IVc712 Behavior Change Applications

Faculty of Education
Spring 2022
Extent and Intensity
0/0/6.3. 8 credit(s). Type of Completion: zk (examination).
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
Course objectives
Learning outcomes of the course unit The course introduces the rules and rules for the application of procedures aimed at changing the individual's behavior. The study will explain the principles and procedures of functional behavior assessment using both direct and indirect behavioral diagnostic methods and techniques. In particular, the course will focus on functional behavior analysis, including variations (e.g., shortened behavioral behavior analysis, latency behavior analysis, or behavioral precursors). Furthermore, the rules affecting individual behavior and the interactions between antecedents, behavior, and behavioral consequences (e.g., positive and negative reinforcement, extinction, new empowerment, etc.) will be discussed in detail. Last but not least, the course will focus on procedures for modifying behavior and learning new skills in specific situations.
Learning outcomes
Students demostrate knowledge and practically apply behavioral changes procedures.
Students are able to describe the concepts and procedures of behavioral change application, e.g. positive and negative reinforcement, extinction, development of new reinforcements and others.
Students demonstrate knowledge and skills using behavioral change methods, especially the use of motivation, reinforcements, errorless teaching and others
Students demonstrate knowledge and skills using behavioral change procedures such as prompts and prompt fading procedure, shaping and chaining procedure.
Students demonstrate knowledge and skills in applying intensive teaching techniques, including errorless teaching and error correction methods.
Students demonstrate knowledge and skills using techniques for developing and increasing verbal behavior with a focus on functional social communication of the client.
Syllabus
  • positive and negative reinforcement procedures to strengthen behavior.
  • interventions based on motivating operations and discriminative stimuli.
  • conditioned reinforcers.
  • stimulus and response prompts and fading (e.g., errorless, most- to-least, least-to-most, prompt delay, stimulus fading).
  • modeling and imitation training.
  • instructions and rules.
  • shaping.
  • chaining.
  • discrete-trial, free-operant, and naturalistic teaching arrangements.
  • simple and conditional discriminations.
  • Skinner’s analysis to teach verbal behavior.
  • equivalence-based instruction.
  • high-probability instructional sequence.G-17 Use token economies.
  • group contingencies.
  • contingency contracting.
  • self-management strategies.
  • procedures to promote stimulus and response generalization.
  • procedures to promote maintenance.
Literature
  • CHRISTIAN, L., POLING, A., 1997. Using self-management procedures to improve the productivity of adults with developmental disabilities in a competitive employment setting. Journal of Applied Behavior Analysis, Vol. 30, pp. 169-172.
  • MICHAEL, J. L., 2004. Concepts & Principles of Behavior Analysis. Kalamazoo, MI: Association for Behavior Analysis International. ISBN: 0- 235868-51-8.
  • MILTENBERGER, R. G., 2004. Behavior modification. Principles and procedures. Belmont, CA: Wadsworth/Thomson Learning. ISBN 0-534- 53600-X.
  • ROSALES, R., REHFELDT, R., 2007. Contriving transitive conditioned establishing operations to establish derived manding skills in adults with severe developmental disabilities. In: Journal of Applied Behavior Analysis, Vol. 40, pp. 105-121
  • TAYLOR, B.A., FISHER, J., 2010. Three Important Things to Consider When Starting Intervention for a Child Diagnosed With Autism. In: Behavior Analysis in Practice, Vol. 3, pp. 52-53.
  • CHANDLER, L. K., LUBECK, R. C., FOWLER, S. A., 1992. Generalization and maintenance of preschool children's social skills: A critical review and analysis. In: Journal of Applied Behavior Analysis, Vol. 25, pp. 415-428.
  • COOPER, John O., Timothy E. HERON and William L. HEWARD. Applied behavior analysis. Second edition. New Jersey: Pearson, Merrill Prentice Hall, 2007, xxvii, 770. ISBN 9780131421134. info
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: 45 h teorie 30 h cvičení.
Information on the extent and intensity of the course: 75 hodin.
The course is also listed under the following terms Spring 2020, Spring 2021.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/spring2022/IVc712