Lahore University of Management Sciences

Behavior Analysis for Effective Teaching

Spring 2024
Instructor Aaishay Haque
Room No. SOE 3rd Floor Library
Office Hours 9:00AM to 10:20AM
Email aaishay.haque@lums.edu.pk
TA

Course Basics
Credit Hours 3
Lecture(s) Nbr of Lec(s) Per 2 Duration 1 Hour 15 minutes
Week

COURSE DESCRIPTION

The scientific study of behavior, also known as Behavior Analysis, has been used widely to improve teaching and increase learning across
content areas, grade levels, and student populations, as well as manage disruptive learning behaviors. Based on a single subject approach,
its technologies allow a teacher to assess, monitor and design instructional programs that cater to individual student needs, a quality that
has led to its widespread use in special needs classrooms for nearly 60 years, in addition to informing teaching strategies for atypical
educational settings.

This course aims to equip students with key behavior analytic knowledge and strategies that allow them to effectively teach a diverse
population, including students with special needs such as Autism or ADHD, regardless of class level, or the specific curriculum being taught.
We examine the science of behavior, mechanisms of learning and reinforcement, functional assessment methods to understand the causes
of behavior, and function based learning tools and techniques adapted for the classroom. The course then moves towards setting
behavioral objectives for academic goals, developing programs to shape desirable classroom behavior, decrease problem behavior and
teach students self-management strategies. The course also presents special considerations on the ethics of punishment in an educational
setting, as well as why and how to avoid it. Throughout the course, concepts are illustrated through examples of their application in a wide
variety of classroom settings, from early years to college level.

COURSE OBJECTIVES

• Discuss key behavior analytic concepts as they apply to teaching in a classroom setting
• Cover basic functional assessment methods to observe and record behavioral data
• Discuss common behavior change strategies and function based learning techniques for a classroom learning objective
• Address punishment as a behavior analytic concept, and the rationale for its avoidance when designing an effective teaching
program.

Learning Outcomes

At the end of the course, you should be able to display a clear understanding of:
• How to observe behavior and identify functional relations between behavior and the environment
• How to select, define, and present behavioral learning objectives to students
• Considerations when designing a behavior change programme to implement in a classroom setting for effective teaching
• Appropriate and inappropriate use of behavior reduction contingencies in educational settings
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Grading Breakup and Policy

Attendance: 5%
Class Participation: 15%
Assignment(s): 20% (Study guides x 4)
Pop Quizzes: 30%
Final Exam: 30%

Grading
Attendance: 5%
Class Participation: 15%
Assignment(s): 20% (Study guides x 4)
Pop Quizzes: 30%
Final Exam: 30%

Class Attendance 5%: You are allowed 2 unexcused absences throughout the semester. However, you are highly discouraged to use these,
as the weekly lectures are very closely linked together, and missing a class may result in you feeling irrevocably lost.
• You will be marked “late” if you arrive 5 minutes past the class start time. 2 Lates equal 1 absence
• You will be marked “absent” if you arrive 10 minutes past the class start time and/or leave earlier than 10 minutes before the
class ends

Class participation 15%: Students are expected to actively participate in class discussion. The readings are extensive and to have a fruitful
conversation, it is essential that you complete the assigned readings before coming to class. Meaningful questions asked may also
contribute towards CP points.
• If you struggle with public speaking, please contact the instructor no later than the end of week 2.

Study Guides 20%: Students will have to complete 4 study guides throughout the semester. The guides will be given to the students 1 week
prior to the session in which they are due. These will consist of between 5 to 10 short answer and/or mini case-based questions drawing on
content from the readings and/or applying concepts to practical classroom scenarios (short case-based questions). This is an open-book,
take home component. Late submissions will be subject to 10% marks reduction per each day they are late (e.g. if the study guide is
of 30 marks, submitting a day late will result in 3 mark reduction i.e.10%)

Pop Quizzes 30%: Pop quizzes (10 marks) consisting of short answer questions and MCQs will be conducted every other week. They can be
taken in either class of the concerned week. 7 quizzes will be conducted (n-1 applies). The quiz will be based on material covered between
since the last quiz where applicable.

Final Exam (30%):

This will be an in-person exam, and will include a combination of MCQs, short answer question and case study questions that will test the
students understanding of and ability to apply behavior analytic strategies learned in the course to hypothetical classroom scenarios. For
the case study questions, students may have to:
- Identify key behavior analytic processes occurring in the case
- Behavior analytically define the target behaviors and behavioral objectives of the case
- Outline a plan for behavioral assessment
- Provide an outline for a behavior change strategy that fits the needs of the case

The Golden Ticket

Everyone gets a single golden ticket to be used at any point in the semester. If used, the golden ticket will provide you
with a 3 day no-questions-asked extension on the study guide submission deadline.
BUT ALSO
If you choose to not use your golden ticket at any point and submit all your study guides on time, you get an additional
2% added to your overall grade at the end of the semester.
CHOOSE WISELY!
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Examination Detail

N/A
Midterm
Exam

Yes/No: Yes
Final Exam Combine Separate:
Duration:
Exam Specifications:

COURSE OVERVIEW
Recommended Objectives/
Week Topics
Readings Application
Introduction to the course – Behaviorism + Fisher, W.W., Piazza, C.C. and
Other Learning Theories Roane, H.S. (2011) Handbook of
Applied Behavior Analysis. The
1. Guildford Press, New York (Ch 23:
Behavioral Approaches to
Education, pages 385 - 389)

Neurotypicality vs neurodivergence: TBD -

Understanding different needs in a
classroom - Understanding the
difference in skillsets
(broadly) and challenging
behaviors between
neurotypical and
2.
neurodivergent (ASD, ID,
related disabilities)
- Understanding difference
in educational
contexts/designs between
mainstream, inclusive and
special education schools
Key concepts in Applied Behavior Analysis Skinner. B. F. (1953). Science and Quiz 1
(ABA) Human Behavior. New York, NY:
The Free Press (pages 3 - 22)
3.
Vargas, J.S. (2020). Behavior
Analysis for Effective Teaching (3rd
ed.). Routledge. (pages 39 – 54)

Key concepts in Applied Behavior Analysis Vargas, J.S. (2020). Behavior Due: Study Guide 1
(ABA) - Analysis for Effective Teaching (3rd
4. ed.). Routledge. (Chapter 3: How
we learn)

5. Functional behavioral assessments in the Alberto, P. A., & Troutman, A. C. Quiz 2

classroom (2012). Applied behavior analysis for
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teachers (9th ed.). Pearson. (pages
181-192, 206-209)

Cooper, J.O, Heron T.E, Heward W.L.

Applied Behavior Analysis (3rd ed.)
Upper Saddle River, NJ: Pearson;
2020. (pages 641 – 643, Conducting
a Functional Behavior Assessment)

Finding the cause of behavior Vargas, J.S. (2020). Behavior Due: Study Guide 2
Analysis for Effective Teaching (3rd
ed.). Routledge. (Ch 2: finding the
“causes” of behavior)
6.
Alberto, P. A., & Troutman, A. C.
(2012). Applied behavior analysis for
teachers (9th ed.). Pearson. (pages
171-180)

Setting Behavioral Objectives for Education Vargas, J.S. (2020). Behavior Quiz 3
Analysis for Effective Teaching (3rd
7. ed.). Routledge. (Ch 4: Setting goals
to improve achievement)

Behavior Change Programming - Using Vargas, J.S. (2020). Behavior Due: Study Guide #3
Shaping to Teach Analysis for Effective Teaching (3rd
8. ed.). Routledge. (Ch 8: Shaping
Behavior- The Role of Postcedents)

Behavior Change Programming - Antecedent Vargas, J.S. (2020). Behavior Quiz 4

Interventions for the classroom Analysis for Effective Teaching (3rd
ed.). Routledge. (Ch 9: Teaching
9.
concepts and understanding- the
role of antecedents)

Behavior Change Programming – Alberto, P. A., & Troutman, A. C. Due: Study Guide #4
Reinforcement (2012). Applied behavior analysis
for teachers (9th ed.). Pearson. (Ch
10.
8: Arranging consequences that
increase behavior)

Managing disruptive classrooms – Vargas, J.S. (2020). Behavior Quiz 5

Decreasing Behaviors Without Punishment Analysis for Effective Teaching (3rd
ed.). Routledge. (Ch 11: Punishment
& why to avoid it)

11. Alberto, P. A., & Troutman, A. C.

(2012). Applied behavior analysis
for teachers (9th ed.). Pearson. (Ch
9: Arranging consequences that
decrease behavior)

Managing disruptive classrooms – Replacing Alberto, P. A., & Troutman, A. C. Quiz 6

Interfering Behaviors (2012). Applied behavior analysis
12. for teachers (9th ed.). Pearson. (Ch
10: Differential Reinforcement,
Antecedent Control & Shaping)
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Responsible practice: Ethical Considerations Bailey, J.S., & Burch, M.R. (2022). Quiz 7
in ABA + Teaching students to manage their Ethics for Behavior Analysts (4th
13.
own behavior + ed.) (Chapters 1 & 2)

Revision Session Alberto, P. A., & Troutman, A. C.

(2012). Applied behavior analysis
14. for teachers (9th ed.). Pearson. (Ch
12)

Textbook(s)/Supplementary Readings

Uploaded on LMS