IVc512 Behavior Change Applications

Faculty of Education
Spring 2024
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. Bc. Lucie Mudroch Lukášová, M.Sc. (lecturer)
Mgr. Ivana Trellová (lecturer)
Mgr. Lucie Vozáková (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 introduces the philosophical basis of behavioral analysis such as science and its goals. Explains the concept of behavior from the perspective of diffrent types of behaviorism with a focus on radical behaviorimus. The subject is target to understanding the concept of behavior and the possibilities of influencing changes in the environment; rules for application of procedures for changing the behavior. The course will focus on procedures for modifying behavior and learning new skills in specific situations; affecting the behavior of the individual;relationship between antecedents, behavior and consequences of behavior. Students will improve in the application of behavioral change (in the field of reinforcement, verbal behavior, punishment, extinction and others).
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.
Students are able to identify the goals of behavior analysis
Students are able to explain behavior from the perspective of radical behaviorism.
Syllabus
  • positive and negative reinforcement procedures to strengthen behavior
  • interventions based on motivating operations and discriminative stimuli
  • conditioned reinforcers
  • 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
  • the high-probability instructional sequence
  • token economies
  • group contingencies
  • contingency contracting
  • self-management strategies
  • procedures to promote stimulus and response generalization
  • procedures to promote maintenance
  • examples of the verbal operants
  • examples of derived stimulus relations
  • the goals of behavior analysis as a science (i.e., description, prediction, control)
  • behavior from the perspective of radical behaviorism
Literature
  • McGEE, G. G., ALMEIDA, M. C., SULZER- AZAROFF, B., FELDMAN, R. S., 1992. Promoting reciprocal interactions via peer incidental teaching. In: Journal of Applied Behavior Analysis, Vol. 25, pp. 117-126.
  • CUVO, A. J., LEAF, R. B., BORAKOVE, L. S., 1978. Teaching janitorial skills to the mentally retarded: Acquisition, generalization, and maintenance. In: Journal of Applied Behavior Analysis, Vol. 11, pp. 345- 355.
  • FOWEL, S. A., BAER, D. M., 1981. Do I have to be good all day? The timing of delayed reinforcement as a factor in generalization. In: Journal of Applied Behavior Analysis, Vol. 14, pp. 13-24.
  • MICHAEL, J. L., 2004. Concepts & Principles of Behavior Analysis. Kalamazoo, MI: Association for Behavior Analysis International. ISBN: 0- 235868-51-8.
  • MESMER, E.M., DUHON, G. J., DODSON, K. G., 2007. The effects of programming common stimuli for enhancing stimulus generalization of academic behavior. In: Journal of Applied Behavior Analysis, Vol. 40, pp. 553- 557.
  • SWITZER, E. B., DEAL, T. E., BAILEY, J. S., 1977. The reduction of stealing in second graders using a group contingency. In: Journal of Applied Behavior Analysis, Vol. 10, pp. 267-272.
  • THOMPSON, T. J., BRAAM, S. J., FUQUA, R. W., 1982. Training and generalization of laundry skills: A multiple probe evaluation with handicapped persons. In: Journal of Applied Behavior Analysis, Vol. 15, pp. 177-182.
  • CRAIG. A. R., 2010. Self-Administered Behavior Modification to Reduce Nail Biting: Incorporating Simple Technology to Ensure Treatment Integrity. In: Behavior Analysis in Practice, Vol. 3, pp. 38-41.
  • DURAND, V. M., CARR, E. G., 1991. Functional communication training to reduce challenging behavior: Maintenance and application in new settings. In: Journal of Applied Behavior Analysis. Vol. 24, no. 2, pp. 251- 264.
  • McDONNELL, J., FREGUSON, B., 1989. A comparison of time delay and decreasing prompt hierarchy strategies in teaching banking skills to students with moderate handicaps. In: Journal of Applied Behavior Analysis, Vol. 22, pp. 85-91.
  • LIBBY, M.E., WEISS, J.S., AHEARN, W.H., 2008. A Comparison of Most- to-Least and Least-to- Most Prompting on the Acquisition of Solitary Play Skills. In: Behavior Analysis in Practice, Vol. 1, pp. 37-43.
  • 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.
  • MANN, R. A., 1972. The behavior-therapeutic use of contingency contracting to control an adult behavior problem: Weight control. In: Journal of Applied Behavior Analysis, Vol. 5, pp. 99-109.
  • SPELTZ, M. L., SHIMAMURA, J. W., McREYNOLDS, W. T., 1982. Procedural variations in group contingencies: Effects on children's academic and social behaviors. In: Journal of Applied Behavior Analysis, Vol. 15, pp. 533-544.
  • BARTON, E. J., ASCIONE, F. R., 1979. Sharing in preschool children: Facilitation, stimulus generalization, response generalization, and maintenance. In: Journal of Applied Behavior Analysis, Vol. 12, pp. 417- 430.
  • GROW, L., LeBLANC, L., 2013. Teaching Receptive Language Skills: Recommendations for Instructors. In: Behavior Analysis in Practice, Vol. 6, pp. 56-75.
  • BRIESCH, A. M., CHAFOULEAS, S. M., 2009. Review and Analysis of Literature on Self-Management Interventions to Promote Appropriate Classroom Behaviors (1988–2008). School Psychology Quarterly, Vol. 24, pp. 106-118.
  • 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.
  • SUNDBERG, M.L., MICHAEL, J., 2001. The Benefits of Skinner’s Analysis of Verbal Behavior for Children with Autism. In: Behavior Modification, Vol. 25, pp. 698-724
  • 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
  • HALL, G., SUNDBERG, M. L., 1987. Teaching Mands by Manipulating Conditioned Establishing Operations. In: The Analysis of Verbal Behavior, Vol. 5, pp. 41–53.
  • GROW, L. L., CARR, J. E., KODAK, T., JOSTAD, C. M., KISAMORE, A. N., 2011. A comparison of methods for teaching auditory-visual conditional discriminations to children diagnosed with autism spectrum disorders. In: Journal of Applied Behavior Analysis, Vo
  • 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.
  • MILTENBERGER, Raymond G. Behavior modification : principles and procedures. Fifth edition. Wadsworth: Cengage Learning, 2012, xxii, 554. ISBN 9781111306120. info
  • 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)
Study Materials
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, Spring 2022, Spring 2023, Spring 2025.
  • Enrolment Statistics (Spring 2024, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2024/IVc512