Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved by the Board of Akershus University College on 25th February 2009 Faculty of Health Sciences Department of Behavioral Science Applies from: April 2010
Innhold 1. Introduction... 3 2. Prospective Students and Admission Requirements... 3 2.1 Target group... 3 2.2 Admission requirements... 3 3. Organization... 4 4. Learning Outcomes... 4 5. Internationalization... 5 6. Content... 5 6.1. Educational component... 5 6.2. Research component... 5 7. Teaching and working methods... 6 8. Assessment... 6 9. Quality Assurance... 7 9.1. Principles for the quality management system.... 7 Course descriptions educational component and literature... 8 PHBA8100 Research ethics and professional standards... 9 PHBA8110 Research methods in behavior analysis... 11 PHBA8200 The philosophical and conceptual basis of radical behaviorism and behavior analysis... 13 PHBA8210 Learning and complex behavior advanced concepts... 15 PHBA8220 Complexity, science and society... 17 PHBA8230 Pervasive Developmental Disorders diagnosis, aetiology, prevalence and intervention... 19 PHBA8240 Complex stimulus control research and application... 21 PHBA8250 Empirically Supported Treatments (ESTs) research, control and validation... 23 PHBA 2011 Side 2
1. Introduction Behavior analysis as a discipline covers experimental, applied and conceptual behavior analysis, with varied and interesting research questions in all three areas. Experimental, applied and conceptual behavior analysis are distinct but closely interrelated fields. Behavior analysis is an academic scientific discipline with the advantage of built-in practical usefulness. It is of high societal importance to have a demonstrably effective technology for promoting behavioral change. At the Ph.D. level, candidates are expected to demonstrate advanced knowledge of all the main fields of behavior analysis. These are central topics: ethical considerations; definition and characteristics of behavior analysis; principles, processes and concepts; behavioral assessment; experimental evaluation of interventions; measurement of behavior; displaying and interpreting behavioral data; selecting intervention outcomes and strategies; behavior change procedures; systems support. Candidates must demonstrate that they can design, implement and manage a research project with the necessary conceptual rigor and experimental control, and discuss ethical, practical and social implications of their own research and that of others. They must write and otherwise communicate their findings and reflections in a scientific way, and enter into scientific discussions observing the ethics and etiquette governing such exchanges. Given the essentially inductive nature of behavior analysis, doctoral level work is expected to add to the existing body of knowledge, and ideally to generate new questions. 2. Prospective Students and Admission Requirements 2.1 Target group Candidates will conduct independent research that leads to a scientific dissertation of high international standard. The candidate will receive advanced training in theories and methods which will provide a foundation for independent and objective thinking suitable for research in the field of behavior analysis. The graduated candidate will be qualified for research activities and academic work with high scientific requirements. 2.2 Admission requirements In order to be admitted to the Ph.D. program, the applicant must have a five-year Masters degree or equivalent, which the university college has approved as basis for admission to the Ph.D. program. Academic performance requirements: average grade for the Bachelor degree must be C or better average grade for Subjects at Master level must be B or better the Master s thesis must have grade B or better. All applicants are evaluated individually on the basis of their academic performance and their research proposal. While as a general rule, pre-requisite knowledge for the educational courses is Master s level knowledge of behavior analysis, the admissions committee is free to consider applicants solely on their scientific merits. Candidates with strong academic track records from fields outside behavior analysis may be admitted to the Ph.D. program, with the provision that they take a specific elective course in addition to the compulsory courses. PHBA 2011 Side 3
A graduate from the Ph.D. program in behavior analysis will be qualified for high level research and teaching positions in academic institutions. The program will give the graduates qualifications for applied and clinical work, but does not grant licenses or certification necessary to provide services where such provision of services is otherwise restricted through licenses or certification granted by national or local boards, agencies or authorities. Graduates of the program will observe the rules of conduct described by the Behavior Analyst Certification Board. 3. Organization The Ph.D. program is a full time study. It runs for 3 years, or 4 years if academic duties are included. It includes a 30 ECTS educational component, and supervised research and doctoral dissertation work equaling 150 ECTS. The courses on philosophy of science and on research methods in the educational component are mandatory. One course is elective. (Description of the courses is found here.) 4. Learning Outcomes The Dublin Descriptors 1 that signify completion of third cycle higher education (Doctoral awards) demand that graduates: have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field; have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity; have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication; are capable of critical analysis, evaluation and synthesis of new and complex ideas; can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise; can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society. Graduates of the Ph.D. program in behavior analysis will be required to show that they can: describe, discuss and use natural scientific research methods describe and discuss classic scientific concepts, and show how these concepts form the basis of an experimental and applied science of behavior distinguish description from explanation describe and discuss the relationship between theoretical, experimental and applied scientific knowledge analyze a practical problem with the theoretical knowledge from the relevant research literature justify their analyses with references to scientific literature of a high standard design, implement and manage a research project 1 http://www.tempus.ac.yu/here/tl_files/dokumenti/dublinski%20deskriptori.pdf PHBA 2011 Side 4
apply different strategies for measuring and recording the effect of experimental manipulations analyze the results of their research using relevant theory share their knowledge with others in a way that meets the requirements of scientific communication discuss ethical, practical and social implications of their own research and that of others. 5. Internationalization The Ph.D. program is organized as an international collaborative degree. Students are encouraged to take educational courses and do research for their theses at University of North Texas and Pontificia Universdade Católica de São Paolo. The educational courses can be offered in all the partner institutions, depending on student demand. Research activities and supervision are offered at all the partner institutions. All partner institutions have faculty with the necessary qualifications to cover all three fields of behavior analysis. 6. Content The content of the program is partly educational, with mandatory and elective courses, and partly (mainly) research based, with students doing their own research under close supervision from faculty. 6.1. Educational component The educational component consists of 30 ECTS from 3 courses. The program offers 8 courses, and two are mandatory: (1) Research ethics and professional standards, and (2) Research methods in behavior analysis. The 6 elective courses are: (1) The philosophical and conceptual basis of radical behaviorism and behavior analysis (2) Learning and complex behavior: Advanced concepts research and application, (3) Complexity, science and society, (4) Pervasive Developmental Disorders diagnosis, aetiology, prevalence and intervention (5) Complex stimulus control research and application (6) Empirically Supported Treatments - research, control and validation. 6.2. Research component The students conduct an independent research project and report it in a doctoral dissertation for public defense, according to the regulations for the program. (Independent in this context does not exclude participation in ongoing projects, merely that the student s contribution can be separately identified.) This part of the program constitutes 150 ECTS. Students write a doctoral dissertation on the basis of their research. The students submit their dissertation for evaluation, and defend it at a public defense. In advance of the defense, they hold two trial lectures, one on a topic decided by the evaluation committee, and one on a topic of their own choice. The procedures regarding dissertation submission and defense are described in the regulations for the Ph.D. program, PHBA 2011 Side 5
7. Teaching and working methods The educational component consists of literature studies, lectures, seminars, essays and reaction papers. Some courses may include laboratory exercises and / or simulations. The research component consists of finding and defining a research question, framing it in terms of investigative strategy and conducting the research with the tactics and tools that are signal features of behavior analysis: experimental design for demonstration of functional relations between variables, and conceptual rigor. Reports of the research are written according to the standards of the field, and observing the guidelines of the APA Publication Manual. Ph.D. scholars, employed by the Department of Behavioral Science will supervise master students on their research projects and theses, and participate in the courses in the master program, under the supervision of core faculty. They will have encouragement and financial assistance in attending conferences to present papers, and in submitting research papers to scientific journals with peer review. Students financed by their external employer or otherwise are expected to have sufficient support so that they may attend relevant conferences. 8. Assessment Examinations are regulated by the Act Relating to Universities and University Colleges, Regulations Relating to Studies and Examinations at Akershus University College, Supplementary Provisions to Regulations Relating to Studies and Examinations at Akershus University College and Regulations for the degree of Philosophiae Doctor (Ph.d.) at Akershus University College. The table below gives an overview of course codes, name/subject areas, credits, forms of examination and forms of assessment: Course code Course name Credits (ECTS) Form of examination Mandatory: PHBA8100 Research ethics and professional 10 Portfolio standards examination PHBA8110 Research methods in behavior 10 Portfolio analysis examination Elective: 10 PHBA8200 The philosophical and conceptual 10 Portfolio base of radical behaviorism and examination behavior analysis PHBA8210 Learning and complex behavior: Advanced concepts research and application 10 Portfolio examination PHBA8220 Complexity, science and society 10 Portfolio examination PHBA8230 Pervasive Developmental 10 Portfolio Disorders diagnosis, aetiology, examination prevalence and intervention Assessment Pass-Fail Pass-Fail Pass-Fail Pass-Fail Pass-Fail Pass-Fail PHBA8240 Complex stimulus control 10 Portfolio Pass-Fail research and application examination PHBA8250 Empirically Supported Treatments 10 Portfolio Pass-Fail PHBA 2011 Side 6
research, control and validation examination 9. Quality Assurance The University College educates professionals who in their studies have acquired skills, knowledge and attitudes which are important for their personal development and at the same time are relevant for the society and the professional area of which they will be part. The quality assurance system at Akershus University College has the following functions: to ensure high quality teaching and learning to create a positive study and learning environment for the students to ensure that students complete their studies with good results and within the normal length of the study. to ensure a continuous quality improvement of the education the university college offers to ensure that students will achieve the qualifications that are needed in the labour market for competent practitioners to ensure that demands and expectations from higher authorities are met. Study programss are also evaluated in discussions and dialogue meetings between students, practice supervisors and teaching staff, as well as in written evaluations from students. At the end of every academic year an evaluation is carried out by means of a questionnaire based on the defined aims of the study program. These evaluations may add valuable information for further developments of the program. 9.1. Principles for the quality management system. Systems designed to document quality in the Ph.D. program will be implemented. These systems will ensure both the quality of the teaching, and the actual learning outcomes for the students. Quality systems comprise: the scientific profile of the program the thematic and pedagogical coherence of the program study quality and learning outcomes procedures for tracking study progression and academic standing procedures for supervision and tutoring including supervision contracts plans documenting the totality of the learning environment, including but not limited to core faculty with permanent positions at HiAk, management procedures and chains of command, information systems and access, plans for the professional and scientific development of faculty, laboratory facilities and access, office space and lecture rooms. PHBA 2011 Side 7
Course descriptions educational component and literature Mandatory courses: PHBA8100 Research ethics and professional standards PHBA8110 Research methods in behavior analysis Elective courses: PHBA8200: The philosophical and conceptual basis of radical behaviorism and behavior analysis PHBA8210: Learning and complex behavior: Advanced concepts research and application PHBA8220: Complexity, science and society PHBA8230: Pervasive Developmental Disorders diagnosis, aetiology, prevalence and intervention PHBA8240: Complex stimulus control research and application PHBA8250: Empirically Supported Treatments research, control and validation PHBA 2011 Side 8
PHBA8100 Research ethics and professional standards Level: Ph.D.; compulsory educational course Credits: 10 ECTS Semester: Teaching language: Norwegian/English Contactperson e-mail: Erik.arntzen@equivalence.net Overlap No overlap with existing courses. Prerequisites General admission requirements for the Ph.D. Degree in Behavior Analysis Learning outcomes Students will be able to: describe and discuss the values and rules of behavior analysis through primary and secondary source writings on ethics and professional issues (e.g., submitting or reviewing original research) describe and discuss professional codes of conduct relevant to specific fields of work in behavior analysis describe and discuss the application of these value systems and professional codes to their own clinical, educational, and research activities follow the guidelines set down in the APA Publication Manual when publishing scientific work and when participating in public discussions exhibit honesty, objectivity, integrity, carefulness, openness, respect for intellectual property, confidentiality, responsible publication, responsible mentoring, respect for colleagues, social responsibility, non-discrimination, competence, legality, animal care (if relevant), and human subjects protection describe and discuss institutional review board processes and human subjects research guidelines describe and discuss the logic and ethical application of single-subject and traditional group designs Course contents Ethics in clinical work, research and publication of research results, with emphasis on the core values of behavior analysis Teaching and working methods The course consists of 1 introductory meeting, 6 12 seminars of 4 x 45 minutes, and a final seminar (4 x 45 minutes). The introductory meeting takes place 2 weeks ahead of the main part of the course. At this meeting, the structure, content and purpose of the course are presented. The students are asked to give short presentations of their Ph.D. projects, and describe how the course is relevant to it. The main purpose of this early session is to help the students to start systematic work with the course readings. The seminars target central themes from the course readings for discussion and reflection. A high level of student participation is expected. During this time, students will produce several reaction papers (3 4 pages double spaced), and a final presentation of one central theme from the course. Themes are assigned by the lecturers. PHBA 2011 Side 9
The final seminar consists of a discussion of the presentations, which are distributed in advance as papers not to exceed 10 pages double spaced, and introduced by each candidate in a short (3 minute) session. Course teachers mediate the discussions. Compulsory assignments All papers approved, attendance in at least 80 % of the seminars, and approved paper presentation in final seminar. Portfolio requirements 4 reaction papers Form of examination Portfolio Assessment Pass / Fail Examination resources All Examiners Internal Literature and sources See our website: www.hioa.no/studier-og-kurs PHBA 2011 Side 10
PHBA8110 Research methods in behavior analysis Level: Ph.D.; compulsory educational course Credits: 10 ECTS Semester: Teaching language: Norwegian/English Contact person e-mail: Per.Holth@HiAk.no Overlap No overlap with other courses Prerequisites General admission requirements for the Ph.D. Degree in Behavior Analysis Learning outcomes Students will be able to: give a general description of methods relevant to the collection and interpretation of data in research in behavior analysis and learning in complex systems discuss specific methods of data collection and their appropriateness for answering different kinds of research questions describe and discuss various statistical methods appropriate to the collection and interpretation of data in research in learning in complex systems describe and discuss criteria for validity and reliability, and of methods of assessing them describe and discuss criteria for ESTs describe and discuss the rationale for single-case research designs describe and discuss the interpretation and application of descriptive and inferential statistical techniques required for an understanding of data presentations in psychological research describe, discuss and apply the necessary operations for extracting measures of central tendency, variability and frequency distributions from a data set produce graphical presentations of data describe and discuss the normal curve describe and discuss basics of probability theory, and show how it applies to their own research and that of others describe and apply general principles for hypothesis formulation and testing describe and discuss the application of the t-test; analysis of variance (ANOVA); multivariate analysis of variance (MANOVA); multiple regression; and correlation apply the relevant statistical tools and concepts to their own research Course contents Scientific method; statistical concepts and tools - theory and application; functional analysis; internal and external validity; single-case experimental designs; Empirically Supported Treatments PHBA 2011 Side 11
Teaching and working methods The course consists of 1 introductory meeting, and 6 12 seminars of 4 x 45 minutes, and time for discussion and a final seminar (4 x 45 minutes). The introductory meeting takes place 2 weeks ahead of the main part of the course. At this meeting, the structure, content and purpose of the course are presented. The students are asked to give short presentations of their Ph.D. projects, and describe how the course is relevant to it. The main purpose of this early session is to help the students to start systematic work with the course readings. The seminars target central themes from the course readings for discussion and reflection. A high level of student participation is expected. During this time, students will produce several reaction papers (3 4 pages double spaced), and a final presentation of one central theme from the course. Themes are assigned by the lecturers. The final seminar consists of a discussion of the presentations, which are distributed in advance as papers not to exceed 10 pages double spaced, and introduced by each candidate in a short (3 minute) session. Course teachers mediate the discussions. Compulsory assignments All papers approved, attendance in at least 80 % of the seminars, and approved paper presentation in final seminar. Portfolio requirements 4 reaction papers Form of examination Portfolio Assessment Pass / Fail Examination resources All Examiners Internal Literature and sources See our website: www.hioa.no/studier-og-kurs PHBA 2011 Side 12
PHBA8200 The philosophical and conceptual basis of radical behaviorism and behavior analysis Level: Ph.D.; elective educational course Credits: 10 ECTS Semester: Teaching language: Norwegian/English Contact person e-mail: Per.Holth@HiAk.no Overlap No overlap with existing courses. Prerequisites General admission requirements for the Ph.D. Degree in Behavior Analysis Learning outcomes Students will be able to: describe and discuss the philosophical and conceptual basis of radical behaviorism and behavior analysis place radical behaviorism and behavior analysis in the relevant historical context describe the scope and ambition of the research field of behavior analysis, and point to practical applications describe and discuss the essential concepts and research methods in radical behaviorism and behavior analysis (Essential concepts include basic and higher order principles of behavior, the operant, motivating operations, verbal governance and selection by consequences; this list can be extended. Methods include induction, general knowledge of experiments, and single case studies, including advanced experimental designs.) Course contents Radical behaviorism as a philosophical system ontology and epistemology Teaching and working methods The course consists of 1 introductory meeting, and 6 12 seminars of 4 x 45 minutes, and time for discussion and a final seminar (4 x 45 minutes). The introductory meeting takes place 2 weeks ahead of the main part of the course. At this meeting, the structure, content and purpose of the course are presented. The students are asked to give short presentations of their Ph.D. projects, and describe how the course is relevant to it. The main purpose of this early session is to help the students to start systematic work with the course readings. The seminars target central themes from the course readings for discussion and reflection. A high level of student participation is expected. During this time, students will produce several reaction papers (3 4 pages double spaced), and a final presentation of one central theme from the course. Themes are assigned by the lecturers. The final seminar consists of a discussion of the presentations, which are distributed in advance as papers not to exceed 10 pages double spaced, and introduced by each candidate in a short (3 minute) session. Course teachers mediate the discussions. PHBA 2011 Side 13
Compulsory assignments All papers approved, attendance in at least 80 % of the seminars, and approved paper presentation in final seminar. Portfolio requirements 4 reaction papers Form of examination Portfolio Assessment Pass / Fail Examination resources All Examiners Internal Literature and sources See our website: www.hioa.no/studier-og-kurs PHBA 2011 Side 14
PHBA8210 Learning and complex behavior advanced concepts Level: Ph.D.; elective educational course Credits: 10 ECTS Semester: Teaching language: Norwegian/English Contact person e-mail: Erik.Arntzen@equivalence.net Overlap No overlap with other courses Prerequisites General admission requirements for the Ph.D. Degree in Behavior Analysis Learning outcomes Students will be able to: describe and discuss essential concepts of behavior analysis, including the research methods of choice for investigating them describe and discuss the rationale for single-case research designs describe and discuss the radical behaviorist position on verbal behavior describe and discuss the radical behaviorist position on motivation describe and discuss the radical behaviorist position on selection on three levels outline strategies for investigating complex behavioral phenomena discuss the interpretation and integration of knowledge from other branches of behavioral sciences with behavior-analytic data Course contents Principles of behavior, behavioral research, verbal behavior, motivation, selectionist sciences, complex behavior, integration of analytical units Teaching and working methods The course consists of 1 introductory meeting, and 6 12 seminars of 4 x 45 minutes, and time for discussion and a final seminar (4 x 45 minutes). The introductory meeting takes place 2 weeks ahead of the main part of the course. At this meeting, the structure, content and purpose of the course are presented. The students are asked to give short presentations of their Ph.D. projects, and describe how the course is relevant to it. The main purpose of this early session is to help the students to start systematic work with the course readings. The seminars target central themes from the course readings for discussion and reflection. A high level of student participation is expected. During this time, students will produce several reaction papers (3 4 pages double spaced), and a final presentation of one central theme from the course. Themes are assigned by the lecturers. The final seminar consists of a discussion of the presentations, which are distributed in advance as papers not to exceed 10 pages double spaced, and introduced by each candidate in a short (3 minute) session. Course teachers mediate the discussions. Compulsory assignments All papers approved, attendance in at least 80 % of the seminars, and approved paper presentation in final seminar. PHBA 2011 Side 15
Portfolio requirements 4 reaction papers Form of examination Portfolio Assessment Pass / Fail Examination resources All Examiners Internal Literature and sources See our website: www.hioa.no/studier-og-kurs PHBA 2011 Side 16
PHBA8220 Complexity, science and society Level: Ph.D.; elective educational course Credits: 10 ECTS Semester: Teaching language: Norwegian/English Contact person e-mail: Ingunn.sandaker@HiAk.no,beerikba@online.no (Bent Erik Bakken) Overlap No overlap with other courses Prerequisites General admission requirements for the Ph.D. Degree in Behavior Analysis. Learning outcomes Students will be able to: describe the scope and ambition of the complexity research field, and point to practical applications describe and discuss the essential concepts and research methods in complexity research. (Concepts include emergence, complexity, networks, self-organization, pattern formation, evolution and co-evolution, adaptation, chaos, cooperation, competition, interdependence, scaling, dynamic response, information and function. Methods include statistical methods, agent-based modeling, system dynamics and cultural analysis.) place their own research project in a complexity context Course contents Complexity; emergence; self-organization; pattern formation; selection, adaptation and evolution; co-operation and competition; game theory; co-evolving systems; systems dynamics; cultural analysis ethics, methodical issues ethics Teaching and working methods The course consists of 1 introductory meeting, and 6 12 seminars of 4 x 45 minutes, and time for discussion and a final seminar (4 x 45 minutes). The introductory meeting takes place 2 weeks ahead of the main part of the course. At this meeting, the structure, content and purpose of the course are presented. The students are asked to give short presentations of their Ph.D. projects, and describe how the course is relevant to it. The main purpose of this early session is to help the students to start systematic work with the course readings. The seminars target central themes from the course readings for discussion and reflection. A high level of student participation is expected. During this time, students will produce several reaction papers (3 4 pages double spaced), and a final presentation of one central theme from the course. Themes are assigned by the lecturers. The final seminar consists of a discussion of the presentations, which are distributed in advance as papers not to exceed 10 pages double spaced, and introduced by each candidate in a short (3 minute) session. Course teachers mediate the discussions. Compulsory assignments All papers approved, PHBA 2011 Side 17
attendance in at least 80 % of the seminars, and approved paper presentation in final seminar. Portfolio requirements 4 reaction papers Form of examination Portfolio Assessment Pass / Fail Examination resources All Examiners Internal Literature and sources See our website: www.hioa.no/studier-og-kurs PHBA 2011 Side 18
PHBA8230 Pervasive Developmental Disorders diagnosis, aetiology, prevalence and intervention Level: Ph.D.; elective educational course Credits: 10 ECTS Semester: Teaching language: Norwegian/English Contact person e-mail: Svein.Eikeseth@HiAk.no, Sigmund.Eldevik@HiAk.no Overlap No overlap with other courses in the program Prerequisites General admission requirements for the Ph.D. Degree in Behavior Analysis. Basic knowledge about autism and ABA intervention, and techniques (i.e. discrete trial training experience; intervention programs, measuring and recording behavior; reinforcement systems) Learning outcomes The student will be able to: describe and discuss pervasive developmental disorders with respect to aetiology and prevalence describe and discuss findings of medical and biological studies in autism spectrum disorders describe and discuss findings in studies of Early Intensive Behavioral Intervention with persons with autism, emphasizing short and long-term effects, maintenance strategies, and the transfer of staff and teacher knowledge and skills during transitions between education providers or service providers demonstrate practical skills in planning and implementing specific education and skills training programs for persons with autism in an educational or residential setting describe and discuss knowledge dissemination strategies aimed at service and education providers describe and discuss criteria for Empirically Supported Treatments Course contents Diagnostic criteria, history of the concept of autism (including myths), epidemiology, aetiology, theories of the influence of medical and nutritional factors, successful intervention strategies, clinical practice, working with service providers to disseminate best practice, criteria for finding and validating ESTS. Teaching and working methods The course consists of 1 introductory meeting, and 6 12 seminars of 4 x 45 minutes, and time for discussion and a final seminar (4 x 45 minutes). The introductory meeting takes place 2 weeks ahead of the main part of the course. At this meeting, the structure, content and purpose of the course are presented. The students are asked to give short presentations of their Ph.D. projects, and describe how the course is relevant to it. The main purpose of this early session is to help the students to start systematic work with the course readings. The seminars target central themes from the course readings for discussion and reflection. A high level of student participation is expected. During this time, students will produce several PHBA 2011 Side 19
reaction papers (3 4 pages double spaced), and a final presentation of one central theme from the course. Themes are assigned by the lecturers. The final seminar consists of a discussion of the presentations, which are distributed in advance as papers not to exceed 10 pages double spaced, and introduced by each candidate in a short (3 minute) session. Course teachers mediate the discussions. Compulsory assignments All papers approved, attendance in at least 80 % of the seminars, and approved paper presentation in final seminar. Portfolio requirements 4 reaction papers Form of examination Portfolio Assessment Pass / Fail Examination requirements All Examiners Internal Literature and sources See our website: www.hioa.no/studier-og-kurs PHBA 2011 Side 20
PHBA8240 Complex stimulus control research and application Level: Ph.D.; elective educational course Credits: 10 ECTS Semester: Teaching language: Norwegian/English Contact person e-mail: Erik.Arntzen@equivalence.net Overlap No overlap with existing courses Prequisites Master s level knowledge of behavior analysis Learning outcomes Students can: describe the research strategies and main findings of the initial research on Complex stimulus control describe and discuss the evolution of the field of equivalence research, with emphasis on theoretical explanation describe the main theoretical explanatory models for stimulus equivalence, and discuss the supporting evidence for each of them describe the experimental procedures in equivalence research, and discuss the findings from selected experiments using the different training procedures design and execute experiments Course contents Stimulus equivalence theory, research and possible applications. Alternative interpretations of equivalence relations. The course is strongly research focused. Students are required to read and criticize selected papers with the objectives of offering alternative explanations of the findings. They will design and execute an experiment, and write a report of their findings, discussing theoretical interpretations. If using live subjects, student experiments must be preapproved by REK (The National Committees for Research Ethics in Norway) for a series with specific techniques. Students write an application for REK approval as a technical exercise. Students may cooperate on experiments. Teaching and working methods The course consists of 1 introductory meeting, and 6 12 seminars of 4 x 45 minutes, and time for discussion and a final seminar (4 x 45 minutes). The introductory meeting takes place 2 weeks ahead of the main part of the course. At this meeting, the structure, content and purpose of the course are presented. The students are asked to give short presentations of their Ph.D. projects, and describe how the course is relevant to it. The main purpose of this early session is to help the students to start systematic work with the course readings. The seminars target central themes from the course readings for discussion and reflection. A high level of student participation is expected. During this time, students will produce several reaction papers (3 4 pages double spaced), and a final presentation of one central theme from the course. Themes are assigned by the lecturers. The final seminar consists of a discussion of the presentations, which are distributed in advance as papers not to exceed 10 pages double spaced, and introduced by each candidate in a short (3 minute) session. Course teachers mediate the discussions. PHBA 2011 Side 21
Compulsory assignments All papers approved, attendance in at least 80 % of the seminars, and approved paper presentation in final seminar. Portfolio requirements 4 reaction papers Form of examination Portfolio Assessment Pass / Fail Examination resources All Examiners Internal Literature and sources See our website: www.hioa.no/studier-og-kurs PHBA 2011 Side 22
PHBA8250 Empirically Supported Treatments (ESTs) research, control and validation Level: Ph.D.; elective educational course Credits:10 ECTS Semester: Teaching language: Norwegian/English Contact person e-mail: Borge.Stromgren@HiAk.no Overlap No overlap with other courses in Ph.D. program. Prerequisites Master s level knowledge of behavior analysis Learning outcomes Students can: describe and discuss criteria for Empirically Supported Treatments describe and discuss various ways of conducting assessments of research describe and discuss the rationale behind manual-based interventions describe and discuss the concepts of treatment integrity and treatment fidelity describe and discuss the concepts of efficacy and effectiveness describe and discuss the concept of social validity place the discussion on evidence-based intervention science in a historical perspective, describe and discuss the trend towards ESTs and main arguments against it review examples of intervention research with criteria from EST Course contents The course gives an overview of the trend towards evidence-based interventions, and discusses the investigative tools and methodology for establishing treatment efficacy and effectiveness. Manual-based interventions and their relation to basic strategies in applied behavior analysis are discussed. Teaching and working methods The course consists of 1 introductory meeting, and 6 12 seminars of 4 x 45 minutes, and time for discussion and a final seminar (4 x 45 minutes). The introductory meeting takes place 2 weeks ahead of the main part of the course. At this meeting, the structure, content and purpose of the course are presented. The students are asked to give short presentations of their Ph.D. projects, and describe how the course is relevant to it. The main purpose of this early session is to help the students to start systematic work with the course readings. The seminars target central themes from the course readings for discussion and reflection. A high level of student participation is expected. During this time, students will produce several reaction papers (3 4 pages double spaced), and a final presentation of one central theme from the course. Themes are assigned by the lecturers. The final seminar consists of a discussion of the presentations, which are distributed in advance as papers not to exceed 10 pages double spaced, and introduced by each candidate in a short (3 minute) session. Course teachers mediate the discussions. Compulsory assignments All papers approved, attendance in at least 80 % of the seminars, and PHBA 2011 Side 23
approved paper presentation in final seminar. Portfolio requirements 4 reaction papers Form of examination Portfolio Assessment Pass / Fail Examination requirements All Examiners Internal Literature and sources See our website: www.hioa.no/studier-og-kurs PHBA 2011 Side 24