THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education

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THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
Department of Educational Psychology and Leadership Studies
Special Education Programs
EPSY 6322
Principles of Learning and Behavior
Fall 2012
Conceptual Framework & Knowledge Base
Classroom Instruction for Individuals with Special Needs
The conceptual framework contains four core
concepts that are themes through which we organize
SPED/SPEA
and deliver3390.60
our programs; hence they are central to
Introduction
Children
our vision toofExceptional
professional
educators and scholars.
These include:
Summer I 2012
 Interculturalism
 Interrelatedness
Syllabus
 Inquiry
 Pedagogical Leadership
College of Education (COE) Mission Statement
 To prepare highly skilled professionals to
assume roles and positions in teaching,
research, educational leadership, and human
development.
 To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the
cultural and linguistically diverse learner.
 To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific educational,
economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas of
science, mathematics, educational technology and intercultural dimension (language,
literacy, culture and interdisciplinary studies in regard to preparing teachers,
counselors, administrators, educational researchers, and professional at all levels, not
only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
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Teacher preparation programs of the College of Education will be central to the
mission of the University and will have national prominence. It will be at the
forefront in programs for English Language Learners and, through teacher
preparation, P-16 and life-long education initiatives will be a model for helping to
close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the local,
regional, and national educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research
regarding the effectiveness of the programs. You will receive one survey in the final
semester prior to graduation regarding your program during your time here. A
second survey will occur within one year following graduation from or completion
of a program, and will be sent to your employer. This survey will focus on the
preparation received at UTB. Please remember that your response to these surveys
is critical to UTB excellence.
Instructor:
Terry Overton, Ph.D., Ed.D. LSSP, NCSP
Office: EDBC 2.116
Phone: 882-7855
Email: [email protected]
Office Hours:
Classroom:
Office Hours:
TSTC University Center Harlingen
Tuesday 2:00-4:00
Wed. 11:00 – 12:00
Thursday 2:00-4:00
Time:
Wednesday 5:00-7:30 p.m.
Required Texts:
Cooper, J.O., Heron, T.E., Heward, W.L. (2007). Applied Behavior Analysis (2nd ed).
Columbus, OH: Pearson.
American Psychological Association (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
Other Required Materials for this Course:
Instructional materials required (but not limited to)include Tk20, an online, academic
electronic workbook required for all COE students to use in building their professional
portfolio providing evidence of mastery of class and state/professional standards. This
software is valid for seven years from the initial purchase date. Additional information
regarding Tk20 is available at http://tk20.utb.edu (paste link into browser) or at the UTB
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Barnes and Noble bookstore. Your verification of Citi Training must be uploaded into the
TK 20 System.
Students are also required to purchase their own liability insurance through the Council
for Exceptional Children.
Other Journal Readings Required: Students will be required to use specific journal
articles for case studies and for learning and writing about behavior intervention
strategies. These specific articles and papers will be required to complete targeted
assignments. Additional sources and references include: Verbal Behavior by B.F.
Skinner, The Measurement of Psychological States Through the Content Analysis of
Verbal Behavior, and will access and use the website of the Behavior Analyst
Certification Board:
Additional Course Information: This course is presented in a hybrid format and
students will work online for approximately 50% of class and will meet face-to-face for
the remainder of the class. Students will work online in weekly modules and will
complete assignments.
Course Description: This course provides an overview of the specific behavioral
techniques and learning theories that are empirically supported for use with individuals
with special needs and behavioral challenges. This course will enable teachers and
behavioral analysts to understand behaviors that challenge learners and individuals with
behavioral challenges. Prerequisite EPSY 6301. Lec 3, Cr 3
Course Objectives: Students who complete this introductory Applied Behavior Analysis course will have
understanding and mastery of the basic principles of learning and behavioral theory. Students will master the
unique terminology, methods, and practices, inherent in behavioral analysis. Students will master the
principles of behavior that are related to explanation, prediction, and control of behavior
in instructional and other settings. These principles are also applied in to organizational settings
and program analysis.
Instructional Objectives:
1. Students will be able to explain the philosophy and principles of learning and
behavioral theories and empirical support for their application.
2. Students will be able to explain determinism and how it relates to behavior
analysis.
3. Students will be able to distinguish between mentalistic and environmental
explanations of behavior.
4. Students will be able to distinguish among experimental analysis of behavior,
applied behavior analysis, and behavioral technologies.
5. Students will be able to explain behavior, including private events, in behavior
analytic (nonmentalistic) terms.
6. Students will be able to evaluate interventions to determine if they are analytic.
7. Students will be able to interpret data from the behavior analytic literature.
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8. Students will be able to define and provide examples of the following:
behavior/response/response class, stimulus and stimulus class, positive and
negative reinforcement, conditioned and unconditioned punishment, stimulus
control, establishing operations, behavioral contingencies, functional relations,
extinction, generalization and discrimination, respondent conditioning paradigm,
echoes, imitation, mands, intraverbals, contingency-shaped and rule governed
behavior.
9. Students will be able to distinguish between the various stimulus classes and types
of reinforcement.
10. Students will be able to design observation graphs for specific case examples.
CEC & BCBA Standards:
ACC1K1
ACC1K3
ACC1S3
ACC2K1
ACC2K2
ACC3K1
ACC3S2
ACC3S3
ACC4S2
ACC4S3
ACC 5S1
ACC5S2
ACC5S4
ACC5S5
ACC5K2
SEBIS 1K1
SEBIS 1K2
SEBIS 1S3
SEBIS 2S1
Needs of different groups in a pluralistic society
Emerging issues and trends that potentially affect the school community
and the mission of the school
Advocate for educational policy within the context of evidence-based
practices
Effects of the cultural and environmental milieu of the individual and the
family on behavior and learning
Theories and methodologies of teaching and learning, including the
adaptation and modification of curriculum
Evidence based practices validated for specific characteristics of learners
and settings
Identify and use the research literature to resolve issues of professional
practice
Use educational research to improve instruction, intervention strategies,
and curricular materials
Design and implement research activities to examine the effectiveness of
instructional practice
Advocate for evidence based practices in assessment
Model ethical behavior and promote professional standards
Implement practices that promote success for individuals with exceptional
learning needs
Disseminate information on effective school and classroom practices
Create an environment which supports continuous instructional
improvement
Moral and ethical responsibilities of educators
Ethical and moral implications of intrusive and aversive interventions
Systems development that promotes fidelity of implementation and
sustainability of behavior intervention plans
Promote a free appropriate public education in the least restrictive
environment
Facilitate and conduct comprehensive person-centered planning that
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SEBIS 2S 5
SEBIS 3S1
SEBIS 3K1
BCBA 1-6
BCBA 1-7
BCBA 1-12
BCBA 2-1
BCBA 2-4
BCBA 2-6
BCBA 2-7
BCBA 3-2
BCBA 6-1
BCBA 6-2
BCBA 6-3
BCBA 6-4
BCBA 6-5
incorporates participation in school, home, community, and vocational
activities
Integrate behavioral, educational, medical, mental health, related services
and personal goals into comprehensive behavior intervention plans
Evaluate the quality of research examining positive behavior intervention
strategies and disseminate new advances and evidence-based practices
Research in positive behavior interventions and supports and applied
behavior analysis that supports individuals with behavior challenges and
their families
Initiate, continue, modify, or discontinue behavior analysis services only
when the risk-benefit ratio of doing so is lower than the risk-benefit ratio
for taking alternative actions.
Identify and reconcile contingencies that compromise the practitionerclient covenant including relationships among the practitioner, the client,
and other parties.
Give preference to assessment and intervention methods that have been
successfully validated, and use scientific methods to evaluate those that
have not yet been scientifically validated.
Explain and behave in accordance with the philosophical assumption of
behavior analysis, such as the lawfulness of behavior, empiricism,
experimental analysis, and parsimony.
Distinguish among the experimental analysis of behavior, applied
behavior analysis, and behavioral technologies
Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley
1968) for evaluating interventions to determine if they are behavior
analytic
Interpret articles from the behavior analytic literature.
Define and provide examples of stimulus and stimulus class
Identify measureable dimensions of behavior (e.g., rate, duration, latency,
or interresponse time).
Define behavior in observable and measurable terms
State the advantages and disadvantages of using continuous measurement
procedures and sampling techniques (e.g., partial, and whole-interval
recording, momentary time sampling)
Select the appropriate measurement procedure given the dimensions of
behavior and the logistics of observing and recording.
Select a schedule of observation and recording periods.
All students are required to complete the CITI Training during the first month of
class. The following training videos should be reviewed online as part of the CITI
training:
“Evolving Concern: Protection of Human Subjects”
“The Belmont Report: Basic Ethical Principles and Their Application”
“Balancing Society’s Mandates: Criteria for Protocol Review
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All certificates are to be uploaded to TK 20 for use in research projects as you move
through the program.
Course Objectives:
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Course Structure
This course will utilize a mixture of lecture, small and large group discussion, group
work, online discussions and posting, and multi-media presentations.
Ethical Concerns
1. Plagiarism and cheating will be dealt with in accordance with university policy.
2. Professional standards of behavior are expected at all times. Confidentiality of
students and colleagues should be maintained. In addition, students are required
to complete the CITI Training on human subjects research in the behavioral and
social sciences. All CITI certifications are to be uploaded in TK 20.
Late Submission Policy and Make-up Exams
All assignments should be turned in on or before the due date to receive full credit.
Except in extreme circumstances, late assignments will be docked 10% for each day
they are late. Make-up exams will be administered only in extreme circumstances,
and reasons for missing an exam should be documented. Students should contact
me in advance of missing an exam, if at all possible.
THE UNIVERSITY GRADING POLICY
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The following criteria will be used in grading student work:
A+, A, & AWork considered distinguished or clearly outstanding. The student demonstrates
clear understanding of course content and exemplary effort in writing, presentation,
and meeting class expectations.
B+, B, & BSuperior work in meeting criteria of assignments and class expectations. Work
indicates a strong understanding of course content and student demonstrates
thoughtfulness, reflection, and effort in completing assignments.
C+, C, & CWork considered average or marginally acceptable.
D+ & D
Work that is marginally acceptable in some instances and unacceptable in others.
F
Unsatisfactory work considered unacceptable.
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EXTRA CREDIT RESEARCH ACADEMY POINTS
Students may earn an additional 3 points for each Research Academy Session. These
points are added to quiz grades. The Spring Research Academy Schedule includes the
following workshops:
The COE Research Council have planned 3 additional workshops for the Spring 2013
semester.
Spring 2013
Research Academy Workshop Calendar
Feb. 23rd
A Review of Qualitative Research- A review of methods and
types of appropriate questions for study
March 23rd
The IRB Process-Human Protection, Ethics, and IRB
Forms- Walking through the process
April 27th
Publication & Proposals for Presentations-Manuscript
Preparation, Proposals, and Professional Organization
Presentations
In each workshop, students review some of the APA writing requirements, research
techniques, and interactive applications. All graduate students in the COE are invited to
attend. These workshops are designed to supplement coursework and offer another
opportunity for students to understand how to read and write research papers.
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and expulsion from the
University. Scholastic dishonesty includes but is not limited to cheating,
plagiarism, collusion, submission for credit of any work or materials that are
attributable in whole or in part to another person, taking an examination for
another person, any act designed to give unfair advantage to a student, or the
attempt to commit such acts. Since scholastic dishonesty harms the individual, all
students and the integrity of the University, policies on scholastic dishonesty will
be strictly enforced. (Board of Regents Rules and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do
not allow your peers to pressure you to cheat. Your grade, academic standing and
personal reputation are at stake.
STUDENTS’ ACADEMIC RESPONSIBILITIES
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Students are expected to be diligent in their studies and attend class regularly and
on time. Students are responsible for all class work and assignments. On
recommendation of the instructor concerned and with the approval of the Dean,
students may, at any time, be dropped from courses. This may result in a “W” or
“F” on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic Continuity Program,
academic courses, partially or entirely, will be made available on the MyUTBTSC
Blackboard course management system. This allows faculty members and
students to continue their teaching and learning via MyUTBTSC Blackboard
http://myutbtsc.blackboard.com, in case the university shuts down as a result of a
hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying
faculty members and students of their responsibilities as a hurricane approaches
our region. If the university is forced to shut down, faculty will notify their
course(s). To receive credit for a course, it is the student’s responsibility to
complete all the requirements for that course. Failure to access course materials
once reasonably possible can result in a reduction of your overall grade in the
class.
To facilitate the completion of class, most or all of the communication between
students and the institution, the instructor, and fellow classmates will take place
using the features in your MyUTBTSC Blackboard and UTB email system.
Therefore, all students must use Scorpion Online to provide a current email
address. Students may update their email address by following the link titled
“Validate your e-Mail Account” in MyUTBTSC Blackboard Portal. In the event
of a disaster that disrupts normal operations, all students and faculty must make
every effort to access an internet-enabled computer as often as possible to
continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in
the semester so that the appropriate arrangements may be made. In accordance
with federal law, a student requesting accommodations must provide
documentation of his/her disability to the Disability Services counselor. For more
information, visit Disability Services in the Lightner Center, call 956-882-7374 or
e-mail [email protected].
Observing Copyright Law
Unauthorized photocopying of copyrighted works, including musical works, may be
unlawful and may infringe the copyright of the copyright owner. Students in
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possession of unauthorized duplications of copyrighted material are subject to
appropriate disciplinary action as well as those civil remedies and criminal penalties
provided by federal law.
Syllabus Disclaimer
While the provisions of this syllabus are as accurate and complete as possible, the
instructor reserves the right to change any provision herein, not covered by
UTB/TSC HOOP or UT Regents Rules, with notice if circumstances so warrant.
Every effort will be made to keep students advised of such changes and information
about such changes will be available at all times from the instructor. It is the
responsibility of each student to know what changes, if any, have been made to the
provisions for this syllabus and to successfully complete the requirements of this
course. Questions regarding information on the syllabus and course requirements
need to be addressed by students when the syllabus is received.
Attendance and Participation: Students are expected to attend ALL classes and the two
Saturday project dates.
COURSE ASSIGNMENTS
All students are required to complete the CITI Training during the first month of
class. The following training modules must be completed for this course project:
Belmont Report and CITI Course Introduction
History and Ethical Principles
Defining Research with Human Subjects
The Regulations and the Social and Behavioral Sciences
Assessing Risk in the Social and Behavioral Sciences
Informed Consent
Privacy and Confidentiality
Research and HIPAA Privacy Protections
Conflicts of Interest and Research Involving Human Subjects
University of Texas Brownsville
All certificates are to be uploaded to TK 20 for use in research projects as you move
through the program. The CITI Training and the liability insurance must be purchased
prior to participation in the Saturday AMI Kids visit.
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The Saturday project dates result in an assignment that is worth 15% of your course
grade. It is imperative that students attend on these days. Class meetings are used for
group work, lecture, and discussion. The work that we do during these meetings also
result in a group project that is worth 10% of your grade. When you are late or miss class,
this impacts not only your grade, but also the grade of the individuals working with you
on your assignment. Unless there is a serious illness or extreme family emergency,
students cannot be excused from class.
Assignments: Check Blackboard for scoring rubrics for each of the following
assignments.
Chapter Reading – Students must complete reading assignments BEFORE the class
meeting dates. Online discussions will be based on the readings for the week. Discussions
and work during class will be based on the readings for the class meeting weeks. In
addition, students will be required to read specific journal articles that are either posted
online or the references are provided so that the articles can be obtained through the UTB
Library.
Exams and Quizzes – Students’ content knowledge will be determined by written exams and
Quizzes. Students will take two quizzes and one final exam. The quizzes are worth 10% of the
course grade each and the final is worth 16%. Quizzes and the final exam are multiple choice
exam. The final exam is comprehensive.
Behavior Projects: Students in the course will participate in two behavior projects:
Research Project: This is a research project in which students will examine one problem area
in education or special education and compare traditional literature on the topic with behavioral
explanations of the same topic. For example, for the topic of school dropout, students would
compare the literature of traditional explanations (low parent level of education, poverty,
social pressures) with behavioral explanations (what type of reinforcements, punishments, etc.
do students experience in schools that contribute to the outcome or consequence of dropout).
Students will select a topic during the first class meeting and work in groups to prepare their
findings. The research findings and comparison to behavioral explanations will be presented
and discussed on May 1st. This project is worth 10% of your grade.
Real Life Project: AMI Kids: The initial part of this project will take place on two Saturdays.
Students will visit the facility on the first Saturday and tour the school, talk with staff, and
review the program. The second Saturday will include interactions with the residents and
students will write specific papers on the facility and students using behavioral terminology.
details will be presented in class and additional information will be posted on Blackboard. This
project is worth 15% of your grade.
Case analyses- The use of case examples constitutes a large portion of the analytical and
problem-solving skills activities of the course. Students will be provided with cases and data
to analyze to demonstrate understanding of the content and terminology required by the BCBA
task list. There are five case analyses that will account for 15% of the grade. The first case will be
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completed in class together and specific instructions will be provided as this case is completed.
The second case will be completed in pairs. Case examples will include data to analyze for
the following topics and concepts:
Defining target behaviors
Measurement of behavior
Constructing graphs to represent behaviors & interventions
Reversal & Alternate treatment designs
Multiple baselines
Behavioral planning & action research
Positive reinforcement/negative reinforcement/schedules of reinforcement
Punishment
Shaping
Differential reinforcement
Additional Online Discussions-Students will be asked to respond to specific textbook
and journal article related questions and will also continue the discussion by responding
to other students’ responses. These discussions are worth 24% of grade. Class meetings
will review the discussions and topics that were covered the previous week in the online
format.
All assignments are graded on a 1-100 point scale but each assignment is weighted
according to the following chart:
Assignment
Quizzes- 2
Case Analyses 5
Research Project
Paper
Presentation
AMI Kids Project
Part 1
Part 2
Discussion Posts 6
Final Exam
Total for Semester
Weight
10%
3%
Total Weight
20%
15%
5%
5%
10%
15%
Part 1- 7%
Part 2- 8%
4%
16%
WEB Resources
http://www.bacb.com/index.php Behavior Analyst Certification Board
www.cec.sped.org - Council for Exceptional Children
24%
16%
100%
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http://www.nasponline.org National Association of School Psychologists
www.apa.org- American Psychological Association
www.nimh.nih.gov- National Institute of Mental Health
www.nih.gov- National Institutes of Health-Disease and links to other institutes
www.nichd.nih.gov/ -National Institute of Child Health and Human Development
http://www.pbis.org Positive Behavioral Interventions & Supports
Group Project Participation Assessment-To be completed for research group
projects and case study assignments. PLEASE MAKE COPIES OF THIS FORM
FOR THESE ASSIGNMENTS.
Name of Student Completing Form: ______________________________________
Name of Partner(s) in Group:
________________________________________________________________
Please answer the following items:
Not At All
Almost
Yes
1. My partner(s) and I contributed equally.
1
2
3
2. I feel content with us receiving the same grade.
1
2
3
3. My partner(s) contributed more than I did.
1
2
3
4. I contributed more than my partner(s).
1
2
3
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Give one example of something your group member(s) learned from you: ____________
________________________________________________________________________
Give one example of something you learned from your partner(s): __________________
________________________________________________________________________
If you do not feel your partner(s) worked effectively together, please explain: _________
________________________________________________________________________
Overall, was the assignment beneficial? What would you change? __________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
If you believe that a member or members of your group did not participate equally, please
provide documentation of this and offer a solution for resolving this issue:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Please schedule an appointment time with Dr. Ward and your group members to resolve
any differences. Remember your group experiences are about your growth as a
collaborator.