ŠĻą”±į>ž’ ‘ž’’’Ž’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’ģ„ĮM ųækcbjbjā=ā= -Š€W€WY_’’’’’’lŽ'Ž'Ž'8Ę'Ś'„EX8j(:¤(¤(¤(¤(¤(’6),b);O=O=O=OE‚O"¤S"ĘW$}Y [pźWz)¤(¤(z)z)źW¦3¤(¤(’W¦3¦3¦3z)ņ¤(¤(;O¦3z);O¦3ģ¦3’9Ö¼JĆO¤(^( lŚsHĮt$Ž'l,ęNLO$X0EXĖNL \R2T \O¦3Ł Syllabus for EDF 6938-798—Applied Behavior Analysis Basic Principles 1. Course Prefix and Number: EDF 6938-798 (Current academic term Course Web URL:  HYPERLINK "http://scholar.acomp.usf.edu:8900/public/EDF6938/index.html" http://scholar.acomp.usf.edu:8900/public/EDF6938/index.html 2. Course Title: Applied Behavior Analysis Basic Principles 3. Instructor: Darrel E. Bostow, Ph.D. Voicemail: 813 974-9475. Office: FAO 269. Email (emergency only): bostow@tempest.coedu.usf.edu. Postal address: Psychological and Social Foundations Department, FAO 269, College of Education, University of South Florida, 4202 E. Fowler Ave., Tampa, FL 33620. 4. Course Prerequisites: Graduate standing and prior instructor approval. Graduate student enrollment. Must agree to attend two required class meetings on campus. Must have basic computer and telecommunication skills, including but not limited to, DOS directory & file management, email, attaching documents, downloading, and uploading files. Must have continuous access at home or office to a Windows PC. Must have Internet access (web browser software, ISP, etc.). Must have continuous access to an operational personal email account. 7. Getting Approved to Register for This Course: Students must get approved by the Instructor to register for this course by demonstrating competence in basic telecommunication and computer skills BEFORE the semester begins (at least two days before the Course Orientation Meeting). This involves multiple tasks being emailed to the Instructor. Upon approval, the Instructor reports to the Learn From A Distance (LFAD) office so LFAD can issue a permit. Students can then complete registration. Follow the steps below to get approved: Go to:  HYPERLINK "http://www.coedu.usf.edu/deptpsysoc" http://www.coedu.usf.edu/deptpsysoc to review enrollment requirements and begin pre-registration. Thoroughly read the course syllabus. Demonstrate your basic telecommunication skills BEFORE the semester begins (at least two days before the Course Orientation meeting). To demo your skills, visit the EDF6938-798 Welcome Web Page at  HYPERLINK "http://scholar.acomp.usf.edu:8900/public/EDF6938/index.html" http://scholar.acomp.usf.edu:8900/public/EDF6938/index.html. This involves multiple tasks being emailed to the Instructor. Upon approval, the Instructor reports to the LFAD office so a permit to enroll can be issued. Students can then complete phone registration. Note: DO NOT WAIT until the last minute to demonstrate your skills to receive a permit. The Instructors may be swamped with applications near the beginning of the course, and may be unable to get to yours in time. Also, you may have to redo and re-send the tasks. If the demonstration skills are not completed by the deadline, you cannot enroll in this course--no exceptions. 5. Required Texts and/or Readings: Cooper, Heron, and Heward. (1987) Applied Behavior Analysis. Merrill. Web interactive feedback examinations (purchased via a website) 6. Overview of the Course: This course reviews the general field called Applied Behavior Analysis as covered by the Cooper, Heron, and Heward text. It assigns and tests the student with quizzes over the entire 28 chapters and was constructed to summarize the student’s general knowledge of the field. 7. Content Outline: Behavioral objectives for this course: At the termination of this course, the student will be able to identify, generate, and select from alternatives--examples of the following. Evaluation will include computer delivered fill-in-the-blank questions, multiple-choice questions, matching and listing items. Practical examples will often be given and the student is to respond discriminatively to them. Students will sometimes be asked to generate novel applications of the concepts below. 1. Definition and Characteristics of Applied Behavior Analysis Some Basic Characteristics of Science Defining Characteristics of Applied Behavior Analysis A Brief Outline of the Development of Applied Behavior Analysis Definition of Applied Behavior Analysis 2. Basic Concepts Behavior Environment Respondent Behavior and Respondent Conditioning Operant Behavior and Operant Conditioning Basic Principles and Applied Procedures Kinds of Stimuli That Reinforce and Punish The Three-Term Contingency The Complexity of Human Behavior Obstacles to Control of Behavior in Applied Settings 3. Selecting and Defining Target Behavior Role of Assessment in Applied Behavior Analysis Methods and Issues in Gathering Behavioral Assessment Data Considerations in Selecting a Target Behavior Prioritizing Possible Target Behaviors Defining the Target Behavior Setting Criteria for Behavior Change 4. Measuring and Recording Behavior Direct Measurement of Permanent Products Direct Observational Recording Reporting Data Collected 5. Planning and Directing Observational Procedures Scheduling Continuous and Sample Observations Selecting Times for Observation Establishing the Duration of Observation Sessions Planning Sampling Procedures Observation Codes Interobserver Agreement Establishing Interobserver Agreement Considerations in Using Interobserver Agreement Sources of Influence on the Agreement and Accuracy of Measurement 6. Production and Interpretation of Graphic Data Displays Benefits of Graphic Display of Behavioral Data Line Graphs Other Types of Graphs Used in Applied Behavior Analysis How to Construct Graphs How to Interpret Graphs 7. Introduction to Analysis The Scientific Examination of Behavior: Some Basic Conceptions and Assumptions Components of Experimental Design Baseline Data Baseline Logic 8. Reversal and Alternating Treatments Designs Reversal Designs Alternating Treatments Design 9. Multiple Baseline and Changing Criterion Designs Multiple Baseline Design Changing Criterion Design 10. Planning, Replicating, and Evaluating Research in Applied Behavior Analysis Planning Research in Applied Behavior Analysis Internal Validity: Controlling Potential Sources of Confounding in an Experimental Design External Validity: The Role of Replication in Applied Behavior Analysis Evaluating Research in Applied Behavior Analysis 11. Operant Reinforcement The Role of Genetic Inheritance Definition of Operant Reinforcement Positive Reinforcement Negative Reinforcement Types of Potential Reinforcers Selecting Potential Reinforcers Factors Influencing the Effectiveness of Reinforcement Guidelines for Using Reinforcement 12. Schedules of Reinforcement Use of Continuous and Intermittent Reinforcement Basic Intermittent Schedules of Reinforcement Ratio Schedules Interval Schedules Complex Schedules of Reinforcement Adjunctive Behavior 13. Stimulus Control Antecedent Stimuli Stimulus Generalization Development of Stimulus Control with Differential Reinforcement Concept Formation Factors Affecting the Development of Stimulus Control Response and Stimulus Prompts Transfer of Stimulus Control 14. Behavioral Shaping Definition and Illustration of Behavioral Shaping Behavioral Shaping Across and Within Different Response Topographies Increasing the Efficiency of Behavioral Shaping Guidelines for Selecting and Implementing Behavioral Shaping 15. Behavior Chains Definition of a Behavior Chain Rationale for Using Chains Task Analysis Behavior Chaining Procedures Breaking an Inappropriate Behavior Chain Factors Affecting the Performance of a Behavior Chain 16. Imitation Definition of Imitation Imitation Training for Nonimitative Learners Guidelines for Imitation Training Effective Use of Imitation Training with Already Existing Imitative Repertoires Considerations 17. Extinction Definition of Extinction Maintenance of Behavior Change Misuse of Technical Term Extinction Behavior Variables Affecting Resistance to Extinction Guidelines for the Effective Use of Extinction 18. Decreasing Behavior with Differential Reinforcement Differential Reinforcement of Incompatible Behavior and Alternative Behavior Differential Reinforcement of Other Behavior Differential Reinforcement of Low Rates of Responding Considerations 19. Punishment by Contingent Presentation of a Stimulus Definition of Punishment Rationale for Using Punishment Ethical and Legal Considerations A Decision-Making Model for Using Punishment Methodological Guidelines Undesirable Aspects of Punishment 20. Ocercorrection Definition of Overcorrection Rationale and Assumptions for Overcorrection Distinguishing Overcorrection from Other Similar Reductive Approaches Types of Positive Practice Overcorrection Considerations with Overcorrection Guidelines for Using Overcorrection 21. Time Out from Positive Reinforcement Definition of Time Out Distinguishing Extinction and Response Cost from Time Out Nonexclusion Time Out Exclusion Time Out Desirable Aspects of Time Out Using Time Out Effectively in Applied Settings Legal and Ethical Issues of Time Out 22. Response Cost Definition of Response Cost Desirable Aspects of Response Cost Implementing a Response Cost Contingency Criteria for Using Response Cost or Bonus Response Cost Considerations in the Use of Response Cost in Applied Settings Guidelines 23. Contingency Contracting Definition and Components of a Contingency Contract Applications of Contingency Contracting Developing Behavioral Contracts Evaluating Contracts Desirable Aspects of Contingency Contracting Considerations in Implementing Contingency Contracts Guidelines for Effective Contracting 24. Token Economy Definition of Token Economy Procedures for Implementing a Token Economy 25. Group-Oriented Contingencies Definition of a Group-Oriented Contingency Rationale Ethical Considerations Classification Schemes for Group-Oriented Contingencies Implementing a Group-Oriented Contingency 26. Self-Management What Is Self-Management and Why Is It Important? Self-Management Strategies Teaching Self-Management to Students Theoretical Concerns with Self-Control Guidelines for More Effective Self-Management 27. Promoting the Generality of Behavior Change Generality and the Development of Behavior Change Technology Terminology Planning for the Generality of Behavior Change Strategies for Promoting the Generality of Behavior Change Modifying and Terminating a Successful Intervention to Facilitate Generality 28. Communicating the Results of Behavior Change Efforts Sharing Data with Learners Sharing Data with Parents and Guardians Sharing Data with Practitioners Sharing Data with Administrators Sharing Results with the Behavior Analysis Community Criteria for Sharing Data with Others 8. Evaluation of Student Outcomes: In this course, content is broken down and sequenced into short, weekly assignments. The specific assignments and due dates are presented in the Weekly Assignments section in this Syllabus and in EDF 6938-798-798 Web Site. Pretesting will orient students in the directions for quiz preparation. Students can work at their own pace through the computer tutorials and readings, and work ahead through future tutorials and readings if they desire. However, students must complete at a minimum the assigned Weekly Assignments each week to avoid falling behind. By the end of the week, after completing the weekly assignments, students take a short quiz covering each assignment. Quizzes are available on-line and graded at the EDF 6938-798-798 Web Site. Once the last day of the week has passed for a given weekly assignment, the quizzes for that week will no longer be available. Zero scores will be recorded for missed quizzes. Thus, students can work ahead, but must not fall behind the minimum pace. Quizzes: Quizzes are administered on-line via a web browser. Students are allowed to take a quiz only one time and it is then disabled. Quiz items are randomly drawn from a pool of many items covering identical objectives. Quizzes may be timed to discourage reference to study notes. After taking the quiz, the Course Manager will grade the quiz and privately present summary scores to students. Quiz scores are kept in a course database. The final grade is comprised mainly of the quiz scores. Students may work ahead and take future quizzes. However, students must take the minimum assigned quizzes by the end of each week. At the beginning of each new week, the prior week's quizzes will be disabled. Readings: The Weekly Assignments will list the required chapter readings for any given week. Students are to read the assigned chapters and answer any accompanying study questions. By the Weekly Assignment due date, students take on-line quizzes covering the assigned readings. Final Exam: A comprehensive computer-based final examination will be administered during the Final Exam Meeting. Students who have successfully completed and mastered the weekly tutorials and quizzes should be able to produce a very high score on the final exam without any additional studying, reviewing, or cramming. Specifics of the final exam will be discussed during the course.  Due to the non-supervised nature of the on-line quizzing, students must obtain a final exam score that is within 10 percentage points of their cumulative quiz average to prove successful participation in the course.  If a student produces a final exam score that is more than 10 percentage points lower than his/her cumulative quiz average, the student will receive the final exam score as their grade for the entire course. Final Grade: The Final Grade is determined by the cumulative course quiz average (subject to adjustment based upon the final exam score--see Final Exam above).  Students must also obtain a Pass grade for the course projects. A = 90-100% B = 80-89% C = 70-79% D = 60-69% 9. Attendance: Students must attend two on-campus meetings on the USF Tampa campus in the College of Education. Attendance is mandatory. The first meeting is called the Orientation Meeting. At this meeting, the course will be fully explained. It is recommended that you obtain the course materials and texts immediately after this meeting. The second meeting is called the Final Exam Meeting. Here, final projects will be discussed or returned, and the final exam will be administered. 10. Recommended Texts and/or Readings: Bijou, S. W., & Baer, D. M. (1961). Child development: Vol.1. A systematic and empirical theory. New York: Appleton-Century Crofts. Bijou, S. W., & Baer, D. M. (1965) Child development: Vol. 2. Universal stage of infancy. New York: Appleton-Century-Crofts. Bridgman, P. W. (1928) The logic of modern physics. New York: Macmillan. Catania, A. C., & Harnad, S. (Eds). (1984). Canonical papers of B. F. Skinner. The behavioral and Brain Sciences. 7, 473-724. Darwin, Charles. (1859) The Origin of Species. New York: The Modern Library. Ferster, C. B., and Skinner, B. F. (1957). Schedules of Reinforcement. New York: Appleton. Konorski, J. and Miller, S. (1937). On two types of conditioned reflex. Journal of General Psychology, 1937, 16, 264-272. Loeb, J. (1916) The Organism as a Whole. Mach, E. (1883) The Science of Mechanics. Chicago: Open Court. Magnus, R. (1924) Korperstellung. Berlin: Springer. Pavlov, I. P. (1927) Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. (W. H. Grant, Trans.). London: Oxford University Press. Rogers, C. F. and Skinner, B. F. Some issues concerning the control of human behavior: A symposium. Science, 1956, 124, 1057-1066. Russell, B. (1927) Philosophy. New York: W. W. Norton. Sechenov, I. M. (1863) Reflexes of the Brain. Sherrington, C. S. (1906) Integrative action of the nervous system. New Haven: Yale University Press. Skinner, B. F. (1938). The behavior of organisms. New York: Appleton. Thorndike, E. L. (1911). Animal Intelligence: Experimental studies. New York: Macmillan. Thorndike, E. L. (1932). The fundamentals of learning. New York: Teachers College. Tolman, E. C. (1935). Purposive behavior in animals and men. New York: century. Tolman, E. C. (1935). Philosophy versus immediate experience. Philosophy of Science, 2, 356-380. Watson, J. B. (1924) Behaviorism. New York: Norton. Woodworth, R. S. (1951) Contemporary schools of psychology. New York: Ronald Press. Basic behavior analysis texts and books: Cooper, J. O., Heron, T. E., and W. L. Heward. (1987) Applied Behavior Analysis. Columbus, OH: Merrill Publishing Company. Holland, J. G., and Skinner, B. F. (1961). The Analysis of Behavior. New York: McGraw-Hill. Honig, W. K. (Ed.) (1966) Operant Behavior: Areas of Research and Application. New York: Appleton- Century-Crofts. Johnston, J. M., and Pennypacker, H.S. (1981) Strategies and Tactics of Human Behavioral Research. Hillsdale, N.J.: Lawrence Erlbaum Associates. Keller, F. S., and W. N. Schoenfeld. (1950) Principles of Psychology. New York: Appleton. Michael, J. (1990) Concepts and principles of behavior analysis. [an unpublished manuscript] Western Michigan University. Reynolds, G. S. (1968) A Primer of Operant Conditioning. Glenview, IL: Scott, Foresman. Sidman, M. (1960) Tactics of Scientific Research. New York: Basic Books. Skinner, B. F. (1948). Walden two. New York: Macmillan. Skinner, B. F. (1953). Science and human behavior. New York; Macmillan. Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts. Skinner, B. F. (1968). Technology of teaching. New York: Appleton. Skinner, B. F. (1969). Contingencies of reinforcement: A theoretical analysis. New York: Appleton-Century-Crofts. Skinner, B. F. (1971). Beyond freedom and dignity. New York: Knopf. Skinner, B. F. (1974). About behaviorism. New York: Knopf. Skinner, B. F. (1987). Upon further reflection. Englewood Cliffs: Prentice-Hall. Skinner, B. F. (1989). Recent issues in the analysis of behavior. Columbus, OH: Merrill. Sulzer, B., & Mayer, G. R. (1991). Behavior analysis for lasting change. Chicago, ILL: Holt, Rinehart and Winston, Inc. Enrichment texts and books: Ayllon, T., & Azrin, N. (1968). The token economy: A motivational system for therapy and rehabilitation. New York: Appleton. Bachrach, A. J. (1962) Experimental foundations of clinical psychology. New York: Basic Books. Barlow, D. H., & Hersen, M. (1984) Single case experimental design: Strategies for studying behavior change in the individual (2nd ed.). Elmsford, NY: Pergamon Press. Catania, A. C. Learning. (1984). Learning. (2nd Ed.). Englewood Cliffs, NJ: Prentice-Hall. Catania, A. C. & Brigham T. A. (1978) Handbook of Applied Behavior Analysis. New York, NY: Irvington Publishers, Inc. Catania, A. C. (1968) (Ed.) Contemporary Research in Operant Behavior. Glenview, Ill.: Scott, Foresman. Hayes, S. C. (Ed.). (1989) Rule-governed behavior: Cognition, contingencies, and instructional control. New York: Plenum Hersen, M. H. & Barlow, P. H. (1976). Single case experimental designs. New York: Pergamon. Holland, J. G., Soloman, C., Doran, J., & Frezza, D. A. (1976). The Analysis of behavior in planning instruction. Reading, MA: Addison-Wesley. Homme, L., Casanyi, A. P., Gonzales, M. A., & Rechs, J. R. (1970) How to use contingency contracting in the classroom. Champaign, IL: Research Press. Honig, W.K., and Staddon, J.E.R. (Eds.). (1978). Handbook of Operant Behavior. Englewood Cliffs, N.J.: Prentice-Hall. Jenson, W. R., Sloane, H. N., & Young, K. R. (1988). Applied Behavior Analysis in Education: A Structured Teaching Approach. Englewood Cliffs, NJ: Prentice Hall. Kazdin, A. E. (1982) Single-Case Research Designs: Methods for Clinical and Applied Settings. New York: Oxford University Press. Kratochwill, T. R. (1978) Single Subject Research: Strategies for Evaluating Change. New York: Academic Press. Leitenberg, H. (Ed.) (1978) Handbook of Behavior Modification. Englewood Cliffs, N.J.: Prentice Hall. Martin, G. L, & Pear, J. (1988) Behavior Modification: What it is and how to do it.3rd Ed. Englewood Cliffs, NJ: Prentice Hall. Martin, G. L. & Osborne, J. G. (1989) Psychology adjustment, and everyday Living. Englewood Cliffs, NJ:Prentice Hall. Masters, J. C., Bursh, T. G., Hollon, S. D., & Rimm, D. C. (1987) Behavior therapy. New York: Harcourt Brace Jovanovich. Mazur, J. E. (1990) Learning and Behavior. Englewood Cliffs, NJ: Prentice Hall. Poling, A., & Fuqua, R. W. (1986) Research methods in applied behavior analysis: Issues and advances. New York: Plenum. Sidman, M. (1989) Coercion and its Fallout. Boston, MA: Authors Cooperative, Inc. Skinner, B. F. (1961). Cumulative record. (Enl. ed.) New York: Appleton. Skinner, B. F. (1976). Particulars of my Life. New York: Knoff. Skinner, B. F. (1978). Reflections on behaviorism and society. Englewood Cliffs, NJ: Prentice-Hall. Skinner, B. F. (1979). The shaping of a behaviorist: Part two of an autobiography. New York: Knopf Skinner, B. F. (1982). Skinner for the classroom. Champaign, ILL: Research Press. Skinner, B. F. (1983). Notebooks. Englewood Cliffs, JJ: Prentice Hall. Skinner, B. F. (1984). A matter of consequences: Part three of an autobiography. Washington Square, NY: New York University Press. Skinner, B. F., & Krakower, S. A. (1968). Handwriting with write and see. Chicago: Lyons & Carnahan. Skinner, B. F., & Vaughan, M. E. (1983). Enjoy old age. New York: W. W. Norton & Company. Smith, L. D. (1986) Behaviorism and logical Positivism. Stanford, CA: Stanford University Press. Staats, A. & Statts, C. K. (1964). Complex Human Behavior. Ullman, L. P., & Krasner, I. A. (Eds.). (1965). Case Studies in behavior modification. New York: Holt, Rinehart & Winston. Ulrich, R., Stachnik, T., and Mabry. J. (Eds.). (1966). Control of Human Behavior, Volume I. Glenview, Ill.: Scott, Foresman, & Co. Whaley, D. & Malott, R. (1971) Elementary principles of behavior. New York: Appleton-Century-Crofts. Recommend research journals: Behavior Modification Behavior Research and Therapy Behavior Therapy Behavioral Assessment Behaviorism Education and Treatment of Children Exceptional Children Exceptional Education Quarterly Exceptional Teacher Journal for the Association for the Severely Handicapped Journal of Educational Research Journal of Special Education Journal of the Experimental Analysis of Behavior Journal of Speech and Hearing Disorders Journal of Abnormal and Social Psychology Journal of Behavior Therapy and Experimental Psychiatry Journal of Autism and Developmental Disorders Journal of Personality and Social Psychology Journal of Experimental Child Psychology Journal of Behavior Therapy and Experimental Psychiatry Journal of Applied Behavior Analysis Journal of School Psychology Journal of the Association for the Severely Handicapped Journal of Special Education Technology Mental Retardation Psychological Review The Analysis of Verbal Behavior The Behavior Analyst The Behavioral and Brain Sciences The Journal of Mental Deficiency July 20, 1998 GKcdfrœęēč#$%&)56afrs‹”•˜¬ÅŽąįĄļā ć    9 : j k “ µ ¶ ń ņ Ecfg‰‹¤Æ½8GIJ?@–-“-¶-”1żūż÷ņźņēņįūżū÷įū÷żżņŁņēņņŃņēņūįČÄŗČ·żūūżū° OJQJ^J0J0J<>*B*ph’0J<0J<B*ph’jUjeU OJQJh0JjU jU5\>*5EFGHtœ%&bc”•ąį>ō5t¼Ł Ś łłł÷ńńč÷÷÷č÷÷ŲŲŲŲŲŲŃĖ„Š^„Š„Š@&^„Š & F! 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