BEHV 3660SURVEY OF APPLIED BEHAVIOR ANALYSIS LITERATURE

Fall 2011Instructor Shahla Ala’i Rosales, Ph.D., BCBA-DCourse Meeting InformationOffice Hours: M & W 9-10 Tuesday & Thursday 12:30-1:50Room 361D Chilton Hall Chemistry Building, room 253Shahla.Ala’i-Rosales@unt.edu Tutoring: 361E Chilton

Check schedule on the door

ADA StatementThe Department of Behavior Analysis, in cooperation with The Office of Disability Accommodation, complies with the Americans with Disabilities Act. Please present your written request to me before the 3rd class meeting.

Course ObjectivesThe purpose of this class is to introduce the student to the field of Applied Behavior Analysis (ABA), the wide range of application areas within the field, and its importance in addressing the problems of modern day society. The course is also designed to teach the student skills to thoughtfully analyze applied research and develop a meaningful understanding of how ABA benefits individuals and society. Specific course objectives include:

1. Describe and discuss dimensions and applications of applied behavior analysis (ABA)

2. Describe essential elements of a experimental research paper in ABA (e.g., informative introduction, technically sound descriptions of procedures, experimental design, well-defined and measured dependent and independent variables, reasonable interpretations)

3. Develop critical reviews of papers including strengths, weaknesses, and ideas for further investigation

4. Utilize library, internet, and other resources to access relevant studies in the behavior analytic research literature

Required MaterialsPaper pocket folder with brads (example below)

http://www.episupplies.com/paperfolders_pocketsbrads.htmlBiography and Response Forms

Included at the end of this syllabus and on the course blackboardJournal of Applied Behavior Analysis

http://seab.envmed.rochester.edu/jaba/Science and Human Behavior

http://www.bfskinner.org/BFSkinner/Home.htmlStudents will also be required to conduct independent literature searches through pschinfo, medline and other search engines.

Extra Credit Course Reading MaterialBF Skinner, Walden Two (1948/2005)Available through Google books or the UNT bookstore

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http://books.google.com/books/about/Walden_Two.html?id=KEiYzfCVzv4CStudent Activities, Requirements, and Point

AllocationsGrading Scale: A= 100-90, B=89-80, C=79-70, D=69-60, F= 59

or below

Activity Requirements PointsBiography Students are to select a clear picture of them self,

paste it into a word file, write full name and a short bio (only public information). An example is included at the end of the syllabus and on the course blackboard.

2

List Generate a one page list concerns and hopes for yourself and the world 2

Student Folder

Students are to purchase a folder with brads to organize all class materials. The first page should be a grading summary sheet that will also serve as the table of contents. Subsequent sheets will include reading response forms for discussion and experimental article summary sheets, BADI article, and the extra credit project (if completed). Folders will be collected for grading on a random schedule. BRING THEM EVERY CLASS PERIOD. No folder, no points for the collection period.

Folder = points

No folder = no

points

PACS Fall Forum

Attend a great talk, get a free lunch and put the ticket stub in your folder. (or read and summarize one article)

2

Reading Response: Discussion Article Summaries

Students will read assigned discussion articles and then outline the main points and briefly comment on the topic. The reading response form is included at the end of the syllabus and on the course blackboard. Feedback will be given to help the student better understand the material. Points are given for completion of the assignment.

28(14 @ two

points each)

Reading Response: Experimental Article Summaries

Students will read assigned experimental articles and analyze as instructed in class. The instructor assigns some articles and the student will find others on their own (see “Schedule” on page 3). The reading response form is included at the end of the syllabus. Feedback will be given to help the student better understand the material. Points are given for completion of the assignment.

28(14 @ two

points each)

BADI Article and presentation

Students are to summarize and present one experimental article. Sample articles and commentary will be reviewed in class. Students will present the article to the rest of the class in a format based on the experimental article reading response form. Each student will give the class a 5 minute presentation and handout in the BADI format.

12

Multiple Choice Exam

Students will take a 26 question (short answer, multiple choice) final exam that covers all discussion articles and requires analysis of one experimental

26

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article. TOTAL POINTS 100Walden Two (W2)Extra Credit

Student will read and summarize W2. Choose five articles from the last ten years and update on life area addressed in W2 (5 pages)

20

Schedule of Activities

Date Topics AssignmentAugust 25 Course Overview

August 30 Introductions and Context

Bio sheet (see sample)List of hopes and concernsReading 1: Skinner (2005) Science and Human Behavior, Section I

September 1 A Science of Behavior

Reading 2: Cooper, Heron & Heward (2007), Chapter 1

September 6 Applied Behavior Analysis

Reading 3: Baer, Wolf, & Risley (1968) JABA Reading 4: Fawcett, S. (1990)

September 8 ABA: Spheres of Influence

Reading 5: Skinner (2005) Science and Human Behavior, Sections IV-VI

September 13 Understanding Research: Methods

Reading 6: Horner (2005) Exceptional Child

September 15 Understanding Research: Scope

Reading 7: Wolf, M.M. (1978). JABAReading 8: Stokes & Baer (1977). JABA

September 20 Protected Populations

Reading 9: Bannerman (1990) JABA

September 22 Protected Populations

Experimental articles Reading 10: Carr & Durand (1985) JABAReading 11: McClanahan (1975) JABA

September 27

NO CLASS Searches & BADI development

September 29

NO CLASS

October 4 BADI Reviews

Protected Populations

Review BADI Examples

Experimental articles Reading 12: Student choiceReading 13: Student choice

October 6 PACS Forum – NO CLASS

(place ticket stub in folder)OR read and summarize one article

October 11 Disabilities Reading 14: Risley (1999) PBS

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October 13 Disabilities Experimental articles Reading 15: Ellis, et al (2009) RIDDReading 16: Student choice

October 18 BADI Presentations

Take notes

October 20 BADI Presentations

Take notes

October 25 Education Reading 17: Sulzar & Gillat (1990) JABAOctober 27 Education Experimental articles

Reading 18: Hall (1968) JABAReading 19: Student choice

November 1 Non-human Welfare

Reading 20: Edwards and Poling (2011) JABA

November 3 Non-human Welfare

Experimental articles Reading 21: Dorey et al (2009) JABAReading 22: Student choice

November 8 BADI Presentations

Take notes

November 10 BADI Presentations

Take notes

November 15 Healthcare Reading 23: Lichtenstein (1997) Preventative Medicine

November 17 Healthcare Experimental articles Reading 24: Elder (1987) Community HealthReading 25: Student choice

November 22 W2 class discussion

Bring extra credit outline

November 24 NO CLASS HAPPY THANKSGIVING November 29 Sustainability Reading 26: Lehman and Geller (2004) BSIDecember 1 Sustainability Experimental articles

Reading 27: Bekker et al (2010) JABAReading 28: Student choice

December 6 Pre-finals Review Bring experimental articles for practiceDecember 8 Pre-finals Review W2 Extra Credit Paper DueDecember 1310:30-12:30

Final Exam

26 Questions over novel experimental article, class readings, and BADI presentations

HAND IN COMPLETED FOLDERS

Forms and Examples1. Student Folder Point Allocation and Assignments Form2. Reading Response Form: Discussion Articles 3. Reading Response Form: Experimental Articles 4. Biography example

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BEHV 3660 Student Folder Assignment & Point Allocation

Student __________________________________________

Assignment Possible

Points

Earned Points

Bio sheet (see sample) 2List of hopes and concerns 2Reading 1: Skinner (2005) Science & Human Behavior, I 2Reading 2: Cooper, Heron & Heward (2007) Chapter 1 2Reading 3: Baer, Wolf, & Risley (1968) JABA 2

Reading 4: Fawcett, S. (1990) JABA 2

Reading 5: Skinner (2005) Science & Human Behavior, IV - VI

2

Reading 6: Horner (2005) Exceptional Child 2Reading 7: Wolf, M.M. (1978) JABA 2Reading 8: Stokes & Baer (1977) JABA 2Reading 9: Bannerman (1990) JABA 2Experimental Reading 10: Carr & Durand (1985) JABA 2Experimental Reading 11: McClanahan (1975) JABA 2Experimental Reading 12: Student choice 2Experimental Reading 13: Student choice 2Fall forum ticket stub OR article summary 2Reading 14: Risley (1999) PBS 2Experimental Reading 15: Ellis, et al (2009) RIDD 2Experimental Reading 16: Student choice 2Reading 17: Sulzar-Azaroff & Gillat (1990) JABA 2Experimental Reading 18: Hall (1968) JABA 2Experimental Reading 19: Student choice 2Reading 20: Edwards and Poling (2011) JABA 2Experimental Reading 21: Dorey et al (2009). JABA 2Experimental Reading 22: Student choice 2Reading 23: Lichtenstein (1997) Preventative Medicine 2Experimental Reading 24: Elder (1987) Community Health 2Experimental Reading 25: Student choice 2Reading 26: Lehman and Geller (2004) BSI 2Experimental Reading 27: Bekker et al (2010) JABA 2Experimental Reading 28: Student choice 2BADI power point and handout 12Final Exam Score 26

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Total points 100BEHV 3660

Reading Response Form: Discussion Articles

Student _____________________________________ Reading Number _________Author (s)_____________________________________________________________Year ____________ Journal ______________________________________________Title ___________________________________________________________________

Outline of Main Points:

Commentary:

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BEHV 3660Reading Response Form: Experimental Articles

Student _____________________________________ Reading Number _________Author (s)_____________________________________________________________Year ____________ Journal ______________________________________________Title ___________________________________________________________________

INTRODUCTIONBackground and Significance

Experimental Question

METHODParticipants & Setting

Experimental Design(s)

Dependent Variables (DVs)

Independent Variables (IVs)

Procedures

RESULTSData display

Outcomes

CONCLUSIONS

Contributions

Limitations

Future Directions

Your Comments

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Biography Example

Shahla Alai-Rosales, Ph.D., BCBA-D

I am married and have two children, Nadia, 16, and Emiliano, 9.

I am 51 years old and live in Denton, Texas. I grew up mostly in the Midwest and went to school at Southern Illinois University and the University of Kansas.

I teach in the Department of Behavior Analysis at UNT. I have been with UNT for almost 15 years. I teach classes in autism, applied behavior analysis, and ethics. I also collaborate with Easter Seals North Texas

Autism Treatment Program and with the University of Stockholm in Sweden.

I most enjoy being with my family, reading, and traveling. I am a member of the Baha’i Faith and hope that my professional work and service activities help make the world a better place.

I look forward to teaching you this semester and hope that you enjoy the class

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