IVc713 Behavior Assessment, Identification and Diagnostics

Faculty of Education
Autumn 2022
Extent and Intensity
0/0/7. 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
The course focuses on ways to identify manifestations of appropriate behavior for behavioral intervention, performing diagnostics of individual behavior and the correct evaluation of its functions. The content will also include training ways to work with information and data about the individual and his social environment available to the assistant behavioral analyst from a variety of sources, including information on the client/patient's biological variables, which may affect his behavior. Next, ways to how a preliminary assessment of problem behavior can be made; and how to cooperate with other professionals in the field of diagnostics, eg doctors, social workers, psychologists, etc. Last but not least, the subject will focus on identifying the limits of behavioral intervention and individual knowledge and experience of an assistant behavioral analyst with the aim identify situations and states of the patient / client when it is necessary to direct him to 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.
  • need for behavior-analytic services.
  • socially significant behavior-change goals.
  • assessments of relevant skill strengths and deficits.
  • preference assessments.
  • t common functions of problem behavior.
  • descriptive assessment of problem behavior.
  • functional analysis of problem behavior.
  • functional assessment data.
Literature
  • 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.
  • Cipani, E. (2017). Functional Behavioral Assessment, Diagnosis, and Treatment: A Complete System for Education and Mental Health Settings (3rd Ed). Springer Publishing.
  • McGreevy, P. (2012). Essential for Living. Orlando.
  • 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.
  • Fisher, W., Piazza, C., & Roane, H. (2020). Handbook of Applied Behavior Analysis (2nd Ed).Guilford Publications.
  • PARINGTON, J. W. (2010). The assessment of basic language and learning skills-revised (The ABLLS-R). Behavior Analysts, Inc.
  • 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
  • COOPER, John O., Timothy E. HERON and William L. HEWARD. Applied behavior analysis. Third edition. Harlow: Pearson, 2020, 945 stran. ISBN 9781292324630. 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, 40 h cvičení.
Information on the extent and intensity of the course: 85 hodin.
The course is also listed under the following terms Spring 2020, autumn 2020, Autumn 2021, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Autumn 2022, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2022/IVc713