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1 Tuesday 5-8 Tuesday 5-8 EDF 6222 Concepts of Applied Behavior Analysis 3 Semester Graduate Course Credit Hours 45 hours in concepts and principles of behavior analysis, measurement, behavior change considerations, and behavior change systems. Prerequisites. Students must be eligible to enroll in Masters, Specialist, or Doctoral level courses and have completed EDF 6225, 6226, & 6223 with a B or higher. Course Description: In this course, participants learn concepts of applied behavior analysis via BF Skinner s writings, as well as other historical contributors to the field. Underlying assumptions of science are stressed, including determinism, selectionism, empiricism, parsimony, and pragmatism. These concepts are then related to applied activities, both clinically and in the real-world. The content is based on specific topics via the Behavior Analyst Certification Board (BACB) Fourth Edition Task List (see below under Topics Covered for specific items), as well early applications of operant conditioning across populations. This course serves as an additional elective for degree seeking or interested students that meet the pre-requisites. Course Format/Type. This course is 100% Online. Students will be required to access supporting documents from the Internet including the syllabus, assignments, and assessments. Student Learning Outcomes. Students will demonstrate proficiency for the following outcomes by performing 100% on fluency exercises, at least 80% on multiple-choice assessments, and at least 80% weekly discussion assignments. 1. Students will identify, apply, analyze, and evaluate salient concepts related to selectionism (phylogenic, ontogenic, cultural), empiricism, parsimony, and pragmatism. 2. Students will identify, apply, analyze, and evaluate salient concepts related to environmental (as opposed to mentalistic) explanations of behavior, including many everyday behaviors. 3. Students will identify, apply, analyze, and evaluate relevant content to distinguish between radical and methodological behaviorism and behavior, experimental analysis of behavior, applied behavior analysis, and behavioral service delivery. 4. Students will analyze relevant content related to social problems in society. 5. Students will be able to identify, define, and analyze considerations related to unintended consequences of reinforcement, punishment, and extinction. 6. Students will be able to identify, define, and analyze research to applications of behavior analysis such as precision teaching, direct instruction, and data collection procedures associated with these methods.

2 Topics Covered: A-01 Measure frequency (i.e., count). A-02 Measure rate (i.e., count per unit time). A-09 Evaluate the accuracy and reliability of measurement procedures. A-10 Design, plot, and interpret data using equal-interval graphs. A-11 Design, plot, and interpret data using a cumulative record to display data. A-12 Design and implement continuous measurement procedures (e.g., event recording). C-01 State and plan for the possible unwanted effects of reinforcement. C-02 State and plan for the possible unwanted effects of punishment. C-03 State and plan for the possible unwanted effects of extinction. F-03 Use Direct Instruction. F-04 Use precision teaching. F-05 Use personalized systems of instruction (PSI). F-06 Use incidental teaching. H-01 Select a measurement system to obtain representative data given the dimensions of the behavior and the logistics of observing and recording. H-02 Select a schedule of observation and recording periods. H-03 Select a data display that effectively communicates relevant quantitative relations. H-04 Evaluate changes in level, trend, and variability. H-05 Evaluate temporal relations between observed variables (within & between sessions, time series). J-01 State intervention goals in observable and measurable terms. J-02 Identify potential interventions based on assessment results and the best available scientific evidence. J-03 Select intervention strategies based on task analysis. J-04 Select intervention strategies based on client preferences. J-05 Select intervention strategies based on the client s current repertoires. J-06 Select intervention strategies based on supporting environments. J-07 Select intervention strategies based on environmental and resource constraints. J-08 Select intervention strategies based on the social validity of the intervention. J-09 Identify and address practical and ethical considerations when using experimental designs to demonstrate treatment effectiveness. J-10 When a behavior is to be decreased, select an acceptable alternative behavior to be established or increased. J-11 Program for stimulus and response generalization. J-12 Program for maintenance. J-13 Select behavioral cusps as goals for intervention when appropriate. J-14 Arrange instructional procedures to promote generative learning (i.e., derived relations). J-15 Base decision-making on data displayed in various formats. FK-01 Lawfulness of behavior FK-02 Selectionism (phylogenic, ontogenic, cultural) FK-03 Determinism FK-04 Empiricism FK-05 Parsimony FK-06 Pragmatism FK-07 Environmental (as opposed to mentalistic) explanations of behavior

3 FK-08 FK-09 FK-10 FK-11 FK-12 FK-13 FK-14 FK-15 FK-16 FK-17 FK-18 FK-19 FK-20 FK-21 FK-23 FK-24 FK-25 FK-26 FK-27 FK-29 FK-30 FK-31 FK-32 FK-33 FK-34 FK-35 FK-36 FK-37 FK-38 FK-39 FK-40 FK-41 FK-42 FK-43 FK-44 FK-45 FK-46 Distinguish between radical and methodological behaviorism. Distinguish between the conceptual analysis of behavior, experimental analysis of behavior, applied behavior analysis, and behavioral service delivery. behavior, response, response class environment, stimulus, stimulus class stimulus equivalence reflexive relations (US-UR) respondent conditioning (CS-CR) operant conditioning respondent-operant interactions unconditioned reinforcement conditioned reinforcement unconditioned punishment conditioned punishment schedules of reinforcement and punishmentfk-22 extinction automatic reinforcement and punishment stimulus control multiple functions of a single stimulus unconditioned motivating operations conditioned motivating operations distinguish between the discriminative stimulus and the motivating operation distinguish between motivating operation and reinforcement effects behavioral contingencies contiguity functional relations conditional discriminations stimulus discrimination response generalization stimulus generalization behavioral contrast behavioral momentum matching law contingency-shaped behavior rule-governed behavior Echoics Mands Tacts Intraverbals

4 Required Texts and Materials. 1. Moore, J. (2015). From a behavioral point of view: A psychological primer. Hudson, NY: Sloan Publishing. 2. Schneider, S. M. (2012). The Science of Consequences: How they affect genes, change the brain, and impact our world. Amherst, NY: Prometheus Books. 3. Skinner, B. F. (1953). Science and human behavior. New York, NY: Freedom Press. 4. Skinner, B. F. (1976). About Behaviorism. Vintage. New York. ISBN Grading System. 1. Participation in weekly assignments (30 %) 2. Midterm Score (35 %) 3. Final Exam Score (35 %) Content hours earned towards BACB requirements have been carefully calculated. If a student neither attends the live virtual class nor views the recorded lecture for each week, a 10% response cost to the final grade will be administered. If 3 or more class sessions are missed, this will result in an automatic (F) failing grade assigned for the course. Students must also complete weekly assignments to receive a passing grade in the course. Assignments submitted beyond one week from the due date will not receive points, but assignments still must be placed in elearning by the end of the course in order to earn a passing grade. If any assignments are not submitted to elearning by the end of course, a 10% response cost to the final grade per missing assignment will be administered. If 3 or more assignments are missed, this will result in an automatic (F) failing grade assigned for the course. Incomplete grades (I) will not be given except under very extreme circumstances. Please see the UWF catalog for rules about Incomplete grades and course withdrawals. Grading scale. A A B B B C C C D F 59 or below Special Technology Requirements. Students need to have access to reliable, high- speed, Internet with a current computer platform to participate in the on-line classroom and live class sessions or video recorded sessions. Students need to activate their Argo account and use UWF for this course. Students will need a computer equipped with a microphone (noise-canceling microphone is preferred) and speakers or headphones in order to actively participate in the on-line live classroom.

5 Assistance for Students with Special Needs. The University of West Florida supports an inclusive learning environment for all students. If there are aspects of the instruction or design of this course that hinder your full participation, such as time-limited exams, inaccessible web content, or the use of non-captioned videos and podcasts, reasonable accommodations can be arranged. Prior to receiving accommodations, you must register with the Student Accessibility Resources (SAR). Appropriate academic accommodations will be determined based on the documented needs of the individual. For information regarding the registration process, or call Plagiarism & Fraud. Committing any academic misconduct including plagiarism or fraud is punishable by expulsion from the University System. See UWF s Student Code of Academic Conduct for regulations and other sanctions. Ignorance regarding what constitutes academic misconduct will not excuse you from sanctions. If you commit plagiarism or fraud in this course you will fail this course without exception and additional sanctions may be pursued against you. UWF maintains a university license agreement for an online text matching service called Turnitin. At our discretion, we may use the Turnitin service to evaluate the originality of student papers. We also may employ other services and techniques to evaluate your work for evidence of appropriate authorship practices as needed. Elements required in CCRs for course changes: Topics covered, Midterm, and Final exams.