PdF:IVc517 Intervention and Behavior Prog - Course Information

IVc517 Intervention and Behavior Program Implementation

Extent and Intensity

0/0/5.8. 8 credit(s). Type of Completion: zk (examination).

Teacher(s)

Mgr. Kateřina Chrapková (lecturer)
Mgr. Zuzana Maštenová (lecturer)
Mgr. Ivana Trellová (lecturer)
Sheri Leigh Kingsdorf, Ph.D. (seminar tutor)
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

• Behavior Analyst - Accredited Qualification Course (programme PdF, C-CV)

Course objectives

The course focuses on the development of advanced skills in the design and management and supervision of behavioral intervention programs. Students learn the individual steps that a behavioral analyst performs in order to develop new functional manifestations of behavior, which will help him improve his quality of life, as well as techniques that lead to the reduction of non-functional behavior. The course develops advanced skills of applicants for the points of individual plans for behavioral intervention and their use in the natural environment of the patient/client. Including techniques of prompting, shaping, differentiated strengthening, implementation of various schedules and specialized techniques of applied behavioral analysis, which focus on the development of verbal operants. The aim is also to prepare participants for the role of a professional who leads professionally younger and less experienced colleagues, evaluates and monitors the success of behavioral intervention and continuously adapts its course based on the results and changes in patient / client behavior.

Learning outcomes

Students can identify and establish alternative behavior when target behavior needs to be decreased
Students can explain and plan for unwanted effects when using reinforcement, extiction and punishment procedures
Students know how to monitor client's progress and treatment integrity
Students use data based decision making about intervention efectiveness
Students can use effective performance monitoring, feedback and reinforcement systems
Students can describe function based strategies to improve personnel performance
Students can evaluate effects of supervision on client outcomes or supervisee's performance
Students know how to cooperate with others who provide services to client
Students can distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis.

Syllabus

• the dimension of Applied behavior analysis
• reinforcement of alternative behavior
• reinforcement, extinction, and punishment procedures
• Monitoring client progress and treatment effects
• data-based decisions (the effectiveness of the intervention)
• Collaborating with others who support and/or provide services to clients
• performance monitoring, feedback, and reinforcement systems
• functional assessment approach (e.g., performance diagnostics)
• function-based strategies
• the effects of supervision
• the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968)

Literature

• MAURICE, C., GREEN, G., & LUCE, S. (Eds.). (1996) Behavioral intervention for young children with autism: a manual for parents and professionals. Austin: Pro-Ed.
• GREER, R.D., & ROSS, D.E. (2008). Verbal behavior analysis: Inducing and expanding new verbal capabilities in children with language delays. Boston, MA: Pearson.
• SKINNER, B.F. (1969). Contingencies of reinforcement: A theoretical analysis. New York: Appleton-Century-Crofts.
• CATANIA, A.C. (2013). Learning (5th ed.). Cornwall on Hudson: Sloan Publishing
• SKINNER, B.F. (1957). Verbal behavior. Englewood Cliffs, NJ: Prentice-Hall
• NATIONAL AUTISM CENTER (2009). National Standards Project, Findings and Conclusions, Addressing the need for evidence-based practice guidelines for autism spectrum disorders. National Autism Center: Randolph, MA.
• BAER, D.M. (1981). How to plan for generalization. Austin: Pro-Ed.
• FISHER, W., PIAZZA, C., & ROANE, H. (2020). Handbook of Applied Behavior Analysis (2nd Ed). Guilford Publications.
• SUNDBERG, M.L, & PARTINGTON, J.W. (1998). Teaching language to children with autism or other disabilities. Pleasant Hill, CA: Behavior Analysts, Inc.
• 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: 30 h teorie, 40 h cvičení.
Information on the extent and intensity of the course: 70 hodin.

• Enrolment Statistics (Spring 2023, recent)
  
• Permalink: https://is.muni.cz/course/ped/spring2023/IVc517