Syllabus

ED687 – ABA Internship Part 1: FBA & BIP (Online)

Arcadia University
Special Education
Spring 2011

Robyn Catagnus, EdD, BCBA-D

E-mail: [email protected]
Phone: 215-932-0390
Fax: 888-932-0390

Welcome!

Welcome to your Arcadia University course, ED687 – ABA Internship 1: FBA and BIP. You will
be required to complete all course activities, meet online for group supervision for 1.75 hours
per week, & meet directly with your field supervisor for an additional 1.75 hours per week. You
are required to work in the field engaging in behavior analytic activities for 25 hours per week,
but your group and direct contact hours (3.5) do count toward that 25 hours. During work hours,
students will be engaged in activities that develop their behavioral skills, as described in the
BACB webpage (http://www.bacb.com/becom_frame.html):

Internships are designed to help the students generalize information learned in coursework from
theory to practice. The student will work in their selected practicum site and a BCBA site
supervisor. The internships will focus on case development where students conduct functional
assessments, select interventions and evaluate treatment effects through the use of data.
Specific interventions and ethical principles will be addressed with the group and individually on
a regular basis. Additional readings and discussions will increase the students’ knowledge of
behavioral procedures, report writing, and working and consulting with teams. Activities will also
help students prepare for the BCBA exam.

This course offers a way to continue your skill development through supervised practice. The
purpose of this course is to provide a forum for the discussion of experiences and issues
pertinent to the application of behavior analysis in the field. Seminar discussions are expected
to help reinforce/supplement experiential learning. Participants will learn, not only from their own
experiences, but also from the experiences of others. It is expected that students will (a) reflect
on and learn from their own practice; (b) interact with other professionals in a consultative,
collaborative manner; and (c) critically think about professional issues.
Please note that until the “Practicum Agreements” are all signed and completed you may not
begin logging hours toward your internship. When selecting the practicum site, it will be
important to consider the following points:
- Select a program that offers behavioral services and a range of opportunities across
ages and intervention options.
- Ensure that the agency has a hired field supervisor who is qualified as a behavior
analyst (BCBA required), with at least three years experience in behavior therapy.
- Make sure that the agency will allow you to participate in professional development and
other activities related to behavior analysis (e.g., attending meetings, researching
literature, supervision of staff, etc.).
- The agency must allow you to have access to pertinent client information to allow you to
assess behavioral concerns, collect data, program and implement behavioral
interventions and consult with other staff working with the client(s).
- You should identify a student or individual with a mild to moderate problem behavior, not
one that is severe or dangerous.

Course Description
Students will work at least 25 hours per week for 14 weeks in activities related to behavior
analysis, they will be supervised weekly by an on-site supervisor for 1.75 hours and they will
participate in online group supervision once a week for 1.75 hours. Conducting assessment
activities related to the need for behavioral interventions

1. Designing, implementing, and monitoring behavior analysis programs for clients

2. Overseeing the implementation of behavior analysis programs by others

3. Engaging in other activities normally performed by a behavior analyst that are directly
related to behavior analysis such as attending planning meetings regarding the behavior
analysis program, researching the literature related to the program, talking to individuals
about the program; plus any additional activities related to oversight of behavioral
programming such as behavior analyst supervision issues, or evaluation of behavior
analysts' performance.

(Examples of activities that are not appropriate as experience activities include:

attending meetings with little or no behavior analytic content, providing interventions that
are not based in behavior analysis, doing non-behavior analytic administrative activities,
or any other activities that are not directly related to behavior analysis.)

During direct supervision meetings, student and supervisor will review the work being
completed to analyze situations, determine steps to be completed, problem-solve specific
issues, review data, assess the effectiveness and the integrity of the interventions, and address
ethical considerations. The supervisor will complete BACB-approved documentation of these
meetings. These interactions will provide opportunities to discuss selected case studies and
practice additional skills through reading and discussion.
Course Objectives:

1. Students will demonstrate knowledge of the ethical and legal issues associated with
functional assessment and behavior intervention.
2. Review and utilize research related to the behavior to be changed.
3. Operationally define target behaviors.
4. Develop and utilize several data recording procedures and select the most efficient,
reliable, and valid procedure.
5. Students will learn how to conduct, and will complete, a satisfactory functional
assessment of behavior (FBA).
6. Students will learn how to develop a satisfactory positive behavior intervention plan
(BIP).
7. Students will learn how to evaluate a positive behavior intervention plan (BIP).
8. Collect inter-observer reliability data during baseline and treatment phases.
9. Select the best data display to effectively communicate progress.
10. Monitor the effectiveness of the behavioral intervention and make changes in the
procedures as needed based on data.
11. Develop and use a treatment integrity checklist to ensure plan fidelity.
12. Include behavior change procedures that will promote stimulus and response
generalization and maintenance. Assess change and revise programs to maximize
generalization and maintenance.
13. Orally defend his/her written social behavior change program proposal.

Required Materials

Software
Eversole, S. (1998). CBA learning module series [Computer software]. Woodbury, CT: Behavior
Development Solutions.

Please note that the cost of the software for this course is $184. This does not include
the cost of other texts necessary for the course. Please plan accordingly, as you need
the software early in the course. You will use this same software for ABA Internship Part
Two. If you are a Mac user, you will need to let your instructor know, as you’ll likely be
using a BETA version of this software online. If you can’t afford to buy the software, the
library at AU will have one computer with the software available for you. (On the lower
level in the Curriculum Library area.)

Text Books

Umbreit, J. Ferro, J, Liaupsin, C.J., & Lane, K.L. (2007). Functional behavioral assessment and
function-based intervention: An effective, practical approach. Upper Saddle River, NJ:
Pearson Merrill Prentice Hall. ISBN: 0-13-114989-X.

Sulzer-Azaroff, B., and Associates (2008). Applying Behavior Analysis Across the Autism
 Spectrum: A Field Guide for Practitioners. Cornwall-on-Hudson: NY, Sloan Publishing,
LLC.

Online Reading
http://bacb.com Behavior Analysis Board Certification Guidelines for Responsible Conduct
Browning-Wright, D., & Cafferata, G. (2007). The BSP desk reference: A teacher and behavior
support team’s guide to developing and evaluating behavior support plans for behaviors
that interfere with the learning of students and/or peers. Los Angeles, CA: Positive
Environments, Network of Trainers. Retrieved August 9, 2010, from
http://www.pent.ca.gov/dsk/bspmanual.html

Articles
5 journal articles related to individual project (to be found by you, suggestions provided)
Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior
analysis. Journal of Applied Behavior Analysis, 1, 91-97.

Recommended Supplemental Readings:

O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997).
Functional assessment and program development for problem behavior: A practical
handbook. Pacific Grove, CA: Brooks/Cole.

For the administrators or business owners in our class:

Mager, R. & Pipe, P. (1997). Analyzing performance problems. Atlanta, GA: Center for Effective
Performance.

Since this course is online (though the practicum site is face-to-face), all students need to have
regular access to a computer system that meets specific hardware and software requirements.
(A general listing of hardware and software needs can be found at
http://student.arcadia.edu/online.) Beyond this, having access to a broadband high speed
Internet connection (e.g. DSL, cable, etc.) will afford maximum ease of all Course requirements
although dial-up connection should also allow participation but at a much reduced efficiency
level. Students will need to have access to Microsoft Office as well as several other software
packages which are available either free or by virtue of being an Arcadia University student;
these include Blackboard, Skype (www.skype.com), and Wimba (www.wimba.com via
Blackboard’s “Live Classroom”).

• Specific class materials may be distributed online through Blackboard throughout the
semester.
• Additional articles and materials may be provided or assigned during the semester.
• A headset speaker with microphone will be needed for several classes.

Computer stations are widely available throughout Arcadia University as well as Pennsylvania’s
public libraries for students without personal computer access. Students needing to strengthen
their computer skills should contact the Arcadia University Computer Center that has labs that
are open seven days a week on a walk-in basis during posted hours. Student consultants are
on-duty to answer questions and troubleshoot problems computer related problems.

Prerequisites

Before taking this course, students should have completed three of the five courses in
the Applied Behavior Analysis Certification Program. These courses include ED661:
ABA I; ED681: ABA II; and ED682: ABA III. The experience is seen as a culminating
experience that addresses all performance standards previously addressed within your
previous 3+ ABA courses thus far.

Minimum Technical Skills Expected

1. The ability to use a modern web browser, like Internet Explorer or Firefox, to navigate
websites.
2. The ability to use your Arcadia e-mail address to send and receive e-mails.
3. The ability to learn My Arcadia features found in the Tutorials section of the course, as
needed.
4. The ability to use word processing software to read, author, edit and save documents.
5. The ability to use a search engine, like Google, to find information on the web.

Evaluation
While the application of the skills learned is of the foremost importance for this course, the
importance of grades is recognized to verify participation and learning. Grades are performance
based and criterion referenced. Overall course grades will follow the following grid, based upon
Arcadia University’s grading system for graduate courses.

Course Grading

A+ Excellent; 100 % +

A 4.0 Excellent; 95 – 99 %

A- 3.7 Very Good; 90 – 94 %

B+ 3.3 Very Good; 85 – 89 %

B 3.0 Good; 80 – 84 %

B- 2.7 Passing; 75 – 79 %

C+ 2.3 Passing; 70 – 74 %

C 2.0 Passing; 65 – 69 %

C- 1.7 Failing; < 65 %

D 1.0 Failing; < 60 %

 F 0.0 Failing

A grade of Incomplete (“I”) is given only due to illness, death in the family, severe personal
problems, or other reasons beyond the student’s control. Procrastination or lack of time is not a
valid reason for an Incomplete grade

Course Evaluation, Grading, and Academic Integrity

Every effort will be made available to keep students informed and aware of the internship
expectations and how they are doing in regard to these expectations. Regular “check-ins” with
each student will occur throughout the semester. Each component of the internship will be
considered for the final grade.

Grading is as follows:

The following tasks are not graded, but are mandatory to pass. You must complete all 4 tasks
to pass the course. Students who do not complete will either fail or receive an Incomplete
based on their overall performance in the course.
1. Passing score on all 5 modules of study with CBA Learning Modules.
2. 15 Weekly Fieldwork Forms Signed by on-site supervisor.
3. Weekly Activity Log documenting at least 25 hours per each week in the field
You will be given an incomplete if you don’t:
4. Attend 15 weekly online supervision sessions
Course grade for passing students will be determined by:

Points Task
15 Weekly updates posted to discussion forum. All 15
15
posts are mandatory to pass course.
2 Complete Contract Form
2 Field Facilitator Agreement
2 Student Agreement
2 Supervisor Agreement
2 Description of Field Setting
2 Meeting with Program Coordinator/Field Facilitator
2 Final Objective and Parent Consent
5 Take and Analyze ABC Data
15 Functional Assessment Interview
4 Video Consent Forms
4 Prepare for Literature Review
4 Journal Article Review 1 (ABA)
4 Journal Article Review 2 (Conceptual)
5 Design Measurement
5 Plan Graphing
10 FBA Summary and Presentation
 70 Facilitator's Assessment
4 Measurement Article Review
5 Collecting Data
5 Trial the Intervention
4 Journal Article Review 4
10 Turn in IOA
30 Behavior Intervention Plan
4 Journal Article Review 5
5 Progress Report
10 Treatment Integrity Checklist
20 Final Graph and Summary of Results
70 Facilitator's Assessment
322 Total

Grades will be collected from the individual supervisor in for the form of weekly Fieldwork forms
and 2 assessments and the online supervisor will enter them into the online course.

Academic integrity, or the lack of it, is a most serious matter. Cheating and plagiarism cannot be
tolerated. Sensible procedures to handle this are found in faculty and student handbooks; these
rules will be followed exactly.

Online Course Format

This course is being presented in an online fashion. It is important that you login on a regular
basis (daily if possible) and work on a consistent basis to complete your requirements. Since
this is a very rigorous and fast-paced course, it will be imperative that you participate in the
course regularly and never fall behind. Also, the Cyber Cafe is available for you to develop
community outside of the course content.

You will need to be self-motivated and try to stay as organized as possible; developing a
schedule would be a good idea. I also suggest that you login in the beginning of the week and
copy all assignments to a Word document. This will allow you to construct a quality answer,
spell check, grammar check, and copy and paste it into the forum before our online class meets.

Accessibility Needs

If you have a disability and require instructional modifications or accommodations, please

discuss this with the instructor at the beginning of the semester. For further information about
Arcadia University’s academic accommodations or modifications, contact the Education
Enhancement Center at 215-572- 4033, e-mail at [email protected], or at Taylor Hall Rm.
202.

Due dates
All Assignments must be turned in by midnight on Sunday of each week. Late
assignments will not be accepted. Please discuss any special issues as soon as you
know about them. Excuses like “my printer broke” or “my internet was down” will not be
accepted – particularly because you are expected to participate a few times during the
week, not just one visit to the course.

(Because some of the assignments are contingent upon completion of activities outside
the college classroom, it may be that extenuating circumstances may prevent these
assignments from being completed on the assigned due date. However, this does not
excuse the student unless the circumstances are explained in advance of the due date
and the instructor grants permission.

For these assignments, lateness will result in a loss of 25% points/day for each day late;
assignments will not be accepted or graded after the third day.)

Attendance

The internship program requires students to complete a supervised internship of 750 clock
hours through two courses. Participation in each and every session is required in order to
complete the expected supervision hours. Students who do not complete the scheduled hours
per semester will receive an incomplete grade, and must complete the practicum time in the
following semester.

Mastery

Learning to conduct Functional Behavioral Assessments (FBA) and to develop Behavior

Intervention Plans (BIP) is the result of an accumulation of separate but related skills; with each
skill building on the previous. Acquisition of the requisite knowledge regarding the basic
principles and procedures of FBA and positive behavioral programming best facilitated through
mastery based learning such that movement from one phase to the next should be based on
demonstration of a particular skill before moving on to the next skill. Students will benefit most
by completing the application exercises for each Chapter of the text, completing all
assignments, and by developing and implementing an intervention, following the step by step
procedures outlined as Method 1, Method 2, and Method 3. If you don’t show mastery at a level,
are slowed down, and do not complete all requirements of the course on time, you may be
required to take the course again.

Writing

This course requires strong writing skills. I absolutely expect high quality spelling, grammar, and
punctuation. If you worry that you will have less than exemplary report writing, I strongly
encourage you to have your final papers edited at the writing center or to otherwise seek
outside tutoring. I will deduct points for poor writing and I will not give you technical corrective
feedback at this point in your graduate education. Writing reports is a key activity of behavior
analysts and while I will help shape the content of your text, you are responsible for written
quality overall.
Time Requirements

It is expected that this project will require approximately 5 to 6 hours of direct service per week
at the field site. Time will vary depending on variables such as the severity of the behavior and
type of intervention planned. Time working directly with the individual for the behavior change
project is in addition to time needed for the 1.75 hours per week for the in-class component,
1.75 hours with your on-site supervisor, and time to complete assignments. Practicum time can
be carried out during hours of employment as long as the employer approves this. Please plan
accordingly.

Supervision Meeting Format:

Students will take turns leading both large and small group discussions. Some course activities
will be completed during meetings. Each meeting will include a topical discussion, review of
assignments, field-based issues to discuss, a break, and break out discussions.

Contacting Instructor

Instructors have additional responsibilities and assignments. I do read emails and will respond
however there are times when I am out of town or otherwise unable to respond. I will respond as
quickly as possible and typically do so within 24-48 hours at the latest.

Discussion Etiquette

In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on the
basis of research in the field. At times, some of you will not agree on the positions that are taken
in the forum. This diversity is welcomed. However, each student must exercise respect for the
thoughts and comments that are posted by their peers. If any comments are inappropriate or of
an offensive nature, they will be removed from the forum and I will address the issue with the
author of the content. Please follow the following guidelines:

 Never post, transmit, promote, or distribute content that is known to be illegal.

 Never post harassing, threatening, or embarrassing comments.
 If you disagree with someone, respond to the subject, not the person.
 Never post content that is harmful, abusive, racially, ethnically, or religiously offensive,
vulgar or otherwise potentially offensive.

Course Requirements, Projects, and Assignments

 Participation – Active “participation” is an integral part of this course in order to practice

applied behavioral skills and to assess and treat behaviors in the real world. Because
this class is presented online and not in a traditional classroom format, it is even more
imperative to use various means of learning as well as a variation of ways in which to
interact with others. Expect to spend 3-4 hours on this component each week.
o Students are expected to participate in all sessions by completing all assignments
and discussions posted.
o If it is necessary to miss assignments or delay participation beyond the specified
 week, the student is expected to notify the instructor as soon as possible, and
before assignments are due.

 Readings - These assignments will assist students to develop richer understandings of the
conceptual and practical aspects of behavioral work. Behavior analysts are expected to
turn to scientifically validated research to answer questions for themselves. These
readings will offer an opportunity to reflect on specific intervention topics. This will occur
via:
o Reviewing assigned articles or chapters on a particular topic.
o Students will lead a discussion online, by providing a review and comparison or
contrast of the ideas read, providing stimulus questions, issues or problems to
probe, activities, or areas of research for other students to respond or analyze
online.

 CBA Modules - The purpose of these testing and learning modules is to assess your
knowledge of the task list content, provide practice on exam questions, help you build
fluency, and to provide you feedback on the extent to which you are mastering key
concepts. You will need to devote a substantial amount of time each week to working on
these modules. You can not pass the course until you demonstrate mastery of each of
the 5 assigned modules.

 Practicum Assignments - Students will complete weekly field forms, signed by on-site
supervisor. The behavioral intervention program is to be approved by the on-site
supervisor and AU faculty member before implementation. It is in the best interest of
students to keep up with the recommended time line for completing ongoing practicum
assignments, however, when attempting to change real behaviors with real people,
uncontrollable things happen that may delay (or possibly speed up) the rate of
completion. It is the responsibility of each student to inform the instructor immediately if
any complication arises that may drastically affect pacing of the course. In addition, even
pre-approved late assignments will lose points.

 Article Reviews - Students will complete 5 reviews of journal articles in the field of ABA
or related to selected interventions.

 Functional Assessment-Based Intervention (FABI): Projects - The purpose of this

project is to provide you an opportunity to conduct a functional assessment and use the
information to design, implement, and evaluate an intervention based on the functional
assessment data. You will share your FBA results and your BIP with peers during class.
Each student will provide in-depth review & assessment of 2 other students’ BIP’s.
Drafts of each of components of the behavior intervention plan will be due as the class
progresses. Drafts must be submitted in order to engage in peer review and
revisions during class. The final paper (and grade) will be a culmination of each of the
 components incorporating my and your peers’ feedback. The BIP will be graded using a
rubric provided on the first day of class. It is expected that students will use the feedback
to revise each component in their final paper. The quality of the revisions in the final
paper will be reflected in the final grade.

 Functional Assessment-Based Intervention (FABI): Presentation -The purpose of

the short power point presentation is to (a) share the FABI with your peers, (b) gain
experience in the use of technology, and (c) refine your public speaking skills. You are
required to distribute copies of the power point to your classmates (3 or 6 slides per
page). Specific components to be included in the handout will be discussed in class.
Results presentation will be posted on Blackboard for full class review during Class 15.

Unit Schedule
Weekly update discussion posts and practicum logs are due every session.

Unit 1 Objectives

 Define a functional behavior assessment.

 Explain why is it important to consider the function of the behavior.
 Describe how we determine if an event or object is a reinforcer given that perceived
desirability is not an indicator of a reinforcer.
 State potential problems that could occur if an intervention is developed without considering
the function of the behavior.
 Identify a practicum site.

Unit 1 Readings (Links to Documents are in the Course)

 Syllabus
 Form 0 Progress Chart Assignments(2).docx 
 Some Current Dimensions of. Baer Wolf Risley.pdf 
 Chapter 1: Review: A Functional Approach to Problem Behavior
 BACB Conduct Guidelines (Guidelines are on web site: click on about BACB, then find
Conduct Guidelines on left hand column.)
 Forms Due Every Week
 Practicum Forms Units 1-3
 Suggested Articles for Consideration.docx 
 BIP Template.doc
 BIP Scoring Guide.pdf 

Unit 1 Assignments

 Start Ethics Module

 Progress Chart Assignments
 Individual Contract

Unit 2 Objectives

   1.  Turn in all Practicum Forms and begin accruing hours.

   2. Describe the importance of defining the problem behavior
   3. Distinguish behaviors from non-behaviors
   4. Define a target behavior in terms that are sufficiently specific
   5. Select a replacement behavior to take the place of a given target behavior

Unit 2 Readings

 Section 4- Defining Behaviors.pdf

 Chapter 2: Defining the Problem: Identifying the Target and Replacement
 For data collection and analysis throughout the semester, you'll need to choose a variety of
forms.
 Skim: Section 3 - Forms.pdf

Unit 2 Assignments

 2.1 Contact Information  2.5 or 2.6 Description of Setting

 2.2-2.4 Practicum Agreements
Unit 3 Objectives

1. Understand the reasons for conducting functional assessment interview

2. Become familiar with a specific format and procedure for completing functional
assessment interviews with teachers, parents, and students
3. Choose a final objective for behavior change project

Unit 3 Readings

 Student Assessment.docx
 Student Assisted FAI.docx
 Preliminary Functional Assessment Survey.docx
 Section 9 - Behavioral Goals.pdf 
 Chapter 3: Defining the Problem: Functional Behavioral Assessment: Interviews

Unit 3 Assignments

 MODULE: Ethical Considerations

 3.1 Meeting w/ Program Coordinator
 3.2 Final Objective and Parent Consent
Unit 4 Objectives

1. Explain the A-B-C Model and its uses and limitations

2. Explain the concept of the antecedent
3. Explain the concept of the consequence
4.  Identify appropriate times to collect A-B-C data
5.  Identify or construct an A-B-C data collection form
6. Identify the necessary amount of A-B-C data that should be collected.
7. Explain how specific principles of behavior are used to determine the function of a target
behavior.
8.  Use data collected through interviews and observations to determine the function of a
target behavior.
9. Determine whether a target behavior serves a single function or multiple functions.
10. Use the Function Matrix to systematically determine the function of a target behavior.
11. Write a statement that describes the function of a target behavior.

Unit 4 Readings

 Chapter 4: Functional Behavioral Assessment: Direct Observation

 Chapter 5: Determining the Function of the Behavior: Using the Function Matrix
 Section 6 – Functional Factors

Unit 4 Assignments

 ABC Analysis
 Summary of ABC

Unit 5 Objectives

1. Use the function-based intervention model

2. Link the results of FBA to an appropriate intervention method
3. Develop an intervention when the FBA results indicate the student cannot perform the
replacement behavior
4. Explain how the assessment information leads to the selection of the intervention
method.
5. Summarize the process of implementing the selected intervention method.
6. Describe the how the intervention is translated into a Behavior Intervention Plan.
7. Identify and prevent common errors in developing and implementing function-based
interventions.

Unit 5 Readings
 Chapter 6: Intervention Method 1 
Chapter 14: The Entire Process When Using Method 1: Teach the Replacement Behavior
 Section 7- Teaching and Reinforcement

Unit 5 Assignments

 MODULE: Behavioral Assessment

 Journal List
 Video Consents

Unit 6 Objectives

1.    Describe the role of antecedent manipulations in reducing problem behavior and increasing
replacement behaviors
2.    Identify research-based antecedent manipulations that have been successfully used to
decrease problem behavior and/or increase task engagement.
3.    Link the results of the Functional Behavior Assessment (FBA) to Method 2 of the Function-
based Intervention Decision Model
5.    Develop interventions when the FBA results indicate antecedents represent ineffective
classroom practices.
6.    Explain how the assessment information leads to the selection of the intervention method.
7.    Summarize the process of implementing the selected intervention method.
8.    Describe the how the intervention is translated into a Behavior Intervention Plan.
9.    Identify and prevent common errors in developing and implementing function-based
interventions.

Unit 6 Readings

 Section 5 - Environmental Factors.pdf 

 Chapter 7: Intervention Method 2: Improve the Environment
 Chapter 15: The Entire Process When Using Method 2: Improve the Environment

Unit 6 Assignments

 6.4 Journal Article Report

 6.5 Journal Article Report

Unit 7 Objectives

1. Link the results of the FBA to Method 3 of the Function-based Intervention Decision
Model
2. Develop interventions that focus on contingency manipulations.
 3. Explain how the assessment information leads to the selection of the intervention
method.
4. Summarize the process of implementing the selected intervention method.
5. Describe the how the intervention is translated into a Behavior Intervention Plan.
6. Identify and prevent common errors in developing and implementing function-based
interventions.

Unit 7 Readings

 Section 8- Reactive Strategies.pdf 

 Chapter 8: Intervention Method 3: Adjust the Contingency
 Chapter 16: The Entire Process When Using Method 3: Adjust the Contingencies

Unit 7 Assignments

 7.1 Graphing FBA Data

 7.2 Journal Article Report

Unit 8 Objectives

1.    Orally defend his/her written functional assessment summary

2.    Display data from an FBA visually
3.    Improve public speaking skills

Unit 8 Readings

 Competing Pathways Chart.pdf  (Instructor Activity to Follow)

 Section 12 - Resources- environment, teaching, reinforcing.pdf
 Section 13- Reactive Strategies .pdf 

Unit 8 Assignments

 Present FBA Results Shared

 8.0 FA Summary Statements
 Graphs
 8.1 Facilitator’s Assessment
 8.2 Measurement Article
 Sections 1-4 BIP

Unit 9 Objectives

1.    Select an appropriate measurement system

2.    Select an appropriate time to collect data
3.    Record useful data
4.    Assess interobserver agreement (IOA)
5.   Avoid problems that can compromise data

Unit 9 Readings

 Chapter 9: Identifying an Appropriate Measurement System

Unit 9 Assignments

 MODULE: Measurement of Behavior

 9.1 Collecting Data
 **See 11.1 IOA b/c although it is due in 2 weeks, you need 3 points of IOA data during
baseline!
 Sections 5-7 BIP

Unit 10 Objectives

1.    Arrange the conditions needed to test a function-based intervention

2.    Avoid common error that compromise the usefulness of intervention-testing data

Unit 10 Readings

 Chapter 10: Testing the Intervention

Unit 10 Assignments

 10.1 Trialing Intervention

 10.2 Journal Report
 Sections 8-11 BIP

Unit 11 Objectives

1.    Describe the rationale for developing a Behavior Intervention Plan

2.    Name and describe the key elements of a Behavior Intervention Plan
3.    Given background information and data, develop a Behavior Intervention Plan

Unit 11 Readings

 Chapter 11: The Behavior Intervention Plan

Unit 11 Assignments

 Form 11.1 IOA: Testing Your Recording Method

 Sections 12-14 BIP
Unit 12 Objectives

1.    Orally defend his/her written social behavior change program plan
2.    Display results of a behavioral baseline
3.    Improve public speaking skills

Unit 12 Readings

 Chapter 11: The Behavior Intervention Plan

Unit 12 Assignments

 Presentation of Final Behavior Intervention Plans

Unit 13 Objectives

1.    Define social validity, treatment integrity, generalization, and maintenance.

2.    Assess social validity from teacher and student perspectives.
3.    Monitor treatment integrity.
4.    Enhance generalization and maintenance of intervention outcomes.

Unit 13 Readings

 Section 10- Communication and Teaming .pdf 

 Chapter 12: Factors that Affect Success: Social Validity, Treatment Integrity, and
Generalization and Maintenance

Unit 13 Assignments

 Generalization Article
 MODULE: Selecting Intervention Outcomes and Strategies

Unit 14 Objectives

1.    Properly monitor the outcomes of the intervention

2.    Properly monitor the implementation of an intervention
3.    Organize data into a clear, useful graph
4.    Assess social validity at the proper times
5.    Use social validity data to improve an intervention or its implementation
6.    Assess generalization
7.    Identify the appropriate point at which to begin fading an intervention
8.    Fade an intervention at the proper speed

Unit 14 Readings

 Chapter 13: Monitoring the Intervention and Analyzing Outcomes

Unit 14 Assignments

 14.1 Progress Report

 14.2 Treatment Integrity Checklist

Unit 15 Objectives

1.    Display results of a behavior change project

2.    Improve use of technology
3.    Improve public speaking skills

Unit 15 Readings

None

Unit 15 Assignments

 Present Final Results & Graph  Course Evaluation

 15.1 Field Facilitator Evaluation

Finals Week Assignment

 MODULE: Displaying and Interpreting Behavioral Data