Syllabus

ED687 ABA Internship Part 1: FBA & BIP (Online)

Arcadia University Special Education Spring 2011 Robyn Catagnus, EdD, BCBA-D E-mail: robyn@rethinkautism.com Phone: 215-932-0390 Fax: 888-932-0390 Meeting day and time: XXXXX XXXXXX

Welcome! Welcome to your Arcadia University course, ED687 ABA Internship 1: FBA and BIP. You will be required to complete all course activities, meet online for group supervision for 1.75 hours per week, & meet directly with your field supervisor for an additional 1.75 hours per week. You are required to work in the field engaging in behavior analytic activities for 25 hours per week, but your group and direct contact hours (3.5) do count toward that 25 hours. During work hours, students will be engaged in activities that develop their behavioral skills, as described in the BACB webpage (http://www.bacb.com/becom_frame.html): Internships are designed to help the students generalize information learned in coursework from theory to practice. The student will work in their selected practicum site and a BCBA site supervisor. The internships will focus on case development where students conduct functional assessments, select interventions and evaluate treatment effects through the use of data. Specific interventions and ethical principles will be addressed with the group and individually on a regular basis. Additional readings and discussions will increase the students knowledge of behavioral procedures, report writing, and working and consulting with teams. Activities will also help students prepare for the BCBA exam. This course offers a way to continue your skill development through supervised practice. The purpose of this course is to provide a forum for the discussion of experiences and issues pertinent to the application of behavior analysis in the field. Seminar discussions are expected to help reinforce/supplement experiential learning. Participants will learn, not only from their own experiences, but also from the experiences of others. It is expected that students will (a) reflect on and learn from their own practice;

(b) interact with other professionals in a consultative, collaborative manner; and (c) critically think about professional issues. Please note that until the Practicum Agreements are all signed and completed you may not begin logging hours toward your internship. When selecting the practicum site, it will be important to consider the following points: - Select a program that offers behavioral services and a range of opportunities across ages and intervention options. - Ensure that the agency has a hired field supervisor who is qualified as a behavior analyst (BCBA required), with at least three years experience in behavior therapy. - Make sure that the agency will allow you to participate in professional development and other activities related to behavior analysis (e.g., attending meetings, researching literature, supervision of staff, etc.). - The agency must allow you to have access to pertinent client information to allow you to assess behavioral concerns, collect data, program and implement behavioral interventions and consult with other staff working with the client(s). - You should identify a student or individual with a mild to moderate problem behavior, not one that is severe or dangerous. Course Description Students will work at least 25 hours per week for 14 weeks in activities related to behavior analysis, they will be supervised weekly by an on-site supervisor for 1.75 hours and they will participate in online group supervision once a week for 1.75 hours. Conducting assessment activities related to the need for behavioral interventions 1. Designing, implementing, and monitoring behavior analysis programs for clients 2. Overseeing the implementation of behavior analysis programs by others 3. Engaging in other activities normally performed by a behavior analyst that are directly related to behavior analysis such as attending planning meetings regarding the behavior analysis program, researching the literature related to the program, talking to individuals about the program; plus any additional activities related to oversight of behavioral programming such as behavior analyst supervision issues, or evaluation of behavior analysts' performance. (Examples of activities that are not appropriate as experience activities include: attending meetings with little or no behavior analytic content, providing interventions that are not based in behavior analysis, doing non-behavior analytic administrative activities, or any other activities that are not directly related to behavior analysis.) During direct supervision meetings, student and supervisor will review the work being completed to analyze situations, determine steps to be completed, problem-solve specific issues, review data, assess

the effectiveness and the integrity of the interventions, and address ethical considerations. The supervisor will complete BACB-approved documentation of these meetings. These interactions will provide opportunities to discuss selected case studies and practice additional skills through reading and discussion. Course Objectives: 1. Students will demonstrate knowledge of the ethical and legal issues associated with functional assessment and behavior intervention. 2. Review and utilize research related to the behavior to be changed. 3. Operationally define target behaviors. 4. Develop and utilize several data recording procedures and select the most efficient, reliable, and valid procedure. 5. Students will learn how to conduct, and will complete, a satisfactory functional assessment of behavior (FBA). 6. Students will learn how to develop a satisfactory positive behavior intervention plan (BIP). 7. Students will learn how to evaluate a positive behavior intervention plan (BIP). 8. Collect inter-observer reliability data during baseline and treatment phases. 9. Select the best data display to effectively communicate progress. 10. Monitor the effectiveness of the behavioral intervention and make changes in the procedures as needed based on data. 11. Develop and use a treatment integrity checklist to ensure plan fidelity. 12. Include behavior change procedures that will promote stimulus and response generalization and maintenance. Assess change and revise programs to maximize generalization and maintenance. 13. Orally defend his/her written social behavior change program proposal. Required Materials Software Eversole, S. (1998). CBA learning module series [Computer software]. Woodbury, CT: Behavior Development Solutions. (**This software requires access to a PC and does not work on mac. If you are a mac user, you will need to locate a PC from a friend, family member, or library at AU.) Text Books Umbreit, J. Ferro, J, Liaupsin, C.J., & Lane, K.L. (2007). Functional behavioral assessment and functionbased intervention: An effective, practical approach. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. ISBN: 0-13-114989-X. Sulzer-Azaroff, B., and Associates (2008). Applying Behavior Analysis Across the Autism Spectrum: A Field Guide for Practitioners. Cornwall-on-Hudson: NY, Sloan Publishing, LLC.

Online Reading http://bacb.com Behavior Analysis Board Certification Guidelines for Responsible Conduct Browning-Wright, D., & Cafferata, G. (2007). The BSP desk reference: A teacher and behavior support teams guide to developing and evaluating behavior support plans for behaviors that interfere with the learning of students and/or peers. Los Angeles, CA: Positive Environments, Network of Trainers. Retrieved August 9, 2010, from http://www.pent.ca.gov/dsk/bspmanual.html Articles 5 journal articles related to individual project (to be found by you, suggestions provided) Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97. Recommended Supplemental Readings: ONeill, 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. For the administrators or business owners in our class: Mager, R. & Pipe, P. (1997). Analyzing performance problems. Atlanta, GA: Center for Effective Performance. Since this course is online (though the practicum site is face-to-face), all students need to have regular access to a computer system that meets specific hardware and software requirements. (A general listing of hardware and software needs can be found at http://student.arcadia.edu/online.) Beyond this, having access to a broadband high speed Internet connection (e.g. DSL, cable, etc.) will afford maximum ease of all Course requirements although dial-up connection should also allow participation but at a much reduced efficiency level. Students will need to have access to Microsoft Office as well as several other software packages which are available either free or by virtue of being an Arcadia University student; these include Blackboard, Skype (www.skype.com), and Wimba (www.wimba.com via Blackboards Live Classroom).

Specific class materials may be distributed online through Blackboard throughout the semester. Additional articles and materials may be provided or assigned during the semester. A headset speaker with microphone will be needed for several classes.

Computer stations are widely available throughout Arcadia University as well as Pennsylvanias public libraries for students without personal computer access. Students needing to strengthen their computer skills should contact the Arcadia University Computer Center that has labs that are open seven days a week on a walk-in basis during posted hours. Student consultants are on-duty to answer questions and troubleshoot problems computer related problems.

Prerequisites Before taking this course, students should have completed three of the five courses in the Applied Behavior Analysis Certification Program. These courses include ED661: ABA I; ED681: ABA II; and ED682: ABA III. The experience is seen as a culminating experience that addresses all performance standards previously addressed within your previous 3+ ABA courses thus far. Minimum Technical Skills Expected 1. 2. 3. 4. 5. The ability to use a modern web browser, like Internet Explorer or Firefox, to navigate websites. The ability to use your Arcadia e-mail address to send and receive e-mails. The ability to learn My Arcadia features found in the Tutorials section of the course, as needed. The ability to use word processing software to read, author, edit and save documents. The ability to use a search engine, like Google, to find information on the web.

Resources available In compliance with the Arcadia University policy and equal access laws, appropriate academic accommodations can be made for students eligible for such support. Students are encouraged to register with the Disability Services Office. Please contact either Kathryn Duffy (215-572-2122) or Linda Pizzi (215-572-4068) to verify your eligibility for appropriate accommodations. You can also reach the Disability Support Services website at http://www.arcadia.edu/academic/default.aspx?id=15850. Please speak to me about any requests for academic accommodations or other concerns as early in the semester as possible.

Writing Center The Arcadia University Writing Center operates on a collaborative, peer-to-peer tutoring model aimed at making better writers, not just better writing. Through open-ended talk, inquiry and writing, we help others better understand their own idiosyncratic writing processes. We believe when students understand themselves as writers, they can adapt responsibly to a wide variety of rhetorical situations across the disciplines.

Students from ALL disciplines, and at ALL stages of the writing process (prewriting, drafting, revising) come to the Writing Center to meet with trained consultants. There are also consultants on staff who have received additional training in how to support ESOL writers. You can schedule an appointment by calling (215-572-4051), dropping by the Writing Center (Landman Library, Lower Level), emailing us at writingcenter@arcadia.edu or by filling out our scheduling form. Here is the link to the form http://www.arcadia.edu/writing-center-appt-form/. A consultant will email you to confirm your appointment.

Evaluation While the application of the skills learned is of the foremost importance for this course, the importance of grades is recognized to verify participation and learning. Grades are performance based and criterion referenced. Overall course grades will follow the following grid, based upon Arcadia Universitys grading system for graduate courses. Course Grading A+ A AB+ B BC+ C CD F Excellent; 100 % + 4.0 Excellent; 95 99 % 3.7 Very Good; 90 94 % 3.3 Very Good; 85 89 % 3.0 Good; 80 84 % 2.7 Passing; 75 79 % 2.3 Passing; 70 74 % 2.0 Passing; 65 69 % 1.7 Failing; < 65 % 1.0 Failing; < 60 % 0.0 Failing

A grade of Incomplete (I) is given only due to illness, death in the family, severe personal problems, or other reasons beyond the students control. Procrastination or lack of time is not a valid reason for an Incomplete grade Course Evaluation, Grading, and Academic Integrity Every effort will be made available to keep students informed and aware of the internship expectations and how they are doing in regard to these expectations. Regular check-ins with each student will occur throughout the semester. Each component of the internship will be considered for the final grade. Grading is as follows:

The following tasks are not graded, but are mandatory to pass. You must complete all 4 tasks to pass the course. Students who do not complete will either fail or receive an Incomplete based on their overall performance in the course. 1. Passing score on all 5 modules of study with CBA Learning Modules. 2. 15 Weekly Fieldwork Forms Signed by on-site supervisor. 3. Weekly Activity Log documenting at least 25 hours per each week in the field You will be given an incomplete if you dont: 4. Attend 15 weekly online supervision sessions Course grade for passing students will be determined by:

Points
15

Task
15 Weekly updates posted to discussion forum. All 15 posts are mandatory to pass course.

2 2 2 2 2 2 2 5 15 4 4 4 4 5 5 10 70 4 5 5 4 10 30 4 5 10 20 70 322

Complete Contract Form Field Facilitator Agreement Student Agreement Supervisor Agreement Description of Field Setting Meeting with Program Coordinator/Field Facilitator Final Objective and Parent Consent Take and Analyze ABC Data Functional Assessment Interview Video Consent Forms Prepare for Literature Review Journal Article Review 1 (ABA) Journal Article Review 2 (Conceptual) Design Measurement Plan Graphing FBA Summary and Presentation Facilitator's Assessment Measurement Article Review Collecting Data Trial the Intervention Journal Article Review 4 Turn in IOA Behavior Intervention Plan Journal Article Review 5 Progress Report Treatment Integrity Checklist Final Graph and Summary of Results Facilitator's Assessment Total

Grades will be collected from the individual supervisor in for the form of weekly Fieldwork forms and 2 assessments and the online supervisor will enter them into the online course. Academic integrity, or the lack of it, is a most serious matter. Cheating and plagiarism cannot be tolerated. Sensible procedures to handle this are found in faculty and student handbooks; these rules will be followed exactly.

Online Course Format

This course is being presented in an online fashion. It is important that you login on a regular basis (daily if possible) and work on a consistent basis to complete your requirements. Since this is a very rigorous and fast-paced course, it will be imperative that you participate in the course regularly and never fall behind. Also, the Cyber Cafe is available for you to develop community outside of the course content. You will need to be self-motivated and try to stay as organized as possible; developing a schedule would be a good idea. I also suggest that you login in the beginning of the week and copy all assignments to a Word document. This will allow you to construct a quality answer, spell check, grammar check, and copy and paste it into the forum before our online class meets. Accessibility Needs If you have a disability and require instructional modifications or accommodations, please discuss this with the instructor at the beginning of the semester. For further information about Arcadia Universitys academic accommodations or modifications, contact the Education Enhancement Center at 215-5724033, e-mail at eectutor@arcadia.edu, or at Taylor Hall Rm. 202. Due dates All Assignments must be turned in by midnight on Sunday of each week. Late assignments will not be accepted. Please discuss any special issues as soon as you know about them. Excuses like my printer broke or my internet was down will not be accepted particularly because you are expected to participate a few times during the week, not just one visit to the course. (Because some of the assignments are contingent upon completion of activities outside the college classroom, it may be that extenuating circumstances may prevent these assignments from being completed on the assigned due date. However, this does not excuse the student unless the circumstances are explained in advance of the due date and the instructor grants permission. For these assignments, lateness will result in a loss of 25% points/day for each day late; assignments will not be accepted or graded after the third day.)

Attendance The internship program requires students to complete a supervised internship of 750 clock hours through two courses. Participation in each and every session is required in order to complete the expected supervision hours. Students who do not complete the scheduled hours per semester will receive an incomplete grade, and must complete the practicum time in the following semester. Mastery Learning to conduct Functional Behavioral Assessments (FBA) and to develop Behavior Intervention Plans (BIP) is the result of an accumulation of separate but related skills; with each skill building on the previous. Acquisition of the requisite knowledge regarding the basic principles and procedures of FBA and positive behavioral programming best facilitated through mastery based learning such that movement from one phase to the next should be based on demonstration of a particular skill before moving on to the next skill. Students will benefit most by completing the application exercises for each Chapter of the text, completing all assignments, and by developing and implementing an intervention, following the step by step procedures outlined as Method 1, Method 2, and Method 3. If you dont show mastery at a level, are slowed down, and do not complete all requirements of the course on time, you may be required to take the course again. Writing This course requires strong writing skills. I absolutely expect high quality spelling, grammar, and punctuation. If you worry that you will have less than exemplary report writing, I strongly encourage you to have your final papers edited at the writing center or to otherwise seek outside tutoring. I will deduct points for poor writing and I will not give you technical corrective feedback at this point in your graduate education. Writing reports is a key activity of behavior analysts and while I will help shape the content of your text, you are responsible for written quality overall. Time Requirements It is expected that this project will require approximately 5 to 6 hours of direct service per week at the field site. Time will vary depending on variables such as the severity of the behavior and type of intervention planned. Time working directly with the individual for the behavior change project is in addition to time needed for the 1.75 hours per week for the in-class component, 1.75 hours with your on-site supervisor, and time to complete assignments. Practicum time can be carried out during hours of employment as long as the employer approves this. Please plan accordingly. Supervision Meeting Format: Students will take turns leading both large and small group discussions. Some course activities will be completed during meetings. Each meeting will include a topical discussion, review of assignments, field-based issues to discuss, a break, and break out discussions. Contacting Instructor

Instructors have additional responsibilities and assignments. I do read emails and will respond however there are times when I am out of town or otherwise unable to respond. I will respond as quickly as possible and typically do so within 24-48 hours at the latest. Discussion Etiquette In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on the basis of research in the field. At times, some of you will not agree on the positions that are taken in the forum. This diversity is welcomed. However, each student must exercise respect for the thoughts and comments that are posted by their peers. If any comments are inappropriate or of an offensive nature, they will be removed from the forum and I will address the issue with the author of the content. Please follow the following guidelines: Never post, transmit, promote, or distribute content that is known to be illegal. Never post harassing, threatening, or embarrassing comments. If you disagree with someone, respond to the subject, not the person. Never post content that is harmful, abusive, racially, ethnically, or religiously offensive, vulgar or otherwise potentially offensive.

Course Requirements, Projects, and Assignments Participation Active participation is an integral part of this course in order to practice applied behavioral skills and to assess and treat behaviors in the real world. Because this class is presented online and not in a traditional classroom format, it is even more imperative to use various means of learning as well as a variation of ways in which to interact with others. Expect to spend 3-4 hours on this component each week. o o Students are expected to participate in all sessions by completing all assignments and discussions posted. If it is necessary to miss assignments or delay participation beyond the specified week, the student is expected to notify the instructor as soon as possible, and before assignments are due.

Readings - These assignments will assist students to develop richer understandings of the conceptual and practical aspects of behavioral work. Behavior analysts are expected to turn to scientifically validated research to answer questions for themselves. These readings will offer an opportunity to reflect on specific intervention topics. This will occur via: o Reviewing assigned articles or chapters on a particular topic. o Students will lead a discussion online, by providing a review and comparison or contrast of the ideas read, providing stimulus questions, issues or problems to probe, activities, or areas of research for other students to respond or analyze online.

CBA Modules - The purpose of these testing and learning modules is to assess your knowledge of the task list content, provide practice on exam questions, help you build fluency, and to provide you feedback on the extent to which you are mastering key concepts. You will need to devote a substantial amount of time each week to working on these modules. You can not pass the course until you demonstrate mastery of each of the 5 assigned modules.

Practicum Assignments - Students will complete weekly field forms, signed by on-site supervisor. The behavioral intervention program is to be approved by the on-site supervisor and AU faculty member before implementation. It is in the best interest of students to keep up with the recommended time line for completing ongoing practicum assignments, however, when attempting to change real behaviors with real people, uncontrollable things happen that may delay (or possibly speed up) the rate of completion. It is the responsibility of each student to inform the instructor immediately if any complication arises that may drastically affect pacing of the course. In addition, even pre-approved late assignments will lose points. Article Reviews - Students will complete 5 reviews of journal articles in the field of ABA or related to selected interventions. Functional Assessment-Based Intervention (FABI): Projects - The purpose of this project is to provide you an opportunity to conduct a functional assessment and use the information to design, implement, and evaluate an intervention based on the functional assessment data. You will share your FBA results and your BIP with peers during class. Each student will provide indepth review & assessment of 2 other students BIPs. Drafts of each of components of the behavior intervention plan will be due as the class progresses. Drafts must be submitted in order to engage in peer review and revisions during class. The final paper (and grade) will be a culmination of each of the components incorporating my and your peers feedback. The BIP will be graded using a rubric provided on the first day of class. It is expected that students will use the feedback to revise each component in their final paper. The quality of the revisions in the final paper will be reflected in the final grade. Functional Assessment-Based Intervention (FABI): Presentation -The purpose of the short power point presentation is to (a) share the FABI with your peers, (b) gain experience in the use of technology, and (c) refine your public speaking skills. You are required to distribute copies of the power point to your classmates (3 or 6 slides per page). Specific components to be included in the handout will be discussed in class. Results presentation will be posted on Blackboard for full class review during Class 15.

Unit Schedule Weekly update discussion posts and practicum logs are due every session.

Unit 1 Objectives Define a functional behavior assessment. Explain why is it important to consider the function of the behavior. Describe how we determine if an event or object is a reinforcer given that perceived desirability is not an indicator of a reinforcer. State potential problems that could occur if an intervention is developed without considering the function of the behavior. Identify a practicum site.

Unit 1 Readings (Links to Documents are in the Course) Syllabus Form 0 Progress Chart Assignments(2).docx Some Current Dimensions of. Baer Wolf Risley.pdf Chapter 1: Review: A Functional Approach to Problem Behavior BACB Conduct Guidelines (Guidelines are on web site: click on about BACB, then find Conduct Guidelines on left hand column.) Forms Due Every Week Practicum Forms Units 1-3 Suggested Articles for Consideration.docx BIP Template.doc BIP Scoring Guide.pdf

Unit 1 Assignments Start Ethics Module Progress Chart Assignments Individual Contract

Unit 2 Objectives 1. Turn in all Practicum Forms and begin accruing hours. 2. Describe the importance of defining the problem behavior 3. Distinguish behaviors from non-behaviors 4. Define a target behavior in terms that are sufficiently specific 5. Select a replacement behavior to take the place of a given target behavior Unit 2 Readings Section 4- Defining Behaviors.pdf

Chapter 2: Defining the Problem: Identifying the Target and Replacement For data collection and analysis throughout the semester, you'll need to choose a variety of forms. Skim: Section 3 - Forms.pdf

Unit 2 Assignments 2.1 Contact Information 2.2-2.4 Practicum Agreements 2.5 or 2.6 Description of Setting

Unit 3 Objectives 1. Understand the reasons for conducting functional assessment interview 2. Become familiar with a specific format and procedure for completing functional assessment interviews with teachers, parents, and students 3. Choose a final objective for behavior change project Unit 3 Readings Student Assessment.docx Student Assisted FAI.docx Preliminary Functional Assessment Survey.docx Section 9 - Behavioral Goals.pdf Chapter 3: Defining the Problem: Functional Behavioral Assessment: Interviews

Unit 3 Assignments MODULE: Ethical Considerations 3.1 Meeting w/ Program Coordinator 3.2 Final Objective and Parent Consent

Unit 4 Objectives 1. 2. 3. 4. 5. 6. 7. Explain the A-B-C Model and its uses and limitations Explain the concept of the antecedent Explain the concept of the consequence Identify appropriate times to collect A-B-C data Identify or construct an A-B-C data collection form Identify the necessary amount of A-B-C data that should be collected. Explain how specific principles of behavior are used to determine the function of a target behavior.

8.

Use data collected through interviews and observations to determine the function of a target behavior. 9. Determine whether a target behavior serves a single function or multiple functions. 10. Use the Function Matrix to systematically determine the function of a target behavior. 11. Write a statement that describes the function of a target behavior. Unit 4 Readings Chapter 4: Functional Behavioral Assessment: Direct Observation Chapter 5: Determining the Function of the Behavior: Using the Function Matrix Section 6 Functional Factors

Unit 4 Assignments ABC Analysis Summary of ABC

Unit 5 Objectives 1. Use the function-based intervention model 2. Link the results of FBA to an appropriate intervention method 3. Develop an intervention when the FBA results indicate the student cannot perform the replacement behavior 4. Explain how the assessment information leads to the selection of the intervention method. 5. Summarize the process of implementing the selected intervention method. 6. Describe the how the intervention is translated into a Behavior Intervention Plan. 7. Identify and prevent common errors in developing and implementing function-based interventions. Unit 5 Readings Chapter 6: Intervention Method 1 Chapter 14: The Entire Process When Using Method 1: Teach the Replacement Behavior Section 7- Teaching and Reinforcement

Unit 5 Assignments MODULE: Behavioral Assessment Journal List Video Consents

Unit 6 Objectives 1. Describe the role of antecedent manipulations in reducing problem behavior and increasing replacement behaviors 2. Identify research-based antecedent manipulations that have been successfully used to decrease problem behavior and/or increase task engagement. 3. Link the results of the Functional Behavior Assessment (FBA) to Method 2 of the Function-based Intervention Decision Model 5. Develop interventions when the FBA results indicate antecedents represent ineffective classroom practices. 6. Explain how the assessment information leads to the selection of the intervention method. 7. Summarize the process of implementing the selected intervention method. 8. Describe the how the intervention is translated into a Behavior Intervention Plan. 9. Identify and prevent common errors in developing and implementing function-based interventions. Unit 6 Readings Section 5 - Environmental Factors.pdf Chapter 7: Intervention Method 2: Improve the Environment Chapter 15: The Entire Process When Using Method 2: Improve the Environment

Unit 6 Assignments 6.4 Journal Article Report 6.5 Journal Article Report

Unit 7 Objectives 1. 2. 3. 4. 5. 6. Link the results of the FBA to Method 3 of the Function-based Intervention Decision Model Develop interventions that focus on contingency manipulations. Explain how the assessment information leads to the selection of the intervention method. Summarize the process of implementing the selected intervention method. Describe the how the intervention is translated into a Behavior Intervention Plan. Identify and prevent common errors in developing and implementing function-based interventions.

Unit 7 Readings Section 8- Reactive Strategies.pdf Chapter 8: Intervention Method 3: Adjust the Contingency Chapter 16: The Entire Process When Using Method 3: Adjust the Contingencies

Unit 7 Assignments

7.1 Graphing FBA Data 7.2 Journal Article Report

Unit 8 Objectives 1. Orally defend his/her written functional assessment summary 2. Display data from an FBA visually 3. Improve public speaking skills Unit 8 Readings Competing Pathways Chart.pdf (Instructor Activity to Follow) Section 12 - Resources- environment, teaching, reinforcing.pdf Section 13- Reactive Strategies .pdf

Unit 8 Assignments Present FBA Results Shared 8.0 FA Summary Statements Graphs 8.1 Facilitators Assessment 8.2 Measurement Article Sections 1-4 BIP

Unit 9 Objectives 1. 2. 3. 4. 5. Select an appropriate measurement system Select an appropriate time to collect data Record useful data Assess interobserver agreement (IOA) Avoid problems that can compromise data

Unit 9 Readings Chapter 9: Identifying an Appropriate Measurement System

Unit 9 Assignments MODULE: Measurement of Behavior 9.1 Collecting Data **See 11.1 IOA b/c although it is due in 2 weeks, you need 3 points of IOA data during baseline!

Sections 5-7 BIP

Unit 10 Objectives 1. Arrange the conditions needed to test a function-based intervention 2. Avoid common error that compromise the usefulness of intervention-testing data Unit 10 Readings Chapter 10: Testing the Intervention

Unit 10 Assignments 10.1 Trialing Intervention 10.2 Journal Report Sections 8-11 BIP

Unit 11 Objectives 1. Describe the rationale for developing a Behavior Intervention Plan 2. Name and describe the key elements of a Behavior Intervention Plan 3. Given background information and data, develop a Behavior Intervention Plan Unit 11 Readings Chapter 11: The Behavior Intervention Plan

Unit 11 Assignments Form 11.1 IOA: Testing Your Recording Method Sections 12-14 BIP

Unit 12 Objectives 1. Orally defend his/her written social behavior change program plan 2. Display results of a behavioral baseline 3. Improve public speaking skills Unit 12 Readings Chapter 11: The Behavior Intervention Plan

Unit 12 Assignments Presentation of Final Behavior Intervention Plans

Unit 13 Objectives

1. 2. 3. 4.

Define social validity, treatment integrity, generalization, and maintenance. Assess social validity from teacher and student perspectives. Monitor treatment integrity. Enhance generalization and maintenance of intervention outcomes.

Unit 13 Readings

Section 10- Communication and Teaming .pdf Chapter 12: Factors that Affect Success: Social Validity, Treatment Integrity, and Generalization and Maintenance

Unit 13 Assignments Generalization Article MODULE: Selecting Intervention Outcomes and Strategies

Unit 14 Objectives 1. 2. 3. 4. 5. 6. 7. 8. Properly monitor the outcomes of the intervention Properly monitor the implementation of an intervention Organize data into a clear, useful graph Assess social validity at the proper times Use social validity data to improve an intervention or its implementation Assess generalization Identify the appropriate point at which to begin fading an intervention Fade an intervention at the proper speed

Unit 14 Readings Chapter 13: Monitoring the Intervention and Analyzing Outcomes

Unit 14 Assignments 14.1 Progress Report 14.2 Treatment Integrity Checklist

Unit 15 Objectives 1. Display results of a behavior change project 2. Improve use of technology 3. Improve public speaking skills Unit 15 Readings None Unit 15 Assignments Present Final Results & Graph 15.1 Field Facilitator Evaluation Course Evaluation

Finals Week Assignment MODULE: Displaying and Interpreting Behavioral Data