BAT 312

Applied Behavior Analysis I.

Fall, 2016

COURSE SYLLABUS

Course Title: Behavior and Society

Course Number: BAT 312

Credit Hours: 3

Location & Time: Wham 205; TR 11 am -12:15 pm

Instructor: Michael E. May, PhD, BCBA-D; Associate Professor, Behavior Analysis & Therapy

Office: 223J Wham Bldg, or 143 Northwest Annex

Email: mayme@siu.edu

Phone: 618-453-2434

Office Hours: TBA

Graduate Teaching Assistants

David Legaspi, B. S., (MS student in Behavior Analysis and Therapy Program)

Office: TBA Rehn Hall

Email: legaspid@siu.edu

Phone: 760-604-9285

Office Hours: TBA

Course Description This course will provide students with an introduction to the principles of the science of behavior

known as behavior analysis. The philosophical system known as behaviorism that underlies this

area of study will be explored, as will the application of behavioral principles to a number of

areas of society, including interpersonal relations, parenting, treatments for persons with

intellectual and other disabilities, business and management, and more. Students will learn

techniques for utilizing the principles of behavior in their own lives, as well as the social benefits

that the incorporation of behavioral principles into educational, rehabilitative, organizational, and

other settings will afford. This course is required of the major in Behavior Analysis and Therapy.

Course Objectives and Learning Objectives

After completing this course, the student will be able to discuss:

1. The ABC’s of applied behavior analysis and what this means for understanding the

causes of behavior

2. The behavioral position on freedom and free will

3. The basic methodology utilized by the science of behavior

4. Strategies for increasing and decreasing behavior

5. Strategies for establishing behavior change in new circumstances

6. Clinical interventions that are based upon applied behavior analysis

7. The relationship between applied behavior analysis and evidence-based treatment

8. The ethics of changing the behavior of others

9. In general, the application of behavioral principles to individuals with autism or other

intellectual disabilities and how behavioral treatment might affect relatives and friends of

individuals receiving the treatment

10. Simple strategies for how behavior analysis can be implemented successfully in the

work-place, child-care, and one’s interpersonal relations.

11. The profession of behavior analysis and what the career for a board certified Bachelors

and Masters-level behavior analyst entails.

The student will also be able to implement:

1. Methods for observing and recording behavior

2. Methods for graphically depicting behavioral data

3. Simple plans for changing the behavior of oneself or others

Text & Assigned Readings:

The course’s primary texts are:

Miltenberger, R. G. (2016). Behavior Modification: Principles and Procedures (6th

ed.). Boston,

MA: Cengage Learning ISBN: 978-1-305-10939-1.

You may also choose from one of the two following books for a class assignment:

Daniels, A. C. (1999). Bringing Out the Best in People: How to Apply the Astonishing Power of

Positive Reinforcement, New York: McGraw-Hill.

Sutherland, A. (2009). What Shamu Taught Me About Life, Love, and Marriage. New York: The

Random House Publishing Group.

Class Sessions:

Classes will include lecture, group activities, videos, and guest speakers, and will serve to

supplement the assigned readings. Videos and PowerPoint slides will not be available outside of

class. Students will be responsible for class material that is not included in the readings. It

is expected that students will have completed the assigned readings on the date on which

that topic will be discussed. It is also expected and encouraged that students will attend each

class the entire class time.

Cell phones must be turned off during each class period or the student will be asked to leave the

class. Laptop computers are not to be used for purposes other than taking notes during class or

taking the assigned quizzes in class, or the student will be asked to leave the class. ****Twenty

points will be automatically deducted from a student’s grade for using a cell phone for ANY

purpose during class OTHER THAN EMERGENCIES. *****

Evaluations:

1) Weekly Quizzes (120 points). Twelve (12) 10-point multiple choice quizzes will be required

during most weeks of the course. EACH STUDENT MUST HAVE A FUNCTIONING

LAPTOP OR DESKTOP AVAILABLE TO TAKE THE QUIZ OR SCHEDULE A TIME TO

TAKE THE QUIZ IN THE TESTING CENTER DURING THE DESIGNATED CLASS TIME

AND NO OTHER TIME. No technical mishaps will be tolerated. Everyone should make sure

that their computer works before attempting the quiz, and if you have trouble, get it resolved

with Tech Support. The quizzes will only be open on D2L during the scheduled times. Each

quiz has a time limit of 25 minutes. No late or makeup quizzes will be allowed under any

circumstances.

2) Book Assignment (50 points). You will choose to read one of the two additional texts shown

on the syllabus (Daniels or Sutherland), and will prepare a report using the template shown at the

end of the syllabus for a written analysis on the application of behavioral principles in the ways

presented in the book. Due dates for the written assignment (which will be submitted using the

D2L dropbox) and online discussion are shown on the attached calendar. All written assignments

must be in APA format.

3) Online asynchronous discussions (100 points). You will be required to turn in two

discussion questions (5pts each) during most weeks of the course. These discussion questions

should be thought provoking and related to the reading materials for the week. These discussion

questions should be turned into D2L by 11:59pm WEDNESDAY night prior to class for the

assigned week. In addition, please be prepared to use them during the class discussions about the

assigned readings. The D2L assignments tab will be available for the duration of each week

starting at 8pm THURSDAY for each given week, and discussion questions can be turned in any

time during the assigned week prior to 11:59pm the WEDNESDAY before the next class. Late

discussion questions will not be accepted.

4) Field Trip to EDC (Work Training Program and Independent Living Center) and

Online Discussion (20 for attendance; 30 for online discussion). On Tuesday, November 29th

,

we will be meeting at EDC, a day treatment and residential program for adults with intellectual

disabilities in Carbondale for a tour and discussion by their staff. Directly after the field trip an

online discussion will be open for the remainder of the week regarding your impressions of the

field trip.

5) Group Article Report (50 points): In November (see calendar for due date), you and 1-2

other students will work together to deliver a presentation to the class on a research article you

saw referenced in the course textbook. A template for this presentation is provided at the end of

the syllabus.

6) Midterm (70 points). The midterm will consist of multiple choice questions pertaining to

Chapters 1 through 13 in your textbook. EACH STUDENT MUST HAVE A FUNCTIONING

LAPTOP AVAILABLE TO TAKE THE QUIZZES IN CLASS OR SCHEDULE A TIME TO

TAKE THE QUIZZES IN THE TESTING CENTER DURING THE DESIGNATED CLASS

TIME AND NO OTHER TIME. No technical mishaps will be tolerated. The midterm is to be

closed notes. The midterm will be in October (see calendar).

7) Final Exam (60 points). The final will consist of multiple choice questions pertaining to

Chapters 14 through 25 in your textbook. EACH STUDENT MUST HAVE A FUNCTIONING

LAPTOP AVAILABLE TO TAKE THE QUIZZES IN CLASS OR SCHEDULE A TIME TO

TAKE THE QUIZZES IN THE TESTING CENTER DURING THE DESIGNATED CLASS

TIME AND NO OTHER TIME. No technical mishaps will be tolerated. The final is to be

closed notes. The Final will be in December (see calendar).

8) Attendance (150 points). Ten points will be awarded for 15 randomly selected scheduled

class sessions (excluding field trips) that you attend for a total of 150 points for attendance.

Makeup points for missed class sessions will not be allowed; nor will missed points be excused.

Attendance points are not negotiable, the instructor will record points for names that are on

the list. If your name is not on the list you will not receive points for that day. Attendance days

will be selected at the END of the semester. Please do not ask about your attendance grade

prior to this.

Grades (out of 650 total points):

A: 585-650

B: 520-584

C: 455-519

D: 390-454

F: 389 and below

If you wish to drop this course, you must do so prior to the date designated by the university. A

grade of Incomplete will be given under the conditions specified in the university catalog.

Academic Dishonesty

Each student is responsible for making himself or herself aware of the policies and procedures in

the Student Conduct Code (http://intranet.siu.edu/~docedit/other_policies/index.html) that

pertain to Acts of Academic Dishonesty. These policies cover such acts as plagiarism, preparing

work for another student, cheating by any method or means, falsifying or manufacturing data,

furnishing false information to a university official relative to academic matters, and soliciting,

aiding, concealing, or attempting conduct in violation of this code. The student is also

responsible for making himself or herself aware of the sanctions which may be imposed for

violation of this code. A student must consult with the instructor if he or she has questions

pertaining to academic dishonesty prior to the submission of an assignment or test.

Emergency Procedures

Southern Illinois University Carbondale is committed to providing a safe and healthy

environment for study and work. Because some health and safety circumstances are beyond our

control, we ask that you become familiar with the SIUC Emergency Response Plan and Building

Emergency Response Team (BERT) program. Emergency response information is available on

posters in buildings on campus, available on the BERT's website at www.bert.siu.edu,

Department of Public Safety's website www.dps.siu.edu (disaster drop down) and in the

Emergency Response Guidelines pamphlet. Know how to respond to each type of emergency.

Instructors will provide guidance and direction to students in the classroom in the event of an

emergency affecting your location. It is important that you follow these instructions and stay

with your instructor during an evacuation or sheltering emergency. The Building

Emergency Response Team will provide assistance to your instructor in evacuating the building

or sheltering within the facility.

The instructor is committed to equal opportunity in education for all students, including those

with documented disabilities. It is the responsibility of students with documented disabilities to

contact the instructor during the first week of class to discuss appropriate accommodations to

ensure equity in grading, classroom experiences, and outside assignments. Documentation is to

be provided and accommodations are to be arranged with Disability Support Services.

The instructor reserves the right to edit the calendar or other aspects of the syllabus as he sees fit.

Calendar

August 2016

Sun Mon Tue Wed Thu Fri Sat

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23 Ch 1 and Syllabus Intro to Bx Analysis

24

25 Ch 2 Quiz 1 in class

26

27

28

29

30 Ch 3

31

Notes: All chapters are from the Miltenberger (2016) textbook Remember your laptops for quizzes and exams

September 2016

Sun Mon Tue Wed Thu Fri Sat

1 Ch 4 Quiz 2 in class

2

3

4

5

6 Ch 5

7

8 Ch 6 Quiz 3 in class

9

10

11

12

13 Ch 7

14

15 Ch 8 Quiz 4 in class

16

17

18

19

20 Ch 9

21

22 Ch 10 Quiz 5 in class

23

24

25

26

27 Ch 11

28

29 Ch 12 Quiz 6 in class

30

Notes:

October 2016

Sun Mon Tue Wed Thu Fri Sat

1

2

3

4 Ch 13

5

6 Midterm in class

7

8

9

10

11 No Class

12

13 Ch 14 Quiz 7 in class

14

15

16

17

18 Ch 15 Grad Student Panel

19

20 Ch 16 Quiz 8 in class

21

22

23

24

25 Ch 17

26

27 Ch 18 Quiz 9 in class

28

29

30

31

Notes:

November 2016

Sun Mon Tue Wed Thu Fri Sat

1 Ch 19 Intro to labs (info of research oportunites and practicum info)

2

3 Ch 20 Quiz 10 in class

4

5

6

7

8 Ch 21

9

10 Ch 22 Quiz 11 in class

11

12

13

14

15 Ch 23 Book Report Due

16

17 Ch 24 Quiz 12 in class

18

19

20

21

22 Ch 25

23

24 Thanksgiving

25

26

27

28

29 EDC Field Trip Online Discussion

30 Online Discussion

Notes:

December 2016

Sun Mon Tue Wed Thu Fri Sat

1 Research Article NO CLASS Online Discussion

2 Online Discussion

3 Online Discussion

4 Online Discussion

5 Online Discussion closes at Midnight

6 Research Article NO CLASS

7

8 Article Presentations

9

10

11

12

13

14

15 Final Exam In-Class 10:15-12:15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

Report template for Bringing Out the Best in People, by Aubrey C. Daniels

Turn in typed and double-spaced in APA format.

50 points for the report

1. What was the author’s purpose in writing this book? Do you agree with his concerns about

typical management practices? Which limitations to traditional management have you

yourself experienced anywhere you, or others, have worked or volunteered?

2. Is the author’s description of positive reinforcement the same or different from what you

learned in this class? Describe one way it is similar and one way it is different.

3. Describe the ABC Model of reinforcement with an example. What is the role of negative

reinforcement in work settings? What is the “illusion” to which the author refers? Do you

agree or disagree with this point?

4. What sorts of reinforcers does the author think will be useful in the work-place? Do you

agree or disagree?

5. Which reinforcement error described in Chapter 9 will you make sure never commit when

you are a supervisor in a rehabilitation or other setting?

6. Describe 4 behavior analytic techniques discussed in Chapters 11-15 that seem consistent

with material we have discussed in class.

7. Describe 3 of the techniques for motivating employees described in Chapters 16-19 that you

think would be most effective.

8. How does the author suggest shaping creativity among employees?

9. Do you think this book does a good job in explaining behavioral principles in ways that they

can be effectively implemented? Would you recommend it to others? Why or why not?

Report template for What Shamu Taught Me About Life, Love, & Marriage, by Amy Sutherland

Turn in typed and double-spaced in APA format.

50 points for the report

1. Why did the author write this book? What lead her to trying animal training techniques with

the people and animals in her life?

2. The author states how “any interaction is training.” Use examples from the book and from

your own life to explain how we can inadvertently teach appropriate and inappropriate

behaviors.

3. What skills are needed to becoming an animal trainer? Why do animal trainers avoid using

human feelings and characteristics to describe the animals they are training? How does it

relate to what we learned in this class?

4. Why is it important to know the animal or person you are teaching? Use an example from the

book and one from your own life to elaborate. Also, explain and describe the author’s three

general rules before teaching a behavior.

5. How does positive reinforcement work better than punishment? If punishment is used, how

should it be implemented and what are the side effects? Why do humans tend to resort to

using punishment?

6. What is essential to do when using positive reinforcement? Pick a behavior you would like to

teach to someone in your life (ex. significant other, family member, friend, roommate, or

coworker). Provide examples of how you would reinforce this behavior, according to the

book.

7. What behavioral technique does the author explain as teaching baby steps? Explain

thoroughly. What are the issues when using the sink-or-swim approach or the trial by fire

approach when teaching approximations of a behavior? What is the science of using baby

steps? How have you used baby steps in your life?

8. What is the least reinforcing scenario? How have you used LRS and has it worked?

9. How did the author teach incompatible behaviors with people in her life? Describe two

incompatible behaviors you would like to use with people in your life and your own.

10. How well did you think the author described the behavioral techniques we learned in class?

Do you think this book gave you a better insight to how you can use behavior techniques in

your own life? Would you recommend this book to someone who had no idea about behavior

analysis? Why or why not?

Article Report Instructions (50 points for each group member) For this assignment, you and 1-2 other students will work together to deliver a presentation to the

class on a research article you saw referenced in the course textbook on a topic that seemed

interesting to you. You may create your presentation using Microsoft PowerPoint or using cloud-

based presentation software at www.prezi.com. Your presentation should be approximately 10 min in

duration and include approximately 12-15 slides. Presentations will be delivered December 8.

Upload your presentation to the dropbox folder in D2L.

Please organize your presentation around the following questions.

1. What is the title, author, and year of the article? Provide its full citation.

2. What was the purpose of the study? What problem were the authors trying to solve? Provide

some background information provided in the article that leads up to the purpose of the study.

3. Who were the participants used in the study? Why were they selected for the study – what

behavioral issues did they have?

4. What research design did the authors use for the study, and why do you think they chose this

design?

5. Using your own words, what in general was done in the procedures? i.e., how was behavior

defined and measured, and what was the intervention?

6. Using your own words, describe in general the results. Do you think the intervention was

successful?

7. What are two limitations or two future directions the authors discuss in the Discussion

section?

8. What did you think was the coolest thing about the intervention the authors studied, or the

problem they attempted to solve? Name three ways this study seemed consistent with

anything you learned in this class.

BCaBA Undergraduate Syllabus Addendum

Students earning a Bachelor’s degree in Behavior Analysis and Therapy have the opportunity to fulfill, in part, the

requirements for becoming a Board Certified Assistant Behavior Analysis® (BCaBA®). The BCaBA is an

undergraduate-level certification in behavior analysis. Professionals who are certified at the BCaBA level may not

practice independently, but must be supervised by someone certified at the BCBA/BCBA-D level. In addition,

BCaBAs can supervise the work of Registered Behavior Technicians, and others who implement behavior-analytic

interventions. Obtaining certification as a BCaBA improves job applicants’ eligibility and qualification for many

positions in the field of behavior analysis. Requirements for the BCaBA are outlined in the table below

As outlined in the table above, the degree you receive and the courses you complete as part of the degree

requirements for a Bachelor’s in Behavior Analysis and Therapy will be accepted by the Behavior Analyst

Certification Board. However, the experience hours required to sit for the examination are not provided by

participation in this program. In order to obtain these experience hours, an applicant must seek out an external site

and supervisor. These experience hours may be obtained during or following completion of the program (see the

BACB Experience Standards). In addition, the Behavior Analysis and Therapy program does not administer the

examination; an applicant must first apply to take this exam through the BACB (fees apply) and take the exam

through Pearson VUE (fees apply).

Requirement Description

Fulfilled by completion of

degree requirements for a

Bachelor’s in Behavior

Analysis and Therapy

Degree

Applicants must possess a minimum of a bachelor’s degree

from a qualifying accredited institution. The bachelor’s degree

may be in any discipline.

Yes

Coursework

Coursework must come from a qualifying accredited

institution and cover the required content outlined in the

BACB’s Fourth Edition Task List and Course Content

Allocation documents. Only courses where the applicant was

formally enrolled and earned a passing grade (“C” or better for

graded courses) are acceptable.

Yes

Experience

Applicants must complete 1000 hours of supervised

independent fieldwork that fully complies with all of the

current BACB Experience Standards.

For more information, visit: http://bacb.com/wp-

content/uploads/2015/08/150824-experience-standards-

english.pdf

No

Examination

Applicants must take and pass the BCaBA examination.

Authorization to take the exam is only provided to applicants

who have submitted a complete exam application to the

BACB, including all documentation necessary to demonstrate

that they have met all of the criteria above.

For more information, visit: http://bacb.com/examination-

information/

No