Frank Mullins SPE Fall 2014

Transcription

1 Introduction to Applied Behavior Analysis SPE 439 Credit: 3 semester hours Day/Time/Location: Tues/Thurs, 12:30-1:45; HSTC 320 Instructor: Frank Mullins, Ph.D. mullinsfe@sfasu.edu Office: HSTC 313A Phone: Office Hours: Tues 9-12:00, Thur 9-12:00; virtual anytime (mullinsfe@sfasu.edu); all face-toface meetings on campus may be arranged. I. Course Description: This course is designed to provide pre-service and in-service special education teachers with information about students with behavior disorders. Moreover, SPE 439 is a methods course and, as such, covers a range of topics to assist participants in planning and implementation of behavior analysis procedures. Objectives, requirements, and activities which address TExES competencies will have the specific competency addressed in bold. For additional TExES information, go to: II. Intended Learning Outcomes/Goals/Objectives (Program/Student Learning Outcomes): This course is also aligned with the COE Conceptual Framework. The following link will allow you to access the framework: Program Learning Outcomes: Students will apply concepts of Applied Behavior Analysis through a Behavior Change Project. Student Learning Outcomes: Objectives: 1. Define emotional disturbance/behavior disorders and list the reasons for the various labels for children and youth who demonstrate inappropriate behavior. Discuss the effect of behavior disorders in all life domains (001, 004, 010). 2. Define learning. Discuss the nature of learning and cognition and how learning is an active process (001). 3. Discuss the prevalence and incidence of behavior problems, as well as characteristics and causes (001). 4. Identify and discuss the purpose of informal methods of assessment of students with behavior disorders, including interviews, behavior rating scales, direct observation, and functional assessment (003, 004). 5. List and identify the components of a complete behavioral objective. State the importance of using high standards and stringent criteria in order to ensure the highest quality of life potential for learners with disabilities (003, 004).

2 6. Specify behavioral principles and discuss techniques of applied behavior analysis for children and youth that support acquisition learning such as modeling, chaining, prompting, and fading, and to support maintenance and generalization of learning (005, 006). 7. Develop a positive classroom management strategy to promote academic and social skills that is ready to implement in a classroom setting. Discuss the importance of a positive environment on learners feelings about themselves (005, 006). 8. Recognize situations in which a learners social behavior necessitates the use of special instructional strategies. Further, describe methods to analyze and address maladaptive social behaviors that interfere with learning and to employ the least intrusive and appropriate behavior management (006). 9. Discuss self-management and its use in encouraging the learners sense of responsibility for their own achievement (004). 10. Specify important expectations, legal requirements, and ethical responsibilities affecting special education teachers and the use of behavioral strategies (010). III. Course Activities, Assignments, Instructional Strategies, use of Technology The format for this course includes scheduled assignments and deadlines, offline reading assignments and projects, online reading and participation in using web pages, , discussion boards, service learning, and chats with the instructor. Assessment of course content will be conducted via scheduled online quizzes, exams, and a Behavior Change Project. VERY IMPORTANT! Students will also complete a service-learning field experience working with an individual with a disability or individuals with disabilities. To complete the required service learning experience you must spend 6.5 hours total supporting one or more individuals with disabilities. You may choose to attend one or more events that you choose to attend in order to earn your 6.5 required hours. It is the student's responsibility to locate an event(s) to attend or an individual with a disability to support and submit the event(s) for approval. Examples of events may include Texas Special Olympics activities found in your area. See and search your area on the map or click on Events to locate a Texas Special Olympics event you may choose to attend and participate in. You may have knowledge of local organizations or daycares, churches, camps, or summer schools in your area that you may choose to attend to earn your 6.5 required hours of service. If you are employed as a fulltime professional or paraprofessional, you may use school-related activities you support your students with on your campus. You may also choose to support a family member or a neighbor who has a child with a disability. Please remember to notify Dr. Mullins prior to the end of Week 1 in this semester. You do this by submitting to Dropbox your Plan for Earning your 6.5 service hours describing in a few sentences how you plan to achieve these service hours working with a student or students with disabilities. Undocumented service will not be counted. All of the 6.5 service hours must be completed and proof in the form of signed documentation submitted to Dropbox by 11:59 pm on December 1, 2014, in order to be eligible for credit. IV. Evaluation and Assessments (Grading): Grading: Grades determined using the following scale: A = 90% of all possible points B = 80% of all possible points C = 70% of all possible points D = 60% of all possible points F = 59% (or less than) of all possible points

3 Assignment Requirements: Assignment Points Participation 10 points/day (28) 280 Eight Quizzes 125 Bio Discussion 20 Project Research Article 1 40 Project Research Article 2 40 Graphing Assignments 50 Midterm Project Check-up 50 Final Power Point Project Presentation Service Learning Project (6.5 total hours) Total Points Quizzes: There will be 10 on-line quizzes. This quiz is timed and provides you with approximately 1 minute per question. You are able to take this quiz 3 times (within the specified time line) and the highest quiz grade will count and be inputted into the grade book. You will be able to view your score after the availability period or the following week. This means that you will not be able to see your first or second quiz grade prior to taking the quiz for the 3rd or final time. So, after your first attempt at the quiz you will need to go back to the module and textbook information and try to determine the correct answer for items that you were unsure of on the quiz. The short duration is to maintain the integrity of the test. Books are not to be used while taking the test. V. Tentative Course Timeline Sequence of Topics (tentative): Date Chapter Readings & Activities Assignments August 26 Review syllabus; Complete all activities in the Getting Started module including the Introduction and Syllabus/Course Responsibilities quiz August 28 Chapter 1: Roots of Applied Behavior Analysis September 2 Chapter 2: Responsible Use of Applied Behavior Analysis Procedures Chapter 2: Quiz September 4 Chapter 3: Preparing Behavioral Objects Chapter 3: Quiz September 9 Defining the Behavior, Collecting the Data, Behavior activities Permission Forms due September 11 Chapter 4: Procedures for Collecting Data Chapter 4: Quiz ABA chart Exam #1 submitted September 16 Chapter 4 con t. September 18 Getting Started Interviews, Behavior Definition, Interest Inventories, Behavior documentation. Exam #1 due Exam #1 September 23 Chapter 5: Graphing Data Chapter 5: Quiz September 25 Chapter 5: Graphing Data (con t) Interview due

4 Date Chapter Readings & Activities Assignments September 30 Chapter 6: Single Subject Designs Chapter 6: Quiz October 2 Chapter 6: Single Subject Designs (con t) October 7 Chapter 7: Determining the Function of Behavior Developing a Hypothesis for Behavioral Change Functional Assessment and Functional Analysis (FBA/BIP) Chapter 7: Quiz October 9 Chapter 7: (FBA/BIP con t) Instructions for PowerPoint presentation due Dec. Hypothesis Statements due 2/4 October 14 Chapter 8: Arranging Consequences that Increase Behavior Chapter 8: Quiz October 16 Chapter 8: (con t) Observations due October 21 Chapter 9: Arranging Consequences that Decrease Behavior Chapter 9: Quiz October 23 Chapter 9: (con t) October 28 Chapter 10: Differential Reinforcement Antecedent Control and Shaping Chapter 10: Quiz October 30 Chapter 10: (con t) November 4-9 I will be in Indianapolis, IN attending the Teacher Education Division Conference. Assignments for November 4 and 6 will be done on own. November 4 Chapter 11: Providing for Generalization of Behavior Change November 6 Work on Exam #2 November 11 Chapter 12: Teaching Students to Manage Their Own Behavior Chapter 11: Quiz Exam #2 submitted Chapter 12: Quiz Intervention Data due Exam #2 due November 13 Chapter 13: Responsible Use of Applied Behavior Analysis Procedures Chapter 13: Quiz November 18 Completing a Functional Behavior Assessment November 20 Intervention Summary Discussions November No Class Thanksgiving Holiday December 2 FBA Presentations Intervention Summary due December 4 FBA Presentations FBA due Personal Philosophy of Discipline (Graduate Students Only) December 9-12 Final Exam December 9 5:30-7:30pm VI. Readings Required Course Textbook Alberto, P.A., & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.) Boston, MA : Pearson. ISBN or ISBN-10: Access to a computer that has the following components: Webcam/microphone, PowerPoint viewing and creating capabilities, Microsoft Excel, and Microsoft Word. You will also need to have access to a digital camera and have video recording capabilities (e.g., Webcam, digital-video camera, or an iphone).

5 Required: Live Text account, ISBN# This may be purchased at the bookstore or purchased online at If you have already purchased LiveText, you will use that account and do not need to buy it again. You have a major project assignment in this course that is submitted into LiveText. You will receive a zero on that project if you do not submit it into LiveText! VII. Course Evaluations: Near the conclusion of each semester, students in the College of Education electronically evaluate courses taken within the COE. Evaluation data is used for a variety of important purposes including: 1. Course and program improvement, planning, and accreditation; 2. Instruction evaluation purposes; and 3. Making decisions on faculty tenure, promotion, pay, and retention. As you evaluate this course, please be thoughtful, thorough, and accurate in completing the evaluation. Please know that the COE faculty is committed to excellence in teaching and continued improvement. Therefore, your response is critical! In the College of Education, the course evaluation process has been simplified and is completed electronically through MySFA. Although the instructor will be able to view the names of students who complete the survey, all ratings and comments are confidential and anonymous, and will not be available to the instructor until after final grades are posted. VIII. Student Ethics and Other Policy Information: Found at Class Attendance and Excused Absence: Regular, punctual attendance, documented participation, and, if indicated in the syllabus, submission of completed assignments are expected at all classes, laboratories, and other activities for which the student is registered. Based on university policy, failure of students to adhere to these requirements shall influence the course grade, financial assistance, and/or enrollment status. The instructor shall maintain an accurate record of each student s attendance and participation as well as note this information in required reports and in determining final grades. Students may be excused from attendance for reasons such as health, family emergencies, or student participation in approved university-sponsored events. Howevber, students are responsible for notifying their instructors in advance, when possible, for excusable absences. FOR THIS COURSE Students are required to attend all scheduled Collaborate sessions. Late work will not earn credit. Participation will be taken during each class period. The Department of Special Education endorses the notion that Participation in classes is essential. The student will receive 10 points for each day s Participation. If the student misses, he/she does not earn those ten points. Participation points cannot be made up. The student will be allowed only two absences before it affects his/her participation points. For every absence after the two, there will be an addition 10 points taken from participation. If a student is not in the classroom, they cannot participate. This procedure doesn t carry the burden of deciding whether or not an absence is excused or unexcused. You miss and you don t get the points no matter what the reason. Students who are absent from class, for whatever reasons, are held responsible for the material covered during their absence. The student must inform the instructor of the reason for missing class at least 2 hours before the time the class is scheduled to begin. You must the instructor (mullinsfe@sfasu.edu) of your absence and give a general reason for the absence. If an is not received as required, 5 extra points will be accessed to the points taken for an absence. Students with Disabilities: To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, / (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to Location: Human Services Building, room 325. Phone: (936)

6 Academic Integrity: Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university polity on penalties for cheating and plagiarism. Definition of Academic Dishonesty Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one s own work that has been purchased or otherwise obtained from an Internet source or another source; and (2) incorporating the words or ideas of an author into one s paper without giving the author due credit. Please read the complete policy at Withheld Grades Semester Grades Policy (A-54): Ordinarily, at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes and F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average. Acceptable Student Behavior: Classroom behavior should not interfere with the instructor s ability to conduct the class or the ability of other students to learn from the instructional program (see the Student Conduct Code, policy D-34.1). Unacceptable or disruptive behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial, academic or other penalties. This prohibition applies to all instructional forums, including electronic, classroom, labs, discussion groups, field trips, etc. The instructor shall have full discretion over what behavior is appropriate inappropriate in the classroom. Students who do not attend class regularly or who perform poorly on class projects/exams may be referred to the Early Alert Program. This program provides students with recommendations for resources or other assistance that is available to help SFA students succeed. To complete Certification/Licensing Requirements in Texas related to public education, you will be required to: 1. Undergo criminal background checks for field or clinical experiences on public school campuses; the public school campuses are responsible for the criminal background check; YOU are responsible for completing the information form requesting the criminal background check. If you have a history of criminal activity, you may not be allowed to complete field or clinical experiences on public school campuses. At that point, you may want to reconsider your major while at SFASU. 2. Provide one of the following primary ID documents: passport, drivers license, state or providence ID cards, a national ID card, or military ID card to take the TExES exams (additional information available at < YOU must provide legal documentation to be allowed to take these mandated examinations that are related to certification/licensing requirements in Texas. If you do not have legal documentation, you may want to reconsider your major while at SFASU.

7 LiveText 3. Successfully complete state mandated a fingerprint background check. If you have a history of criminal activity, you may want to reconsider your major while at SFASU. LiveText is the data management system used by the Perkins College of Education for program improvement and accreditation. All students are required to purchase a LiveText account, either through the University Bookstore or at This is a one-time purchase, and the account will be used throughout your program. Required program assignments must be submitted through LiveText. Successful completion of the course and program are dependent on submission of all required LiveText assignments. You have a major project assignment in this course that is to be submitted into LiveText, so LiveText is a requirement for this course. IX. Other Relevant Course Information Late Submission Policy and Make-up Exams: All assignments must be turned in on or before the due date to receive credit. Late assignments will not earn credit. Course ends: December 11, 2014, at 11:59 pm. Syllabus Disclaimer: While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any provision herein with notice if circumstances so warrant. Every effort will be made to keep students advised of such changes and information about such changes will be posted on Blackboard. It is the responsibility of each student to know what changes, if any, have been made to the provisions for this syllabus and to successfully complete the requirements for this course. Questions regarding information on the syllabus and course requirements need to be addressed by students when the syllabus is received.