PdF:IVc306 Introduction to Intervention a - Course Information

IVc306 Introduction to Intervention and Behavior Program Implementation

Extent and Intensity

0/0/3.8. 20 credit(s). Type of Completion: zk (examination).

Teacher(s)

prof. Mickey Keenan (lecturer)
Mgr. Zuzana Maštenová (lecturer)
Bc. Matúš Mader (seminar tutor)
prof. PhDr. Karel Pančocha, Ph.D., M.Sc. (seminar tutor)

Guaranteed by

prof. PhDr. Karel Pančocha, Ph.D., M.Sc.
Institute for Research in Inclusive Education – Faculty of Education
Contact Person: PhDr. Lenka Gajzlerová, Ph.D.
Supplier department: Institute for Research in Inclusive Education – Faculty of Education

Course Enrolment Limitations

The course is only offered to the students of the study fields the course is directly associated with.

fields of study / plans the course is directly associated with

• Applied behavioural analysis (programme PdF, C-CV)

Course objectives

The course introduces the philosophical basis of behavioral analysis such as science and explains the dimensions of applied behavioral analysis. The subject will also repeat selected topics of concepts and principles, related to the issue of interventions. Following the subject Applications Methods of Behavioral Change expands skills of students by reinforcement, extinction, and specific procedures of punishment. The course also focuses on practical skills in the creation of intervention, selection of interventions based on behavioral evaluation and scientific evidence. Students learn to functional manifestations of behavior that are socially important and increase the quality of his life. The course develops practical skills for the creation of individual plans of behavioral intervention and their use in the natural environment of the patient/client. The goal is to introduce ways of monitoring and supervising individual programs and practice evaluations performed by a behavioral analyst as a supervisor.

Learning outcomes

Sudents can define nad explain the basic philosophical assumptions of science (e.g., determinism, empiricism, parsimony)
Students can name and describe seven dimensions of applied behavior analysis (Baer, Wolf a Rizley ,1968)
Students can describe and give examples of reinforcement procedures to weaken behavior (e.g,. DRA, DRO, DRL, FCT, NCR).
Students can explain and give examples of extinction.
Students can describe and give examples of correct implementation of procedures based on positive and negative punishment (e.g., time-out, response cost, overcorrection).
Students can state intervention goals in observable and measurable terms.
Students can identify potential intervention based on resuôlts of assessment and available scientific evidence.
Students can define and give examples of different schedules of reinforcement.
Students can explain and give examples of automatic and socially mediated contingencies.
Students can explain and give examples of unconditioned, conditioned and generalized reinforcers and punishers.
Students can establish clear performance expectations for supervisor and supervisee.
Students can explain the risks of ineffective supervision.

Syllabus

• Philosophy of applied behavioral analysis
• dimensions of applied behavioral analysis
• reinforcement, schedules, automatic and socially conditioned reinforcement
• conditional, unconditional and generalized reinforcement, punishment and extinction
• procedures using reinforcement to change the behavior
• positive and negative punishment
• measurable and observable objectives of the intervention
• evaluation and scientific knowledge for the intervention
• setting the goal and strategy of the intervention, risks, social validity, etc.
• behavioral analytical supervision
• risks of ineffective supervision
• setting supervision goals according to the skills of the therapist
• training in evaluation and intervention procedures

Literature

required literature
• COOPER, John O. Applied Behavior Analysis. Upper Saddle River: Pearson/Merrill Prentice Hall, 2007, 770 s. ISBN 9780131293274. info

not specified
• CATANIA, A.C. (2013). Learning (5th ed.). Cornwall on Hudson: Sloan Publishing.
• BAER, D.M. (1981). How to plan for generalization. Austin: Pro-Ed.
• GREER, Robert Douglas a Denise E. ROSS. Verbal behavior analysis : inducing and expanding new verbal capabilities in children with language delays. Boston: Pearson/A and B, 2008. xiii, 322. ISBN 9780205458370.
• SKINNER, B.F. (1969). Contingencies of reinforcement: A theoretical analysis. New York: Appleton-Century-Crofts.
• MAURICE, C., GREEN, G., & LUCE, S. (Eds.). (1996) Behavioral intervention for young children with autism: a manual for parents and professionals. Austin: Pro-Ed.
• SUNDBERG, M.L, & PARTINGTON, J.W. (1998). Teaching language to children with autism or other disabilities. Pleasant Hill, CA: Behavior Analysts, Inc.
• FISHER, W., PIAZZA, C., & ROANE, H. (2020). Handbook of Applied Behavior Analysis (2nd Ed). Guilford Publications.
• NATIONAL AUTISM CENTER (2009). National Standards Project, Findings and Conclusions, Addressing the need for evidence-based practice guidelines for autism spectrum disorders. National Autism Center: Randolph, MA.
• SKINNER, B.F. (1957). Verbal behavior. Englewood Cliffs, NJ: Prentice- Hall.

Teaching methods

lecture, group discussion, discussion with experts, meeting and discussion with experts, problem learning, role plays, assigned reading (according to e-learning syllabus), group work and work with case studies, watching of instructional videos

Assessment methods

- have at least 80% attendance
- assigned reading, fulfillment of tasks
- active participation in lectures and meetings with professionals and experts
- project elaboration and final presentation
- analysis of selected instructional video and presentation
-final examination

Language of instruction

Czech

Further comments (probably available only in Czech)

The course is taught each semester.
The course is taught: in blocks.
Information on the extent and intensity of the course: 45 hodin.

• Enrolment Statistics (autumn 2020, recent)
  
• Permalink: https://is.muni.cz/course/ped/autumn2020/IVc306