Curriculum: MEd Foundations in Behavior Analysis

This course provides an overview of theory and empirical research related to child development from infancy through adolescence. The course emphasizes the links between theory, research, andpractice to promote positive outcomes for all children. The course also links child development theory to an in-depth examination of the research on behavioral interventions and prevention strategies to improve developmental outcomes. Also, from a behavioral intervention orientation, the course will review the literature on parentingbehavior and its relationship to child development.

This course, the first in a sequence of courses inapplied behavior analysis, provides an in-depth introduction to the philosophy, concepts, and principles of behavior analysis in general, and toapplied behavior analysis in particular. The conceptual foundations developed in this course will be the basis for understanding academic and behavior problems in applied settings and in the development and implementation of: behavioral assessments, functional behavioral hypotheses, intervention procedures directly related to problem function, and data-based decisions about intervention effectiveness.

The course introduces students to the foundations for child development, disability, developmental psychopathology, and diversity within individual development from an ecological-behavioral and competence enhancement perspective. Emphasis is onimplications for research-based intervention and practice in schools. The purpose of this class is to review patterns of typical child behavior and development as well as behaviors in children that are generally regarded as atypical (interfering with quality of life or life functioning). The course also reviews special education law and how it relates to classification and service delivery in schools.

This course emphasizes leadership for professionals to work effectively with schools andfamilies to promote home-school collaboration, with added emphasis for early childhood settings. The course applies empirical foundations of home-school collaboration, early intervention, andcollaboration/problem solving for early intervention decisions. Prevention and intervention-based services are described at levels of services including agency, school and classroom, small group or embedded,and individualized. Students will develop skills in applying functional interview and observation methods, using web- and research-based informationto develop tiered instructional and intervention supports, and teaming through role-playing.

This is the second course in the applied behavior analysis sequence and provides instruction in applying basic behavior principles to resolve behavior problems and foster prosocial behaviors in educational settings, including school-wide positive behavior approaches. Students will learn:basic principles of functional assessment of behavior problems, techniques of direct behavioralassessment used in functional assessment; assessment of reinforcers to use in interventions,clinical applications of behavior analytic interventions to reach socially meaningful outcomes, the rudiments of repeated measurement tomake data-based decisions about intervention effectiveness, and evidence-based strategies to promote social competence, including school-wide approaches. Students will acquire basic knowledge of research procedures within applied behavior analysis and will use these principles to begin toanalyze related research to guide professional practice.

This course is designed to (1) develop school professionals' sensitivity and awareness of diversity factors related to culture, context, andindividual and role differences that influence values, beliefs, and behaviors, (2) gain an understanding of culturally-responsive data-based decision making, consultation and collaboration, and direct and indirect services for individuals, families, and schools with diverse characteristics, cultures, and backgrounds within a multi-tiered delivery system, (3) develop an understanding of how to provide cross-culturally competent and ethnically-valid instructional practices for all children, families, and schools in order to address disproportionate representation of diverse populations in educational categories, (4) promote social justiceand recognition that cultural, experiential, linguistic, and other areas of diversity may result in different strengths and needs and advocate for culturally responsive systems that ensure learning environments that are culturally relevant, respectful, responsive, and rigorous.

The course examines legislation, regulations, court decisions, and ethical standards that impactpractice in schools and other community agencies. The course addresses the ethical and legal issues that professionals, including school psychologistsand Board Certified Behavior Analysts, may encounter in practice. The course will also reviewthe guidelines for professional conduct and ethical standards of the National Association of School Psychologists, Association for Behavior Analysis International, American Psychological Association, and Behavior Analyst Certification Board. The ethical responsibilities of those engaged in research also will be highlighted. Informed consent, protection of confidentiality, and selection of least intrusive, least restrictive behavior change procedures will be presented and discussed. Ethical decision-making processes will be emphasized and the relationship between ethics and law will be explored.

This course examines advanced techniques in functional behavioral assessment and analysis of aberrant behaviors for individuals with severe disabilities. There is an applied experience requirement for students to conduct an actual functional assessment or analysis in an educational setting, including creation of a behavior support plan based on functional hypotheses. Introduction to curriculum planning for students with severe disabilities will be covered, focusing on meeting functional needs in least restrictive environments. Development of communication skills/social relationships for students with disabilities will be examined, especially in relation to positive reduction of aberrant behaviors.

The course reviews a variety of methods for assessing and improving the academic performance of students. Instruction includes practice with advanced techniques in direct and norm-referenced academic assessment for use in intervention planning and progress monitoring. The course also examines a wide range of research-based instructional and intervention practices promote student learning and development of academic skills.

The course focuses on developing students' skills to apply the scientist-practitioner model to applied behavioral research and accountability in practice educational settings. Behavioral researchmethods and single case designs of relevance to the learning and behavior problems of children areexamined as is practical intervention evaluation for accountability. The course is designed for graduate students in school psychology, special education, and other educational professionals.