DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS

SPEC 4060

APPLICATION OF APPLIED BEHAVIOR ANALYSIS PRINCIPLES

TO ECOLOGICAL MANAGEMENT

3 SEMESTER HOURS CREDIT

An in depth study of the application of applied behavior analysis with an emphasis on application across a variety of learning environments with individuals who have disabilities.

Principle 2: The teacher understands how children learn and develop and provides learning opportunities that support their intellectual, social, and personal development.

Principle 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally.

Principle 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Outcome 2: An understanding of how persons learn and develop and the ability to provide learning opportunities that support their intellectual, communication, academic, social, motor, vocational and/or adaptive development.

Outcome 4: Knowledge and use of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction within their professional activities.

1. Demonstrate knowledge of the philosophic explanations of human behavior, characteristics of applied behavior analysis, basic concepts, behavior change procedures, generality of behavior change and ethical issues (Principle 1; Outcome 1);

2. demonstrate knowledge of social validity and the process for determining socially relevant goals, procedures and effects (Principles 2 & 5; Outcome 1);

3. demonstrate knowledge of the methods and issues in identifying, measuring, and recording, and graphing behavioral assessment data (Principles 7 & 8; Outcome 1);

4. demonstrate knowledge of single-case methodology for evaluation and analysis of behavior change programs (Principle 9; Outcome 1);

5. demonstrate knowledge of procedures for developing new behavior, accelerating appropriate behavior and decelerating of inappropriate behavior (Principles 2 & 7; Outcome 2);

6. demonstrate the ability to communicate results of behavior change projects oral and narrative formats to students, parents, teachers, administrators, and peers (Principle 10; Outcome 4).

2. Successfully participate in a two-hour per week school-based field experience (Objectives 2, 3, 5, 7)

3. Design, implement, analyze, and evaluate an applied behavior change project (individual/group) in their school-based field experience (Objectives 2, 3, 4, 5)

4. Successfully present the applied behavior change project in oral and written formats (Objective 6).

2. Criteria Protocols (Activities 2-6)

3. Written product (Activity 3)

4. Oral presentation (Activity 4)

Exam 1: (date)

Final Exam: (date and time as scheduled)

Final Grading Scale

90% - 100% A

80% - 89% B

70% - 79% C

60% - 69% D

Below 60% F

American Psychology Association. (1994). Publication Manual of the American Psychological Association (4th ed.). Washington, DC: Author.