3 hours/week
- Lecture, discussion boards, video, guest speakers, group activities, readings, self-directed online learning
- Online: any combination of online methods such as but not limited to discussion boards, readings, video, video lectures, skype/telephone consultations etc.
The following global ideas guide the design and delivery of this course:
- Professional ethics and social validity are fundamental to the field of ABA.
- Behaviour analysts employ a scientific approach to the study of human behavior and avoid pseudo- and anti-scientific approaches.
- The field of ABA is predicated on research employing single-subject research designs.
- The collection and interpretation of data underscore all aspects of ABA.
- Assessing and changing problem behaviour is achieved via a functional and not a structural analysis of behaviour.
- Changing dimensions of behaviour are the result of manipulating antecedent and consequence stimuli.
- Setting generalization, response generalization, and response maintenance are considered prior to developing behaviourally-based interventions.
- Skinner’s (1957) analysis of verbal behaviour emphasized a functional approach to language acquisition and maintenance.
Upon successful completion of this course, the student will be able to:
1. Define and apply the ethical framework in which the behaviour analyst works
2. Differentiate data collection methods including distinguishing methods of measuring occurrence and dimensions
3. Differentiate science from pseudo- and anti-science approaches to working with people with developmental disabilities and apply the components of the scientific method to single subject experimental designs:
- Distinguish key terms including baseline, baseline logic, and stable/steady state responding
- Outline pros and cons of group designs.
- Outline pros and cons of single-subject designs including alternating treatment design, changing criterion design, multiple baseline (including multiple probe and nonconcurrent) design, and reversal design
4. Display data and offer interpretations via visual analysis:
- Construct equal-interval, bar, cumulative and scatterplot graphs
- Calculate split middle, and quarter-intersect lines of progress
5. Construct methods to assess procedural integrity and competency based training:
- Identify factors that confound internal validity including subject, setting, and measurement confounds
- Identify factors that lead to independent variable confounds including treatment integrity and treatment drift
- Identify factors that influence external validity including direct and systematic replications
- Identify threats to measurement accuracy and reliability
6. Implement and evaluate various antecedent and teaching strategies:
- Define, differentiate, and offer applied examples of establishing and abolishing operations, ecological strategies, setting events, and the matching law
- Develop interventions with consideration to generalization and maintenance.
7. Summarize Skinner’s Verbal Behavior (1957) text and its application to teaching language.
This is a Graded course. Course assessment may include the following: Class participation, class presentation, quizzes, exams, fluency test, and literature review
Textbooks and materials to be purchased by students. Consult the ÌÇÐÄvlog´«Ã½Bookstore for the latest required textbooks and materials. Examples of textbooks and materials include:
- Cooper, J. O., Heron, T. E., & Heward, W. L.. Applied Behavior Analysis. Upper Saddle River, NJ: Pearson/Prentice Hall.
- Course pack of assigned journal readings
- Individually assigned readings and/or books
Courses listed here must be completed prior to this course:
Courses listed here must be completed either prior to or simultaneously with this course:
- No corequisite courses
Courses listed here are equivalent to this course and cannot be taken for further credit:
- Equivalent to DACS 5123