IVc709 Concepts and Principles of Behaviour Analysis

Faculty of Education
Autumn 2022
Extent and Intensity
0/0/3.7. 8 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Kateřina Chrapková (lecturer)
Mgr. Zuzana Maštenová (lecturer)
Mgr. Ivana Trellová (lecturer)
PhDr. Helena Vaďurová, Ph.D., M.Sc. (lecturer)
Bc. Matúš Mader (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
Course objectives
The course aims to acquaint students with basic ideas, concepts, and principles of behavioral analysis. Students will learn to actively work with concepts such as 3-term contingency, reinforcement, extinction, punishment, stimulus control, shaping, chaining, motivating operations, verbal behavior, etc.
The course presents the history and development of behavioral theories and develops theoretical and conceptual understanding of the discipline applied behavioral analysis. It deals with the history of a respondent and operant conditioning, mutual conditionality of individual behaviors and their succession. It presents principles of task analysis and analysis of mutual relationships between antecedents, behaviors, and their consequences (so-called A-B-C analysis). Furthermore, the course introduces the principles of shaping and chaining behavior, basic approaches to increasing or decreasing the appearance of specific behavior, and the basics of development of verbal expression.
Learning outcomes
Students are able to identify the goals of behavior analysis and are able to explain behavior from the perspective of radical behaviorism.
Students 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 distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis.
Students can define advanced characteristics of Applied Behaviour Analysis.
Students are familiar with the history and development of behavioural theories.
Students are acquainted with the role and tasks of a behaviour analyst and his position in the health care system.
Student can describe and explain principles of learning and behaviour according to the scientific principles of Applied Behaviour Analysis.
Student understands functional relations between antecedents, behaviour and consequences (ABC model).
Students understand and apply to practice social communication training based on the analysis of verbal behaviour.
Syllabus
  • behavior, response, and response class
  • stimulus and stimulus class.
  • respondent and operant conditioning.
  • positive and negative reinforcement contingencies.
  • schedules of reinforcement.
  • positive and negative punishment contingencies.
  • automatic and socially mediated contingencies.
  • unconditioned, conditioned, and generalized reinforcers and punishers.
  • operant extinction.
  • stimulus control
  • discrimination, generalization, and maintenance
  • motivating operations
  • rule-governed and contingency-shaped behavior
  • the verbal operants
  • derived stimulus relations
  • the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism).
  • the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968).
  • the goals of behavior analysis as a science (i.e., description, prediction, control).
  • behavior from the perspective of radical behaviorism.
Literature
    required literature
  • COOPER, John O., Timothy E. HERON and William L. HEWARD. Applied behavior analysis. Second edition. Harlow: Pearson, 2014, iv, 751. ISBN 9781292023212. info
    not specified
  • Ingvarsson, E. T. (2016) Tutorial: Teaching Verbal Behavior to Children with ASD. International Electronic Journal of Elementary Education, 9(2), 433-450.
  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of Applied Behavior Analysis. Journal of Applied Behavior Analysis, 1 (1), 91-97
  • Ayllon, T., & Michael, J. (1959). The psychiatric nurse as a behavioral engineer. Journal of the experimental analysis of behavior, 2(4), 323–334.
  • Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Boston, MA: Cengage.
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)
Study Materials
The course is taught annually.
The course is taught: in blocks.
Information on the extent and intensity of the course: 45 hodin.
The course is also listed under the following terms Autumn 2019, autumn 2020, Autumn 2021, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Autumn 2022, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2022/IVc709