PdF:IVc714 Intervention and Behavior Prog - Course Information

IVc714 Intervention and Behavior Program Implementation

Extent and Intensity

0/0/3.7. 8 credit(s). Type of Completion: zk (examination).
In-person direct teaching

Teacher(s)

Mgr. Kateřina Chrapková (lecturer)
Mgr. Zuzana Maštenová (lecturer)
Mgr. Ivana Trellová (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

• Assistent Behavior Analyst - Accredited Qualification Course (programme PdF, C-CV)

Course objectives

The aim is to introduce to candidates ways of selecting interventions based on scientific evidence, the method of monitoring and supervising individual programs. The training also includes practical skills training.
The course focuses on necessary practical skills in compiling and implementing behavioral intervention programs for patients/clients. Emphasis follows the steps that the behavioral analyst performs to develop new functional behaviors for the patient/client to help him/her improve his/her quality of life. The course develops the practical skills of the course participants to create individual behavioral intervention plans and their use in the patient's/client's natural environment. Emphasis follows the mastering of basic techniques in intensive learning and learning in the natural environment, including prompting, shaping, differentiated reinforcement, implementation of various reinforcement schedules and specialized applied behavioral analysis techniques that focus on the development of verbal operants.
The aim is also to prepare participants for the role of a professional who leads a professionally younger and less experienced colleague, evaluates and monitors the success of the behavioral intervention and continuously adapts its course based on the results achieved and changes in patient/client behavior.

Learning outcomes

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 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.
Students can evaluate effects of supervision on client outcomes or supervisee's performance
Student know behavior analysts’ ethical responsibility to the profession of behavior analysts and to their collegues from other professions (including non-medical professions).
Student can explain the role of behavior analysts in a research
Student can describe components of public statements

Syllabus

• reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).
• extinction.
• positive and negative punishment (e.g., time-out, response cost, overcorrection).
• intervention goals in observable and measurable terms.
• potential interventions based on assessment results and the best available scientific evidence.
• intervention goals and strategies based on such factors as client preferences, supporting environments, risks, constraints, and social validity.
• decrasing target behavior - select an acceptable alternative behavior to be established or increased.
• Planning for possible unwanted effects when using reinforcement, extinction, and punishment procedures.
• Monitoring client progress and treatment integrity.
• Making data-based decisions about the effectiveness of the intervention and the need for treatment revision.
• Making data-based decisions about the need for ongoing services.
• Collaborating with others who support and/or provide services to clients.
• reasons for using behavior-analytic supervision and the potential risks of ineffective supervision (e.g., poor client outcomes, poor supervisee performance).
• clear performance expectations for the supervisor and supervisee.
• supervision goals based on an assessment of the supervisee’s skills.
• trainning personnel to competently perform assessment and intervention procedures.
• performance monitoring, feedback, and reinforcement systems.
• Use a functional assessment approach (e.g., performance diagnostics) to identify variables affecting personnel performance.
• function-based strategies to improve personnel performance.
• effects of supervision (e.g., on client outcomes, on supervisee repertoires).
• Behavior analysts as supervisors
• Behavior analysts’ ethical responsibility to the profession of behavior analysis
• Behavior analysts’ ethical responsibility to colleagues
• Public statements
• Behavior analysts and research
• Behavior analysts’ ethical responsibility to the BACB

Literature

• Soubor profesních a etických zásad pro behaviorální analytiky. (2014). Littleton, CO: Behavior Analyst Certification Board. Dostupné z https://csaba.cz/wp-content/uploads/2019/03/160925-compliance-code- czech.pdf
• BAILEY, J., & BURCH, M. (2016). Ethics for Behavior Analysts (3rd Ed). Routledge.
• SKINNER, B.F. (1969). Contingencies of reinforcement: A theoretical analysis. New York: Appleton-Century-Crofts.
• CATANIA, A.C. (2013). Learning (5th ed.). Cornwall on Hudson: Sloan Publishing.
• SUNDBERG, M.L, & PARTINGTON, J.W. (1998). Teaching language to children with autism or other disabilities. Pleasant Hill, CA: Behavior Analysts, Inc.
• GREER, R.D., & ROSS, D.E. (2008). Verbal behavior analysis: Inducing and expanding new verbal capabilities in children with language delays. Boston, MA: Pearson.
• COOPER, J. O., HERON, T. E., HEWARD, W. L., (2007). Applied behavior analysis. Upper Saddle River, NJ: Pearson Education. ISBN 978-0-13-142113-4.
• Professional and Ethical Compliance Code for Behavior Analysts. (2014). Littleton, CO: Behavior Analyst Certification Board. Dostupné z https://www.bacb.com/wp-content/uploads/BACB-Compliance-Code- english_190318.pdf
• BAILEY, J. (2006). How to Think Like a Behavior Analyst: Understanding the Science That Can Change Your Life. Routledge
• MAURICE, C., GREEN, G., & LUCE, S. (Eds.). (1996) Behavioral intervention for young children with autism: a manual for parents and professionals. Austin: Pro-Ed.
• BAER, D.M. (1981). How to plan for generalization. Austin: Pro-Ed.
• 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.
• FISHER, W., PIAZZA, C., & ROANE, H. (2020). Handbook of Applied Behavior Analysis (2nd Ed). Guilford Publications.

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 annually.
The course is taught: in blocks.
General note: 15 h teorie, 30 h cvičení.
Information on the extent and intensity of the course: 45 hodin.

• Enrolment Statistics (recent)
  
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