Applied Behavior Analysis in Complex Community Environments
Course Syllabus
File: ABA6100syllabus
Department:Child and Family Studies
Course Prefix and Number: MHS 6100
Course Title:Applied Behavior Analysis in Complex Community Environments
Instructor Name and Address:
Name:Glen Dunlap, Ph.D. or Hewitt B. ARusty@ Clark, Ph.D.
Address:Department of Child and Family Studies
Louis de la Parte Florida Mental Health Institute
University of South Florida
MHC 2117 or MHC 2332
13301 Bruce B. Downs Blvd.
Tampa, FL 33612-3807
E-mail:
Phone: 813/974-6111 (Dunlap)Fax: 813-974-6115 (Dunlap)
813/974-6409 (Clark) Fax: 813-974-6257 (Clark)
Office Hours:By appointment
Course Prerequisites:
EDF 6215 Principles of Learning
PSY/ESE 6100 Observational Methods / Functional Assessment
Waiver may be requested through Instructors or Program Coordinator
Course Goals and Objectives
This course will prepare students to: a) recognize and respond to factors that may affect the application of behavior analysis principles within and across community settings; and b) design intervention plans that fit given characteristics of the social and physical context. Community contexts and settings considered in this course include families and family homes; schools, service agencies and facilities; neighborhoods with distinct cultural identities; and places of employment, recreation, and commerce.
Through participation in this course, students will be able to:
1.Identify characteristics, resources, and barriers of complex community systems (e.g., families, schools, organizations)
2.Demonstrate competence with transdisciplinary and collaborative approaches to intervention (e.g., establish relationships, enlist participation, facilitate coordination)
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3.Assess the impact of cultural, social, and economic variables on community-based behavioral intervention
4.Identify needs of consumers using behavioral assessment methods, person-centered planning, and strength-based assessment
5.Engage in productive consultative processes (e.g., facilitating assessment and intervention activities, monitoring and insuring ongoing support, fading involvement)
6.Apply the concepts of contextual fit or ecological relevance in addressing the wide range of considerations associated with designing interventions in complex community environments
- Identify and design system-wide interventions using behavior analysis principles
Required Texts and Readings
Course Readings
1.Bullis, M., Tehan, C.J., & Clark, H.B. (2000). Teaching and developing improved community life competencies. In H. B. Clark and M. Davis, (Eds.), Transition to adulthood: A resource for assisting young people with emotional or behavioral difficulties, (pp. 107-131).
2.Clark, H.B., Deschenes, N., & Jones, J. (2000). A framework for the development and operation of a transition system. In H. B. Clark and M. Davis, (Eds.), Transition to adulthood: A resource for assisting young people with emotional or behavioral difficulties, (pp. 29-51).
3.Clark, H.B. & Hieneman, M. (1999). Comparing the wraparound process to positive behavioral support: What we can learn. Journal of Positive Behavioral Interventions, 1, 183-186.
4.Dunlap, G., & Kern, L. (1997). Behavior analysis and its relevance to special education. In J.L. Paul, M. Churton, H. Roselli-Kostoryz, W. Morse, K. Marfo, C. Lavely, & D. Thomas (Eds.), Foundations of special education: Basic knowledge informing research and practice in special education (279-290). Pacific Grove, CA: Brooks/Cole Pub.
5.Garcia, S.B., & Malkin, D.H. (1993, Fall). Toward defining programs and services for culturally and linguistically diverse learners in special education. Teaching Exceptional Children, 26, 52-58.
6.Harry, B., Allen, N., and McLaughlin, M. (1995). Communications versus compliance: African-American parents= involvement in special education. Exceptional Children, 61, 364-377.
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7.Harry, B., Grenot-Scheyer, M., Smith-Lewis, M., Park, H., Xin, F., and Schwartz, I (1995). Developing culturally inclusive services for individuals with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 20, 99-109.
8.Lewis, T.J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31. 1-24.
9.Singh, N. N. (1995). In search of unity: Some thoughts on family-professional relationships in service delivery systems. Journal of Child & Family Studies,4, 3-18.
10.Sugai, G., Sprague, J. R., Horner, R. H., & Walker, H. M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal of Emotional and Behavioral Disorders, 8, 94-101.
11.VanDenBerg, J.E. & Grealish, E.M. (1996). Individualized services and supports through the wraparound process: Philosophy and procedures. Journal of Child & Family Studies,5, 7-22.
12.Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194-209.
13. Special section on parent-professional partnerships in behavioral support (1997), from the Journal of the Association for Persons with Severe Handicaps, 22, 185-223.
Course Texts
14.Koegel, L.K., Koegel, R.L., & Dunlap, G. (1996). Positive behavioral support: Including people with difficult behavior in the community. Baltimore: Paul H. Brookes Publishers.
15. Hieneman, M., Nolan, M., Presley, J., De Turo, L., Gayler, W., Dunlap, G. (2000). Facilitator=s Guide, Positive Behavioral Support. Tallahassee, FL: Florida Department of Education, Bureau of Instructional Support and Community Services.
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Outline of Course Content and Schedule
Class Date /Topics and Associated Assignments
/ Readings Due for Class (Reading ID #)1/8 / Introduction to the course.
Historical perspective on the application of ABA.
1/22 / Utilizing ecological features of complex community settings to enhance the effectiveness of ABA applications.
Characteristics of community systems: families, schools and child-serving agencies, and settings for employment, recreations and commerce. / Reading # 14,Ch. 4
Reading # 14,Ch. 18
Reading # 14,Preface
Reading # 4
1/29 / Analyzing ecological factors and other setting events, and the results of functional assessments, in the design of ABA interventions - Part 1. / Reading # 14,Ch. 12
Reading # 14,Ch. 16
Reading # 14,Ch. 17
2/5 / Analyzing ecological factors - Part 2.
Cultural, social, and economic variables: diversity in consumer characteristics, sensitivity to diverse populations. / Reading # 5
Reading # 6
Reading # 7
Reading # 9
2/12 / Tailoring ABA Interventions to maximize effectiveness and maintenance of socially significant behavior change through person-centered planning and goal setting - Part 1. / Reading # 14,Ch. 19
Reading # 11
2/19 / Tailoring ABA Interventions - Part 2.
Transdisciplinary and collaborative models: Characteristics of effective teams, developing rapport with participants, and engaging participants in the process. / Reading # 3
Reading # 15
Secure approval for Paper Topic by the end of this class.
2/26 / Special Guest Lecture: System-wide applications of ABA..
Examples of these system-wide applications, conditions under which these strategies are appropriate, and the tailoring of these to settings and populations. / Reading # 8
Reading # 10
Reading # 12
3/5 / Mid-term Exam
3/19 / Tailoring ABA Interventions - Part 4.
Application of behavioral interventions and supports that are tailored to the individual and ecological context. / Reading # 14,Ch. 2
Reading # 1
Reading # 2
3/26 / Tailoring ABA Interventions - Part 4.
Application of behavioral interventions and supports that are tailored to the families and ecological context. / Reading 13
Reading 14,Ch. 5
4/2 / Tailoring ABA Interventions - Part 5.
Measuring the effectiveness and generalization of effects of these ABA interventions. / Reading 15, Step 5
4/9 / Designing applications for new types of behaviors and community settings.
Group ___ presents on:______
Group ___ presents on:______
4/16 / Designing applications for new types of behaviors and community settings.
Group ___ presents on:______
Group ___ presents on:______
4/23 / Designing applications for new types of behaviors and community settings.
Group ___ presents on:______
Group ___ presents on:______/ Special Topic Papers due by start of class
4/30 / Final Exam
Special Topic Paper
The purpose of the Special Topic Paper is to provide you with an opportunity to actively explore some aspect of the application of behavior analysis in complex community environments that you find interesting and challenging. In particular, the assignment is intended to encourage you to consider in some depth the steps you would take to tailor a behavior analytic program so that it best meets the contextual conditions in which the program is to be applied. The paper might be: a) library literature review and discussion of a topic in which you go into greater depth than addressed in the course; (b) detailed, thoughtful summary of a planning process or intervention that you=ve collaboratively designed and/or carried out in multiple home, community, and/or school settings; or (c) description and example of a setting event modification you have created for a home, community, and/or school setting in order to help insure the achievement of improved outcomes.
The Special Topic Paper will be conducted individually. It should be separate from the group project that you=re participating in (described below). In addition, the topic should be approved by an instructor prior to your developing the paper (preferably by the fifth class meeting). The Special Topic Paper will include the following sections -- Introduction to the Issue; Importance of the Issue; Activities Conducted; Results; and Implications of the Project. The Special Topic Paper is to be 10-15 pages (typed, double spaced) and will be graded on the: a) clarity of the written presentation; b) importance and relevance of the project to the application of ABA within complex community settings, and c) insightfulness of the implications presented.
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Group Presentations on Applications
The purpose of the Group Presentation/Demonstration is for you to: a) experience engaging in a collaborative activity to achieve a common group outcome; b) participate in the formulation and presentation of an aspect of the planning, designing, and/or implementing an intervention tailored for an individual in a community setting; and c) conduct a cooperative, interactive teaching event for the rest of the class. At the beginning of the course, the students will formulate groups that will facilitate small group process work for the semester and will provide the work group for this Group Presentation activity. The groups will be formulated around the following components of ABA applications in complex community settings:
* Team development for facilitating the planning process.
* Functional assessment: Partnering with families for their involvement, perspectives, and commitment.
* Intervention and behavioral supports tailored to the individual and ecological context.
* Tracking program implementation, progress across goals, and individualized outcomes.
You will participate with your fellow group members on conducting an educational experience for your classmates. This teaching will involve demonstrations, lectures, and/or discussions regarding the group=s above identified component related to the application of ABA in planning and/or intervening within complex community environments. Each Group Presentation will involve 1 to 1 1/4 hours and will address the application of ABA strategies to a particular population and/or setting.
Evaluation of each Group Presentation will be made by three sources, all of which will be used by the instructors in formulating a grade for each student regarding this activity. After each Group Presentation, the classmates from other groups will rate the Group Presentation on its: clarity of the issue being addressed; relevance to the application of ABA in complex community settings, and effectiveness of presentation as a teaching event. (See attached Group Presentation Rating Form).
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Another source of information regarding your role in the development and execution of the presentation will be made through a Confidential Peer Rating of Student Contribution to Group Presentation. (Refer to attached form of this title.) After the presentation, you, as a member of the presentation group, will rate yourself and each of your peers on the "contribution" to this group process. The instructors will use these two information sources, in combination with their own judgement, to formulate a grade for each student in the Group Presentation activity.
Format for the Midterm and Final Examinations
The midterm and final exams will take place in class and will consist of seven to eight essay-type questions, any five of which you can choose to answer. You will be given 1 1/4 hours to complete as much of the exam you can, working individually. The questions will cover assigned readings, lectures, and class discussions.
Evaluation of Student Performance and Outcomes
Students will be expected to attend class and participate in activities. Assignments must be turned in by the designated class start time on the date due; failure to turn in assignments on time will result in a drop in letter grade for that assignment. If the assignment is not turned in before the second to the last class period of the semester, the grade will be listed as a failure for that assignment.
Student participation and products will be weighted as follows in determining the student’s overall grade:
Special Topic Paper 30%
Midterm Exam 20%
Final Exam 20%
Group Presentation on Applications 15%
Class Participation 15%
Credit for participation is awarded by the instructor based on a holistic judgement of the following:
-regular class attendance required
-thoughtful contribution to class discussions and activities
-cooperation with classmates and the instructor
Grades will be assigned as follows:
90 - 100A
80 - 99B
70 - 79C
60 - 69D
Below 60 F
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Selected Reading Resources:
Alberto, P.A. & Troutman, A.C. (1990). Applied behavior analysis for teachers (Third Edition). New York: Macmillan Publishing Company.
Bambara, L.M. & Knoster, T.P. (1995). Guidelines: Effective behavioral support. Pennsylvania Department of Education: Bureau of Special Education.
Bambara, L.M., Mitchell-Kvacky, A.A., & Iacobelli, S. (1994). Positive behavioral support for students with severe disabilities: An emerging multicomponent approach for addressing challenging behavior. School Psychology Review, 23, 263-278.
Bishop, K.D. & Jubala, K.D. (1995). Positive behavioral support strategies. In M.S. Falvey (Ed.), Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction (pp. 159-186). Baltimore: Paul H. Brookes.
Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., & Smith, C.E. (1994). Communication-based intervention for problem behavior: A user=s guide for producing positive change. Baltimore: Paul H. Brookes.
Dunst, C.J., Trivette, C.M., & Johanson, C. (1994). Parent-professional collaboration and partnerships. In C. Dunst, C. Trivette, & A. Deal (Eds.), Supporting and strengthening families (Volume 1): Methods, strategies, and practices (pp. 197-211). Cambridge, MA: Brookline Books.
Demchak, M. & Bossert, K.W. (1996). Assessing problem behaviors. Innovations (No. 4). Washington, D.C.: American Association on Mental Retardation.
Donnellan, A.M., LaVigna, G.W., Negri-Schoultz, N. & Fassbender, L. (1988). Progress Without Punishment. New York: Teachers College Press.
Durand, V.M. & Crimmins, D.B. (1988). Identifying variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, 99-117.
Foster-Johnson, L. & Dunlap, G. (1993). Using functional assessment to develop effective, individualized interventions for challenging behaviors. Teaching Exceptional Children, 25, 44-50.
Hieneman, M. & Dunlap, G. (1999). Issues and Challenges in Implementing Community-Based Behavioral Support for Two Boys with Severe Behavioral Difficulties. In J.R. Scotti & L.H. Meyer (Eds.), Behavioral Intervention: Principles, Models, and Practices (pp. 363-384). Baltimore, MD: Paul H. Brookes.
Horner, R.H. & Carr, E.G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. Journal of Special Education, 31, 84-104.
Horner, R.H., Dunlap, G., Koegel, R.L., Carr, E.G., Sailor, W., Anderson, J. A., Albin, R.W., & O=Neill, R.E. (1990). Toward a technology of Anonaversive@ behavioral support. Journal of the Association for Persons with Severe Handicaps, 15, 125-132.
Iwata, B.A. Functional Analysis Screening Tool (FAST). (1995). Florida Center on Self-Injury, University of Florida.
Iwata, B.A., Vollmer, T.R., & Zarcone, J.R. (1990). The experimental (functional) analysis of behavior disorders: Methodology, applications, and limitations. In A. Repp & N. Singh (Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with severe disabilities (pp. 301-330). Sycamore: Sycamore Publishers.
Kincaid, D. (1996). Person-centered planning. In L.K. Koegel, R.L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp.439-465). Baltimore, MD: Paul H. Brookes.
Koegel, L.K., Koegel, R.L., & Dunlap, G. (1996). Positive behavioral support: Including people with difficult behavior in the community. Baltimore: Paul H. Brookes Publishers.
Lohrmann-O=Rourke, S., Knoster, & Llewellyn, G. (1999). Screening for understanding: An initial line of inquiry for school-based settings. Journal of Positive Behavioral Interventions, 1, 35-42.
Meyer, L.H. & Evans, I.M. (1989). Nonaversive intervention for behavior problems: A manual for home and community. Baltimore: Paul H. Brookes Publishers.
Meyer, L.H. & Evans, I.M. (1993). Science and practice in behavioral intervention: Meaningful outcomes, research validity, and usable knowledge. Journal of the Association for Persons with Severe Handicaps, 18, 224-234.
Mullen, K.B. & Frea, W.D. (1995). A parent-professional consultation model for functional analysis. In R. Koegel & L. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and learning opportunities (pp. 175-188). Baltimore: Paul H. Brookes Publishers.
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O=Brien, J., Mount, B., & O=Brien, C. (1991). Framework for accomplishment: Personal profile. Decatur: Responsive Systems Associates.
O=Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. (1997). Functional assessment and program development for problem behavior: A practical handbook. Pacific Grove, CA: Brooks/Cole.
Rainforth, B., York, J., & MacDonald, C. (1992). Collaborative teams for students with severe disabilities: Integrating therapy and educational services. Baltimore: Paul H. Brookes Publishers.
Repp, A.C., Felce, D., & Barton, L.E. (1988). Basing the treatment stereotypic and self-injurious behavior on hypotheses on their causes. Journal of Applied Behavior Analysis, 21, 281-289.
Repp, A.C. & Horner, N.N. (1999). Functional analysis of problem behavior: From effective assessment to effective support. Belmont, CA: Wadsworth Publishing.
Sulzer-Azaroff, B. & Mayer, G.R. (1991). Behavior analysis for lasting change. Chicago: Holt, Rinehart, & Winston.
Tilly, W.D., Knoster, T.K., Kovaleski, J., Bambara, L., Dunlap, G., & Kincaid, D. (1998). Functional behavioral assessment: Policy development in light of emerging research and practice. National Association of State Directors of Special Education (NASDSE).
Topper, K. Williams, W., Leo, K., Hamilton, R.W., & Fox, T.A. (1994). Positive approach to understanding and addressing challenging behaviors. University Affiliated Program of Vermont.
Touchette, P.E., MacDonald, R.F., & Langer, S.N. (1985). A scatterplot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-351.
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CONFIDENTIAL SELF AND PEER RATING OF STUDENT CONTRIBUTION
TO GROUP PRESENTATION
Please rate the contribution made by you and your peer group members in the preparation and presentation of your group's demonstration. This confidential information will be used by the instructor, in combination with other classmate ratings and the instructor's judgement, to determine student grades for the Group Presentations.
Your name______Your Group Number_____
Date of Your Group Presentation______
WRITE YOUR NAME AND PREPARATION PRESENTATION
NAMES OF GROUP MEMBERSRATING RATING
BELOW (FIRST NAMES)
______
______
______
______
______
______
RATING SCALE:
1 = Not helpful
2 = Of little help
3 = Some what helpful
4 = Helpful
5 = Very helpful
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GROUP PRESENTATION RATING FORM
In order for the group and the instructor to have a broader perspective on the usefulness of each of the Group Presentations, I (as the instructor) am asking that each of you (other than those of you in the presentation under review) complete this form. This information will be used by me, in combination with ratings by the group members and my own judgements, to determine grades for the members who presented. These forms will also be given to the group to provide them with additional information regarding the relevance and usefulness of their presentation. This type of feed back can prove to be valuable in improving future presentations.
Number of Group being rated____ Date of Presentation______
It is not necessary to put you name on this form.
PLEASE RATE THE GROUP PRESENTATION/DEMONSTRATION
1=poor, 2=fair, 3=good, 4=very good, 5=excellent, NA=not applicable