PdF:IVc305 Behavior Assessment, Identific - Course Information

IVc305 Behavior Assessment, Identification and Diagnostics

Extent and Intensity

0/0/3.8. 20 credit(s). Type of Completion: zk (examination).
In-person direct teaching

Teacher(s)

Mgr. Kateřina Chrapková (lecturer)
prof. Mickey Keenan (lecturer)
Mgr. Zuzana Maštenová (lecturer)
Bc. Matúš Mader (seminar tutor)
prof. PhDr. Karel Pančocha, Ph.D., M.Sc. (seminar tutor)
Mgr. Vendula Sunková (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 focuses on identification of target behavior, behavioral interventions, diagnostic principls of individual behavior and evaluation of functions. It will also include training on how to work with information and data about the individual and his or her social environment available to the Behavioral Analysts from a variety of sources, including information about client / patient. Furthermore, the ways in which it is possible to perform a preliminary assessment of problem behavior and how to cooperate with other professionals in the field of diagnostics, eg doctors, social workers, psychologists, etc. the course will focus on identifying the limits of behavioral intervention and individual knowledge and experience of the assistant behavioral analyst in order to identify situations and conditions of the patient / client, when it is necessary to direct him to the care of other health professions. The course aims to acquaint students with the explanation of behavioral concepts, behavioral scales, biological variables, etc.

Learning outcomes

Students can use previous records and available data (e.g. medical, educational) at the outset of the case and are able to assess whether behavior-analytic services are needed.
Students can Identify and prioritize socially significant behavior-change goals
Students know how to conduct assessments of relevant skill strengths and deficits.
Students can describe the common functions of problem behavior
Students know how to conduct a descriptive assessment of problem behavior and preference assessment.
Students know how to conduct a functional analysis of problem behavior
Students can interpret functional assessment data

Syllabus

• records and available data (e.g., educational, medical, historical) at the outset of the case
• the need for behavior-analytic services
• socially significant behavior-change goals
• preference assessments
• functions of problem behavior
• descriptive assessment of problem behavior
• functional analysis of problem behavior
• interpret functional assessment data

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
• SUNDBERG, M. (2008). VB-MAPP Verbal Behavior Milestones Assessment and Placement Program: A language and Social Skill Assessment Program for Children with Autism or Other Developmental Disabilities-Guide. Concord: AVB Press.
• PARINGTON, J. W. (2010). The assessment of basic language and learning skills-revised (The ABLLS-R). Behavior Analysts, Inc.
• Fisher, W., Piazza, C., & Roane, H. (2020). Handbook of Applied Behavior Analysis (2nd Ed).Guilford Publications
• Fisher, W.W., Piazza, C.C., Bowman, L.G., Hagopian, L.P., Owens, J.C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25(2),491-498
• Cipani, E. (2017). Functional Behavioral Assessment, Diagnosis, and Treatment: A Complete System for Education and Mental Health Settings (3rd Ed). Springer Publishing.
• DeLeon, I.G., & Iwata, B.A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29(4), 519-533.
• Cote, C. Thompson, R., Hanley, G., McKerchar, P. (2007). Teacher report and direct assessment of preferences for identifying reinforcers for young children. Journal of Applied Behavior Analysis, 40, (1), 157-166.
• McGreevy, P. (2012). Essential for Living. Orlando.

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 (recent)
  
• Permalink: https://is.muni.cz/course/ped/autumn2024/IVc305