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University of Utah
Department of Special Education
Special Education 6110-090
Behavioral Support Planning and Interventions for Students with Mild/Moderate Disabilities
Spring 2018
Instructor: Jack Mercer
Email:
Office: SAEC 2280
Office hours: By appointment
Time: Online
Credit Hours: 3
Prerequisites:Admission to the Special Education Department’s BCBA program
Required Text:
The following text is required:
- Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. (2nd ed). Upper Saddle River, NJ: Pearson.
Course Description:
This course will provide an overview of basic principles and procedures of Applied Behavior Analysis (ABA). This course is part of the approved University of Utah coursework sequence for students preparing to take the examination to become a Board Certified Behavior Analyst (BCBA). The course covers material that the national Behavior Analysis Certification Board has specified in its 4th Edition Task List. Specifically, the course information is relevant to all three main sections of the Task List, including Section I: Basic Behavior Analytic Skills (measurement, data analysis, and research design), Section II: Client-Centered Responsibilities (measurement, behavior change strategies, and Section III: Foundational Knowledge (terminology and measurement concepts).
Course Objectives:
Students successfully completing SPED 6110 will be able to:
1) Define and describe characteristics of students exhibiting serious problem behaviors.
2) Describe components of current approaches to providing comprehensive behavioral support, including both analog and digital methods of behavior data tracking and functional behavioral assessment.
3) Describe, assess, and apply critical features of general classroom organization and management, including group contingency behavior management systems.
4) Utilize a variety of basic and advanced strategies to assess functional relationships between the behavior of students and a wide range of characteristics of the environments in which they participate.
5) Develop and implement multiple element programming and support strategies based on the results of functional assessments.
6) Describe relevant ethical and professional issues concerning behavioral support.
7) Assess the impact of programming and support strategies, and make decisions based on such assessment.
8) Describe important factors and implement strategies for supporting students in a diverse range of educational settings.
9) Describe and implement important aspects of parent/family involvement.
10) Describe the impact of cultural diversity and gender issues on classroom interactions and their implications for programming.
11) Describe and evaluate important features and characteristics of school-wide systems of support and management.
12) Describe and implement important programming and support strategies for students with autism spectrum disorders (ASD).
Course Requirements:
- For each required chapter from the Cooper, Heron, & Heward text, students will be expected to complete the end-of-chapter assessment located on canvas for each chapter. The end-of-chapter assessments must be completed with a score of 80% or better on the Canvas website. You may retake the tests until you get at least an 80%.
- Students will be evaluated on the basis of completion and submission of all course requirements at a satisfactory level (e.g., score of at least 80% for all end-of-chapter assessments). Students who complete and submit all required course requirements at a satisfactory level will receive a grade of A.
- Students will also be required to register for and complete the BCBA practice exam available from the Florida Institute of Technology: Evidence of completion of the practice exam must be submitted PRIOR to the end of the semester so please plan accordingly.
Policy on Misrepresenting Written Work
Misrepresenting someone else’s work as your own is a violation of University policy. As per the University of Utah Student Code, plagiarism means “the intentional unacknowledged use or incorporation of any other person’s work in, or as a basis for, one’s own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one’s own, without attribution, any other individual’s words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression.” Sanctions for student plagiarism are at the discretion of the course instructor, but may result in a failing grade for the course.
Accommodations for Students with Disabilities
The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations.
Addressing Sexual Misconduct
Title IX makes it clear that violence and harassment based on sex and gender (which includes sexual orientation and gender identity/expression) is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran’s status or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581-7776. To report to the police, contact the Department of Public Safety, 801-585-2677(COPS).
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Special Education 6110-090
Principles of Instruction and Behavioral Support
Spring 2018
Topics / Readings / Assignments- Motivating operations
- End-of-chapter Assessment chapter 16
- Stimulus control
- End-of-chapter Assessment chapter 17
- Imitation
- End-of-chapter Assessment chapter 18
- Shaping
- End-of-chapter Assessment chapter 19
- Chaining
- End-of-chapter Assessment chapter 20
- Extinction
- End-of-chapter Assessment chapter 21
- Differential reinforcement
- End-of-chapter Assessment chapter 22
- Antecedent interventions
- End-of-chapter Assessment chapter 23
- Functional behavior assessment
- End-of-chapter Assessment chapter 24
- Verbal behavior
- End-of-chapter Assessment chapter 25
- Contingencies
- End-of-chapter Assessment chapter 26
- Self-management
- End-of-chapter Assessment chapter 27
- Generalization and maintenance
- End-of-chapter Assessment chapter 28
- Ethics
- End-of-chapter Assessment chapter 29
- Register for and complete BCBA practice exam
- BCBA practice exam from Florida Institute of Technology
Optional/Suggested Time Line of Completion
You may use this to help keep yourself on track. The completion dates are only suggested dates. All assessments and practice BCBA examare due April 24, 2018.
End of Chapter Assessment / Suggested Completion DateChapter16 / January 15
Chapter 17 / January 22
Chapters 18 & 19 / January 29
Chapter 20 / February 5
Chapter 21 / February 12
Chapter 22 & 23 / February 19
Chapter 24 / February 26
Chapter 25
Plan when to take practice exam / March 5
Chapter 26 / March 12
Chapter 27 / March 26
Chapters 28 / April 3
Chapter 29 / April 10
Make sure you have 80% on all tests and upload your practice BCBA exam / April 17