SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits

Transcription

1 SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits Instructor: Christina Flanders, Psy.D., NCSP Office: Samuel Read Hall, Rm caflanders1@plymouth.edu Office Hours: by appointment Phone: (Cell) Mailing Address: (Office) 17 High St. MSC 58, (Fax) Plymouth, NH Course Delivery: This is a blended course, meeting in Plymouth at Boyd Hall 005 the following Wednesdays from 4:30 8:00: March 2, 16, 23, 30 April 6, 20 May 4 Catalog Description: This course is designed to provide students with a clear, balanced presentation of the behavioral technology including theoretical paradigms, assessment methods, intervention planning and techniques, and the application of behavioral methodologies designed to increase prosocial effective behaviors and decrease and/or eliminate socially ineffective behaviors within the school setting. Prerequisite: SY Students will demonstrate the following performance based course objectives: 1. Students will become familiar with various behavioral terminology and will be able to effectively convey this language to others who are unfamiliar with the terminology. 2. Students will understand specific laws and ethical considerations pertaining to behavioral modifications and techniques within a school setting. 3. Students will know when and how to conduct a functional behavioral assessment (FBA) and will be able to write an understandable, comprehensive FBA. 4. Students will know how to collect, analyze, and interpret behavioral data using various assessment modalities, including direct and indirect measures of behavior (i.e., systematic observations using frequency, rate, duration, interval recordings, and performance-based measures). 5. Students will be able to link the function(s) of behavior to plan, implement, and monitor effective and appropriate behavioral interventions, including single case experimental designs. 6. Students will understand how antecedent, individual, and consequent variables influence behavior, including the parameters of reinforcement. 7. Students will be able to distinguish and suggest to others, through behavioral consultation, when to use specific applied behavioral analytic techniques in intervention planning (i.e., 1

2 differential reinforcement of alternative behavior, differential reinforcement of other behavior, differential reinforcement of incompatible behaviors, extinction, positive reinforcement, negative reinforcement, punishment, and shaping). Methods of Instruction: Students will meet objectives through readings, lecture, discussion, in-class activities, role plays, online activities, and projects. Content Areas: Ethical, Professional, and Legal Issues Respondent Conditioning Operant Conditioning Direct and Indirect Methods to Collect Information Data Collection Methods, Analysis, and Interpretation Matching Law and Parameters of Reinforcement Development, Implementation, and Evaluation of Behavioral Interventions Cognitive-Behavioral Applications Functional Behavioral Assessment and Analysis Required Text: Steege, M. W. & Watson, T. S. (2009). Conducting school-based functional behavioral assessments: A practitioner s guide (2 nd ed.). New York: Guilford Press. Recommended Texts: Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2 nd ed.). Pearson Merrill Prentice Hall. Kearney, A. J. (2008). Understanding applied behavior analysis: An introduction to ABA for parents, teachers, and other professionals. London: Jessica Kingsley. direct=true&db=e000xna&an=236252&site=ehost-live **Please do not download this text to your personal computer. Doing so will prohibit others from using this ebook. Instead, read what you want in real time and return to the ebook hyperlink (above) as needed. Supplemental Book Chapters and Articles: Beavers, G. A., Iwata, B. I., & Lerman, D. C. (2013). Thirty years of research on the functional analysis of problem behavior. Journal of Applied Behavior Analysis, 46(1). Bloom, S. E., Iwata, B. A., Fritz, J. N., Roscoe, E. M., & Carreau, A. B. (2011). Classroom application of trial-based functional analysis. Journal of Applied Behavior Analysis, 44(1). Ellis, J., & Magee, S. K. (1999). Determination of environmental correlates of disruptive classroom behavior: Integration of functional analysis into public school assessment process. Education & Treatment of Children, 22(3). direct=true&db=aph&an= &site=ehost-live 2

3 Sattler, J. M. (2014). Foundations of behavioral, social, and clinical assessment of children (6 th ed.). San Diego, CA: Jerome M. Sattler, Publishers, Inc. Student performance evaluation criteria and procedures: 1. Functional Behavioral Assessment (350 pts). Students will work in groups of two or three throughout the semester to create comprehensive functional behavioral assessment reports using a variety of assessment methods which will be discussed and practiced in class. The culmination of this group work will be a group written FBA report which will be presented in a Mock IEP meeting and turned in at the end of the semester. See FBA Report Rubric on Moodle. This assignment is worth 35% of the final grade and is DUE 5/4. 2. Self-Management Project (150 pts). Students will be creating a self-management plan (behavior plan) to address a personal target behavior to change over the course of the semester. This plan will include operationally defining target behaviors, gathering baseline data, selecting replacement behavior(s) or explaining a plan for extinction, graphing pre/post-intervention data, and writing a summary of the experience. Students will share their projects with peers on Moodle. See Self-Management Project Rubric on Moodle. This assignment is worth 15% of the final grade and is DUE 4/ ABA Resource Manual (350 pts). Students will work in groups of two or three to create a resource manual to include a variety of evidence-based applied behavior analysis techniques which can be used in schools. The resource manual will include at least fifteen techniques and will provide the technical definition, definition in layperson s language, a clinical example, and a brief summary and citation of a research article to support the use of each specific technique. The groups will have class time to work on this assignment each week and will share their resource manuals during the last class. See ABA Resource Manual Rubric on Moodle. This assignment is worth 35% of the final grade and is DUE 3/ Online discussions (15 points each; 45 pts total). Students are expected to log in to the course Moodle page during online discussion weeks to answer the posted discussion question within the first three days of its posting and respond to at least two other posts during that week. See Online Discussion Rubric on Moodle. This assignment is worth 4.5% of the final grade. 5. Active Participation (15 points each class; 105 pts total). Attendance, professional behavior, and participation in all classroom discussions and activities is expected. See Active Participation Rubric on Moodle. This participation is worth 10.5% of the final grade. Attendance: There are seven face-to-face classes and three online discussions. Students who miss two in-person classes will need to drop the course. Professional Behavior: As in all Counselor Education and School Psychology courses, students' professional behavior is being monitored. Please arrive to class on time having done all reading. It is your responsibility to communicate with the professor regarding any and all missed classes. Manage your time well. 3

4 Grading: Your grade in this course will be determined by: = 350 points (35% of final grade) Self-Management Project = 150 points (15% of final grade) ABA Resource Manual = 350 points (35% of final grade) Active Participation = 105 points (7 classes/15 pts each; 10.5% of final grade) Online Discussions = 45 points (3 discussions/15 pts each; 4.5% of final grade) Total Points = 1000 points possible Grading Scale: A B C A B C B C All assignments must be completed and handed in in order to pass the course. Class Schedule: ** Note: The last portion of each class will be devoted to working in groups of 2 or 3 on creating your ABA Resource Manual and writing a comprehensive FBA. Please come to each class prepared to work on your assessments bring your textbook and a computer for the group. Date Topic Assignment(s) To be completed before class March 2 Review syllabus & assignments Read Steege & Watson Chps 1, 3, PSU Intro to behavioral principles & 4 Intro to functional behavioral assessment Legal aspects of FBA March 9 Online Operant conditioning Respondent conditioning Post to online discussion Watch videos on Moodle Read Steege & Watson Chp 2 March 16 PSU Indirect & direct assessment methods for data collection Reinforcement; Punishment; Extinction; Shaping Read Steege & Watson Chp 5 Read Sattler Chps 8 & 9 March 23 Systematic observations Read Steege & Watson Chps 6, 7, PSU Response cost & 8 Token economy Group ABA Resource manual ABA resource manual share DUE March 30 Matching Law Readings posted on Moodle 4

5 PSU Parameters of reinforcement Self-management April 6 PSU Functional Behavioral Assessments (case scenario practice) Behavior-Analytic Problem- Solving (BAPS) Model Behavioral contracts Time out procedures Read Steege & Watson Chps 10 & 12 Read Sattler Ch 13 April 13 Online April 20 PSU April 27 Online Ethics Post to online discussion Read Beavers, Iwata, & Lerman (2013) Linking function(s) of behavior Read Steege & Watson Chps 9, to behavior plan 11, & 13 Data analysis and single case Read Ellis & Magee (1999) experimental design Self-management Post to online discussion Self-management project DUE May 4 PSU FBA group presentations Functional Behavioral Analysis Group DUE Read Bloom et al. (2011) Performance-based Objectives with NASP Domains of Practice and Training: NASP Standard Knowledge Skill Assignment Data-Based Decision Making and Accountability 2.1 Self-Management Project knowledge of varied methods of assessment and data collection methods, and use data collection strategies and results to design, implement, and evaluate response to services and programs School psychologists systematically collect data and other information about individuals, groups and environments, and use assessment and data collection methods to evaluate response to, progress in, and outcomes for services in order to promote improvement and effectiveness Consultation and Collaboration 2.2 knowledge of varied methods of consultation, collaboration, and communication applicable School psychologists consult and collaborate in the planning, problem solving, and decision-making processes to design, 5

6 to individuals, families, groups, and systems used to promote effective implementation of services implement, and evaluate instruction, interventions, and educational and mental health services across particular situations, contexts, and diverse characteristics Interventions and Instructional Support to Develop Academic Skills 2.3 knowledge of biological, cultural, and social influences on academic skills School psychologists demonstrate skills to use assessment and data collection methods and to implement and evaluate services that support cognitive and academic skills Self-Management Project ABA Resource Manual Interventions and Mental Health Services to Develop Social and Life Skills 2.4 knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote socialemotional functioning and mental health School psychologists demonstrate skills to use assessment and datacollection methods and to implement and evaluate services that support socialization, learning, and mental health Self-Management Project ABA Resource Manual Research and Program Evaluation 2.9 knowledge of varied data collection and analysis techniques for understanding and interpreting data in applied settings School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels Self-Management Project ABA Resource Manual Plymouth State University Policies: Academic Integrity: Academic integrity is the foundation of the pursuit of knowledge. All members of the academic community are expected to be dedicated to the pursuit of knowledge in an honest, responsible, respectful, and ethical manner. Every violation of academic integrity is an affront to the academic community. Violations of academic integrity make fair evaluation impossible and cast 6

7 doubt upon the seriousness with which students accept the responsibility of acquiring an education. Members of the academic community are expected to report all instances of those violations that come to their attention. Both faculty and administration consider it their duty, as guardians of academic standards and intellectual honesty, to enforce the policy by prosecuting all cases of violations of academic integrity to the fullest extent. Students are urged to consider that it is the toleration of violations of academic integrity, and not the reporting of it, that is dishonorable. Visit for more information on University policies and procedures regarding academic integrity. (From page 12 of the College of Graduate Studies Catalog). Please review APA guidelines on what constitutes plagiarism. Accommodations of Student Needs: Plymouth State University is committed to providing students with documented disabilities equal access to all university programs and facilities. If you think you have a disability requiring accommodations, you should immediately contact the Disability Services Office (DSO) in Plymouth Academic Support Services located in the Lamson Learning Commons ( ) to determine whether you are eligible for such accommodations. Academic accommodations will only be considered for students who have registered with DSO. If you have a Letter of Accommodation for this course from DSO, please provide the instructor with that information privately so that you and the instructor can review those accommodations. Counselor Education and School Psychology Policies: Plymouth State University s Counselor Education and School Psychology (CESP) Department is charged with the task of preparing individuals to become professional counselors or school psychologists in a variety of settings and to assume positions of leadership in the field. In order to fulfill these responsibilities, faculty evaluate students based on their academic, professional, and personal qualities. The PSU CESP department attempts to establish a learning community where students can develop professionally. This is done by providing an environment in which students rights and responsibilities are respected, and by respecting the dignity and worth of each student. Student Monitoring: A student s progress in the program may be interrupted for failure to comply with academic standards or if a student s interpersonal or emotional status interferes with education/training and client care related to requirements for self and others. For example, in order to ensure proper training and client care, counselors/school psychologists-in-training must abide by relevant ethical codes and demonstrate professional knowledge, technical and interpersonal skills, professional attitudes, and professional character. These factors are evaluated based on academic performance and the ability to convey warmth, genuineness, respect, and empathy in interactions with clients, classmates, staff, and faculty. Students should be able to demonstrate the ability to accept and integrate feedback, be aware of their impact on others, accept personal responsibility, be able to express feelings appropriately, and evidence professional judgment in decision making relative to issues and situations encountered in the program. See the student handbook for both the long and short versions of the student monitoring form. 7

8 Student Responsibilities in Monitoring Peer Professional Competency: As a CESP student, it is important to learn how to support your fellow classmates and future colleagues. Professional codes of ethics highlight the importance of protecting the profession and those it serves by recognizing unethical behavior, consulting with colleagues, and reporting to institutional hierarchies if necessary. If you are concerned about a classmate s ethical conduct, counseling competency, or psychological stability, you are encouraged to follow the policy in the CESP student handbook to guide you in ethically dealing with these situations. Late Assignments: Consistent with graduate level expectations, all assignments are expected on their due dates. However, exceptions to this rule may be made due to circumstances beyond the control of students such as family emergencies, illness, injury, power outages, computer malfunctions, accidents and other situations. Because of these possibilities, students are strongly advised to complete their assignments in advance of the due date. Also, students should back up their work so that computer crashes will not delay assignments. Unless impossible, all requests for extensions for assignments must be made before the assignment is due. If an extension is granted, the assignment should be submitted no later than one week from the due date. In cases where the reason for the delay may require a longer time period to complete, the decision to allow a longer extension will be made on a case-by-case basis. Students may be asked to provide documentation to verify their request for an extension. Assignments that are handed in beyond the due date for which no extension is granted will not be accepted and will result in a failing grade for the assignment. Computers and Cell Phones Use in the Classroom: Computers and cell phones may be brought into the classroom but their use should be appropriate. Computers should be limited to academic class-related uses. During speaker presentations, videos, and student presentations, they should remain closed. Cell phones play an important role in emergency situations but they should be kept on vibrate. It is inappropriate to read, receive, or send text messages during class meetings. Writing: Please use Times Roman 12-point font, 1.5 spaced, and APA style for all papers and reports. Moodle Assistance: For students who need help navigating Moodle, please watch the introductory video on this page: Then read the short articles at the links at the bottom of that page. At the top this page, there are buttons that have drop down menus to various online learning topics. The Moodle button has more help articles. You may also call the Help Desk at (603) , or get in-person help at the Help Desk in Lamson Library. 8