for a placement in the community. Lastly, this course is designed to prepare students to sit and successfully submit an application for the Board Certified Assistant Behavior Analyst Certification exam. More information on this exam can be found at the Behavior Analyst Certification Board website (www. bacb.com). Student Learning Outcomes: Properly document behavior analytic activities for certification Identify and describe the components of the BACB task list Navigate the BACB website [Rev. 6/2/16] Page 1

2 Properly submit an application for BCaBA certification Create a vitae and identify effective interview skills Identify professional behavior in a community setting Identify and perform current ABA technologies Identify professional development issues such as collaborating with other disciplines, working within a team environment, and understanding differences among disciplines. Class Materials (needed for every class) Dry erase board, low odor dry erase marker, and eraser Required Text Cooper, J.O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2 nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. (Book is available through the USF bookstore). Assigned Articles and Quiz Dates *Unless otherwise specified, you will need to find the articles through the library databases* Week One Readings **All week one readings are available in the readings folder on Canvas** Monday (1/9): No readings Wednesday (1/11): Behavioral Interviewing Interviewing Techniques Research the Company Top 10 interviewing tips Week Two Readings Monday (1/16): NO CLASS (Martin Luther King Jr. Day) Wednesday (1/18): QUIZ 1 Cooper et al. (2007), Chapter 29 Week Three Readings Monday (1/23): Bailey and Burch chapter (reading available in readings folder on Canvas) Wednesday (1/25): Go to and reading the following: About BACB: Board Certified Assistant Behavior Analysts: Becoming Certified: Maintaining Certification: Week Four Readings Monday (1/30): Professional and Ethical Compliance Code for Behavior Analysts (reading available in readings folder on Canvas) Wednesday (2/1): QUIZ 2 Beck, K., & Miltenberger, R. (2009). Evaluation of a commercially-available abduction prevention program and in situ training by parents to teach abduction prevention skills to children, Journal of Applied Behavior Analysis, 42, [Rev. 6/2/16] Page 2

3 Week Five Readings Monday (2/6): Miltenberger, R. G. (2008). Teaching safety skills to children: Prevention of firearm as an exemplar of best practice in assessment, training, and generalization of safety skills. Behavior Analysis in Practice, 1, Wednesday (2/8): QUIZ 3 Cooper et al. (2007), Chapter 11 Week Six Readings Monday (2/13): No Readings Wednesday (2/15): Fisher, W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25, Week Seven Readings Monday (2/20): DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of applied behavior analysis, 29, Wednesday (2/22): QUIZ 4 Cooper et al. (2007), Chapter 26 Week Eight Readings Monday (2/27): Mann, R. A. (1972). The behavior-therapeutic use of contingency contracting to control an adult behavior problem: Weight control. Journal of Applied Behavior Analysis, 5, Wednesday (3/1): No Readings Week Nine Readings Monday (3/6): Handout on Token economy (posted in readings folder on Canvas) Wednesday (3/8): Phillips, E. L., Phillips, E. A., Fixsen, D. L., & Wolf, M. M. (1971). Achievement Place: Modification of the behaviors of pre-delinquent boys within a token economy. Journal of Applied Behavior Analysis, 4, Week of 3/13 to 3/17 is Spring Break Week Ten Readings Monday (3/20): QUIZ 5 Crosland, K. A., Cigales, M., Dunlap, G., Neff, B., Clark, H. B., Giddings, T., & Blanco, A. (2008). Using staff training to decrease the use of restrictive procedures at two facilities for foster care children. Research on Social Work Practice, 18, Wednesday (3/22) [Rev. 6/2/16] Page 3

4 Lafasakis, M., & Sturmey, P. (2007). Training parent implementation of discrete-trial training: Effects on generalization of parent teaching and child correct responding. Journal of Applied Behavior Analysis, 40, doi: /jaba Week Eleven Readings Monday (3/27): QUIZ 6 Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16, Wednesday (3/29) No Reading Week Twelve Readings Monday (4/3): QUIZ 7 Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1(1), Wednesday (4/5): Hanley, G. P., Piazza, C. C., Fisher, W. W., Contrucci, S. A., & Maglieri, K. A. (1997). Evaluation of client preference for function-based treatment packages. Journal of Applied Behavior Analysis, 30(3), Week Thirteen Readings Monday (4/10): Rosales, R., Stone, K., & Rehfeldt, R. A. (2009). The effects of behavioral skills training on implementation of the picture exchange communication system. Journal of Applied Behavior Analysis, 42, doi: / jaba Wednesday (4/12): QUIZ 8 Cooper et al. (2007), Chapter 19 Week Fourteen Readings Monday (4/17): No readings Wednesday (4/19): No readings. Class evaluation, wrap up, prepare for practical opportunity fair Week Fifteen Readings: Monday (4/24) **No readings bring CV to practical opportunity fair** Wednesday (4/26) NO CLASS (Reading Day) Laptop, Cell Phones, and other Electronic Devices Class Format Prior to each class, a power point presentation will be posted on Canvas to aid in note taking during class. If there is a quiz administered, it will be a 20-point quiz covering the reading materials and/or lecture materials to prepare students for the class discussions and activities. The relevant guided reading questions will be due prior to the start of class. Following the quiz, the instructor will expand upon the assigned reading and highlight the key points through lecture, demonstrations, and activities. After the lecture, students will engage in a practical exercise and, if applicable, a check off on the ABA technology. During the practical exercises, students will practice a technique covered in the lecture in a roleplay format, receive feedback from their peers, and provide feedback to their peers. In addition, the students will receive feedback from the instructor and/or teaching assistants. During the check off, the [Rev. 6/2/16] Page 4

5 student will be asked to perform the ABA technology with either the instructor, teaching assistant, or peer. The student will be scored and will receive feedback on his or her performance. Grades Total Possible Points: 1100 points Grades will be based upon the following categories: Weekly quizzes (8): 160 points (20 points each) Check-Offs: 120 total points (20 points per check off topic) Assignments (5): 300 points (60 points each) Guided Reading (16): 320 (20 points each) Practical Opportunity Fair: 60 points Pre assessment/post Assessment completion: 60 points (30 points each) Participation: If at any time a student is not participating (e.g., they are texting, on Facebook, etc.), up to 5 points per class period will be removed from the student s total guided reading points. Make-Up policy: When a student misses class, he/she will lose points for quizzes, guided reading questions, and check offs (if applicable) for that day. Only if a doctor s note, funeral announcement, or proof of an approved academic event is received are students eligible to make up the points for the missed class period. The student must notify the instructor by 9:00 am the day of the missed class. Notices after 9:00am will not be considered excused. If the absence is excused, it is the student s responsibility to schedule a make-up check off and quiz with the instructor within 1 week of the missed class. Weekly quizzes (160 points) Eight quizzes will be administered throughout this course. Quizzes will be held from 11:00 am 11:10 am. Quizzes provided at the beginning of class may consist of true/false, multiple choice, and/or short answer questions covering the assigned readings for that week, basic concepts in ABA, lecture and/or practical exercises. Students must be present during these times to take the quizzes. Quizzes will be turned in at 11:10 am. Check offs (110 points) Eleven check offs will be administered throughout the course. Check offs will consist of role-plays in which students will be asked to correctly demonstrate with a peer ABA technologies taught in class. Students must demonstrate each step in the check off correctly. Students are responsible for checking off each other and ensuring that their partner is demonstrating the step correctly. At the beginning of each class, students may be asked at random to come up and demonstrate the check off for the class. Grades on the check off will be based on submitting a check off verifying that they performed each step of the check off on the day the check-off is due. Class assignments (300 points; 60 points each) Students will be required to complete six assignments throughout the course. Instructions for each assignment will be given in class a week before the assignment is due. Partial and late assignments will NOT be accepted. The six assignments are listed below: 1. Curriculum Vitae (CV): Students will create a vitae outlining all their professional accomplishments 2. BCaBA Modules and Application: Students will complete the BACB supervisee modules and application for to be eligible to sit for the BCaBA certification exam (following accruing fieldwork hours and relevant coursework). [Rev. 6/2/16] Page 5

6 3. Behavioral Contract: Students will develop a behavioral contract to gain experience in how to effectively set up and implement a contract. 4. Token Economy: Students will develop a token economy to gain experience in how to effectively develop and implement a token economy. 5. Article Summary: Students will complete two summaries of two of the empirical article read in class. Students may choose the empirical articles they will summarize from the assigned articles listed on the article summary rubric. Article summaries for the relevant article will be due one week following the readings due date. For example, if the article was assigned for 2/1/17, the article summary will be due by 2/8/17 at 11:59 pm on Canvas. However, an article summary of the last article read in class is due by 4/17 by 11:59pm on canvas. **Note: The purpose of this assignment is to assess students ability to identify and summarize the contents of key components of empirical articles. This does not mean sections of the articles can be copied and pasted into the summary. Article summarizes must be in the students own words. Anything to the contrary will be considered plagiarism and will result in academic dishonesty sanctions (see page 9)** Practical Opportunity Fair (60 points) At the end of the course, a Practical Opportunity Fair will be held in which professors and professionals from the university and community will present on opportunities for students to gain research and practical experience to aid in achieving the supervised hours needed in order to sit for the BCaBA exam. During this fair, students will be expected to dress in professional attire and will be required to either ask questions during the presentation or write down five questions in order to receive participation points for the last class. The grade for this event will be based on attendance, professional attire, submitting five written questions for the presenters by the start of the practical opportunity fair (i.e., 4/24/17 by 11:00 am) via Canvas. Points for attendance for the event will only be given for being on time and staying for the entire duration (11:00 am- 12:15 pm). If students are on time and stay for the entire duration, they will receive full credit for attendance. If students are not on time and/or decide to leave early, they will receive a 0%. Guided Reading Assignments (320 points; 20 points each) Most class sessions will cover readings that students will be assigned to read prior to class. To facilitate understanding of the reading, students must (individually) complete the guided questions/notes for the Cooper chapter or journal article assigned for that class period. Guided reading questions/notes can be found on Canvas in the guided reading folder, unless otherwise specified. Guided notes will always be due on Canvas at the start of the class period (i.e., 11:00am), but will be graded for accuracy at random. When not graded for accuracy, credit will be given for completion of all questions. Pre/Pose Assessment (60 points; 30 points each) At the beginning and end of the semester a pre (beginning of the semester) and post (end of semester) assessment will be administered via Canvas. Points will be awarded based on completion of the assessment (i.e., points are not based on performance). Completion of the pre and post assessment will be worth 30 points each, for a total of 60 points. If the pre and/or post assessment is not completed or is completed after the deadline, 0 points will be awarded for that assessment. [Rev. 6/2/16] Page 6

7 Practicum Seminar in ABA Class Schedule Week Days Agenda Assignments/Quizzes 1 1/9 Introduction of Course & Syllabus, Professional Behavior in the Community Setting 1/11 Interpersonal and Interviewing Skills 2 1/16 No Class Martin Luther King Jr. 1/18 Behavior Analysis Certification Board: Overview of BACB, Ethics Complete Pre-Assessment on Canvas by 11:59pm; Quiz 1 3 1/23 BACB Ethics Continued Vitae Due on Canvas by 11:59pm 1/25 BACB & BCaBA certification process 4 1/30 Ethics, BACB, and BCaBA certification 2/1 BST and IST Guided reading questions 1 due by 11:00am Quiz 2 5 2/6 BST and IST Guided reading questions 2 due by 11:00am 6 2/8 Preference Assessments (PA) BACB application due on Canvas by 11:59 pm; Guided reading questions 3 due by 11:00am; Quiz 3 2/13 PA (continued) Guided reading questions 4 due by 11:00am 2/15 PA (continued) Guided reading questions 5 due by 11:00am 7 2/20 PA (continued) 2/22 Behavioral Contracting (BC) Guided reading questions 6 due by 11:00am Quiz 4 8 2/27 BC (continued) Guided reading questions 7 due by 11:00am; /1 BC (continued) 3/6 Token Economy (TE) Behavioral Contract due (Canvas) by 11:59 pm; Guided reading questions 8 due by 11:00am; 3/8 TE continued Guided reading questions 9 due by 11:00am 3/13- No Class Spring Break 3/15 3/20 Parent Training- Tools for Guided reading questions 10 due by 11:00am Quiz 5 Positive Behavior Change (PT) 3/22 PT (continued) and DTT Guided reading questions 11 due by 11:00am; 3/27 Discrete Trial Training (DTT) Token Economy Worksheet due on Canvas by 11:59 pm; Guided reading questions 12 due by 11:00am Quiz 6 3/29 DTT (continued) 12 4/3 FCT Guided reading questions 13 due by 11:00am Quiz7 4/5 FCT & PECS Guided reading questions 14 due by 11:00am 13 4/10 FCT and PECS (continued) Guided reading questions 15 due by 11:00am 4/12 Shaping Guided reading questions 16 due by 11:00am; Quiz /17 Shaping Continued 4/ /24 Practical Opportunity Fair Upload 5 Practical Opportunity Fair questions to Canvas by class (i.e., 11:00am); Bring CV to Class [Rev. 6/2/16] Page 7

8 CLASS POLICIES Participation: Participation in lectures, presentations, activities, demonstrations, and evaluations is expected. Students are expected to engage in professional behavior in the classroom, defined as: Attending to lecture (e.g. taking notes, asking appropriate questions, commenting on lecture, etc), Being respectful of other students, instructors, and teaching assistants, Practicing all steps during the check offs, and Providing honest feedback on check offs with peers. Students looking for a letter of recommendation for future employment and/or graduate school should not only perform at the top of the class (A), but should engage in professional behavior throughout the entire course. Any unprofessional behavior in class that competes with participation and/or creates a negative classroom experience for others will not be tolerated. These behaviors include but are not limited to the following: Engaging in texting, internet surfing, Instagraming, Twittering, Snapchatting, Facebooking, etc. (hopefully you get the idea), Making rude comments, gestures, or facial expressions about other students and/or instructors/ TAs, Completing assignments or studying for other classes, Completing work assignments, Failure to complete check offs or in class activities, and Falsifying check-offs*. If such unacceptable behavior occurs in class (e.g., texting, talking during the lecture, etc.), the instructor will provide immediate feedback and ask the student to stop engaging in the behavior during class. If the behavior persists, the instructor may ask for a meeting with the student, ask the student to leave the class, and/or take away participation points. Applied Behavior Analysis is a profession and to be successful, behavior analysts must engage in professional behavior at all times. As such, professional behavior is expected of all students in our ABA classes. *falsifying check offs will be considered academic dishonesty and treated accordingly Right to Change Syllabus If necessary, some components of this syllabus may change. However, any such changes will be announced to the students in class and posted on Canvas. The student is responsible for any such announced changes. Course Attendance at First Class Meeting Students are required to attend the first class meeting of undergraduate courses for which they registered prior to the first day of the term. Names of students who register prior to the first day of the term are printed on the first class roll for each course section. The first class roll is used by professors to drop students who do not attend the first day of class. Students having extenuating circumstances beyond their control and who are unable to attend the first class meeting must notify the instructor to the department prior to the first class meeting to request waver of the first class attendance requirement. Students who add course or late-register during the first week of classes will not be on the first class roll and, therefore, will not be dropped for nonattendance by the instructor. To avoid fee liability and academic penalty, the student is responsible for ensuring that he/she had dropped or been dropped from all undesired courses by the end of the 5th day of classes. Class Notes Please be aware that students are not permitted to take notes in class for remuneration or for the purpose of sale to any person or entity. The course material (lectures, handouts, check offs, etc.) is property of the instructor and [Rev. 6/2/16] Page 8

9 cannot be used for other means outside of the class (i.e. disseminating to other students, employers, etc., and/or using for training purposes) without the instructor s permission. Audio or Video Recording Policy You must obtain advance written permission from the Instructor prior to audio recording or video recording any lecture or discussion with the Instructor. Suitable reasons may include a reasonable accommodation for a disability. However, students are not permitted to sell notes or tapes of class lectures. Letter grades will be assigned according to the following scale: % = A % = C % = A % = C % = A % = C % = B % = D % = B Less than 60% = F % = B- INSTITUTIONAL POLICIES The most recent version of the Institutional Policies information can be found on the Office of Academic and Student Affairs webpage at: Student Handbook: May be found at: Student Conduct: USF Student Rights/Responsibilities: USF Student Code of Conduct: Disruption of Academic Process/Academic Integrity of Students: Disruption of the academic process and violations of the policies regarding academic integrity will not be tolerated. Review USF policies on Disruption of the Academic Process and the Academic Integrity of Students at: Academic Dishonesty: Any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable. The University of South Florida has very specific policies and procedures regarding academic dishonesty or disruption of academic process. Cheating is the (a) the unauthorized granting or receiving of aid during the prescribed period of a course-graded exercise; students may not consult written materials such as notes or books, may not look at the paper of another student, nor consult orally with any other student taking the same test; (b) asking another person to take an examination in his/her place; (c) taking an examination for or in place of another student; (d) stealing visual concepts, such as drawings, sketches, diagrams, musical programs or scores, graphs, maps, etc., and presenting them as one s own; (e) stealing, borrowing, buying, or disseminating tests, answer keys or other examination material except as officially authorized, research papers, creative papers, speeches, other graded assignments, etc.; (f) stealing or copying of computer programs and presenting them as one s own. Such stealing includes the use of another student s program, as obtained from the magnetic media or interactive terminals or from cards, print-out papers, etc. Punishment will be based on the University guidelines for academic dishonesty. If you have any questions, please refer to the University s Undergraduate Academic Dishonesty policy at Procedures for Alleged Academic Dishonesty or Disruption: Student Academic Grievance Procedures: Plagiarism: Plagiarism will not be tolerated and is grounds for failure. Review USF Academic Dishonesty and Disruption of Academic Process Policy at: Plagiarism tutorial: USF uses an automated plagiarism detection service that allows instructors and students to submit student assignments to be checked for plagiarism. See the policy on the system Turnitin: Plagiarism is defined as literary theft and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, web sites, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public at large, or the form, structure or style of a secondary source must be attributed to its author by means of the appropriate citation procedure. Only widely known facts and first-hand thoughts and observations original to the student do not require citations. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one s own segments or the total of another person s work. If you are not sure please bring the material to the instructor for guidance. The student who submitted the subject paper, lab report, etc. shall receive an F with a numerical value of zero on the item submitted, and the F shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course. Cheating Statement: The University of South Florida expects students to maintain academic honesty in all courses. By virtue of being registered in an ABA course, students agree to refrain from cheating. If cheating in any form (academic dishonesty) is detected, appropriate action will be taken. (Refer to USF Academic Integrity of Students Policy): Special Accommodations: Students with disabilities are responsible for registering with Students with Disabilities Services in order to receive academic accommodations. SDS encourages students to notify instructors of accommodation requests at least five business days prior to needing the accommodation. A letter from SDS must accompany this request. See Student Responsibilities See Faculty Responsibilities Other Accommodations If you need special accommodations, or of there is any topic or activity in class which makes you feel uncomfortable and causes serious distress, please advise the instructor or a representative of USF. Holidays and Religious Observances: [Rev. 6/2/16] Page 9

10 Students are expected to notify their instructors at the beginning of each academic term if they intend to be absent for a class or announced examination. Students absent for religious reasons, as noticed to the instructor at the beginning of each academic term, will be given reasonable opportunities to make up any work missed. For further information, please refer to: Emergency Suspension of University Operations: In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Canvas, Skype, and messaging and/or an alternate schedule. It s the responsibility of the student to monitor Canvas site for each class for course specific communication, and the main USF, College, and department websites, s, and MoBull messages for important general information. Student Grievance Procedure: Review USF Academic Grievance Policy at: Student assistance is provided by Division of Student Affairs, Office of the Student Ombudsman: [Rev. 6/2/16] Page 10