University of Wisconsin Platteville Office of Continuing Education

University of Wisconsin-Platteville Office of Continuing Education Course Syllabus Graduate Credit Only Title: Developmental Disabilities and Autism Part 1

Number: Semester: Credits/Contact Hours: 3 Graduate Credits Only / 45 Contact Hours

Days and dates: TBD Times: TBD Location: TBD

Instructor: Dr Roger Bass Office Address: 2001 Alford Dr City/State/Zip Kenosha, WI 53141 Office Phone: 262-853-1951 E-mail Address: [email protected] Office Hours: TBD

Prerequisites: Acceptance into the Behavior Analysis Certification Program, completion of Applied Behavior Analysis, and either completion of or concurrent enrollment in Research Design and Ethics for Behavior Analysts.

Course Description ABA researchers developed many of the most effective methods for working with autistic and developmentally disabled individuals. This wide array of techniques accounts for why an entire course is dedicated to them. The original literature will be complemented with readings, videos, and field observations. Projects will have students design such programs, select appropriate procedures based on FBAs, and describe overlapping and complementary elements of various procedures. Families with autistic children will serve as discussants and students will design sensitive assessments and practical programs that accommodate family parameters (number of other children, number of adults in household, finances, etc.) This is the first of two methods courses in the Developmental Disabilities/Autism Specialty. The theoretical and research foundations underlying behavior analytical techniques used with these populations will extend core classes and be covered in sufficient depth to support students’ independent evaluations of the relevant applied literature. Topics covered will include at least: *Verbal Behavior Approach and VB-MAPPING *Discrete Trial Training *Completing and using FBAs to make applied decisions *Components of effective programs in schools, institutions, group homes, long-term care facilities *Generalizing training across settings *Natural Language Programs *Direct Instruction applications *Video-based instructional procedures

1 *A range of behavior management procedures *Augmentative and alternative communication procedures *Tactics to support families and their intervention efforts *Methods based on Relational frame Theory, Stimulus Equivalence and other generative approaches. *Efficacy studies comparing behavioral approaches with others. Included here will be an Analysis of how such comparative work is done and the relative merits of the methodologies used. *PECS (Picture Exchange System/Pyramid Educational Consulting) Techniques will ALWAYS be considered in their (a) theoretical, (b) research, and (c) ethical contexts.

Field work required: 20 hours (observe procedures in use, collect data, etc).

Texts Luiselli, J.K., Russo, D.C., Christian, W.P., Wilczynski, S.M. (2008). Effective Practices for Children with Autism. Oxford University Press: New York.

Course handbook with readings, reading objectives, project summaries, and list of videos demonstrating techniques discussed in this course.

Schriebman, L. (2005). The science and fiction of autism.

Introduction to the Course The structure of this class may be unlike any you have taken. Here are the key elements starting with overall course structure and ending with the elements of each class. 1. Overall Course Structure. The 18 weeks of this course will be divided into nine 2- week modules. These modules will each address a general area and consist of the following components: (a) Reading objectives. Reading objectives are a reading assist. They come in two types: (1) Comments. Comments are my remarks that clarify, extend, or correct your readings. They are fair game for test questions and are considered to be part of the reading assignment. (2) Questions. Questions addressing you readings are posed and require you to provide a written answer.

Locating the material addressed by a reading objective. Reading objectives are preceded by numbers that indicate the location of the material being addressed. For example, "(122-123) indicate that the relevant material is found on pages 122 and 123 whereas "(122,2- 123,1) means that the relevant passage is on page 122 paragraph 2 and extends to page 123, paragraph 1.

(b) SAFMEDS. "SAFMEDS" stands for "Say All Fast Minute Every Day Shuffle" and consist of key terms and concepts that are provided on cards. These will be studied cumulatively throughout the course.

(c) White boards. You will be given a dry erase board and magic marker. During class, you will write answers to questions and present them on the boards. Note that 15% of your grade is in-class participation—largely measured as your accuracy when answering questions in this format.

2 (d) Project. Each module will have at least one project that groups or individuals will complete.

(e) Module exam. Each module will terminate with an exam. This exam will be given on the last day of each module. Most modules will be segmented into three parts each of which will be completed during part of a class period.

(f) Day 1 Module test. Each module will begin with a check test over readings from that module. Questions may be posed prior to the test.

(g) Autism techniques demonstrations. During several classes, you will partner with another student, explain, and then demonstrate the proper delivery of autism assessments and techniques. These will include but not be limited to Functional Behavior Analyses, V- MAPPS, and reinforcer surveys. In addition, you will interpret data and argue why a particular method or class of methods should be used.

(2) Daily Class Structure. Each class period will be structured thus: (a) SAFMEDS check test. Each class will start with a check test over the key concepts and vocabulary covered up to that point. SAFMED cards will be tested cumulatively throughout the course. These test scores will be recorded and count toward the final grade. You will keep daily data on your SAFMEDS performance.

(b) Q/A discussion. Lecture will be largely replaced with sets of questions I will ask and discuss with you. The entire class will respond via dry erase boards. Participation and answer accuracy are part of the final grade. You will keep data on your performance during class and record as per instructed by the professor.

(c) Projects. Class members will either individually or in small groups work on projects related to the core issues addressed within a module.

Grading Grades will be weighted thus: *Reading objectives: 20% *Module Projects: 20% *Check tests (SAFMEDS): 15% *In-class lesson presentations: 15% *Module exams: 30% *Class participation can add up to 15% additional credit or lower your grade by 15% if absenteeism, obvious lack of preparation, etc. occur.

Grading follows this table: 100-90=A 80-89=B 70-79=C 60-69=D 59 and less=F

Grade remediation. You may remediate any grade by the end the next module. Remediation will not occur at any point later than that. The amount of remediation possible is described in this table:

3 Initial grade=100-90=Total credit Initial grade=80-89=3/4 credit Initial grade=70 and below=1/2 credit This sliding scale encourages all students to do their best on the first attempt and makes it possible for anyone to pass the course with a C as long as they achieve an initial grade of 47.

Test Preparation. Be sure to enclose the test or paper on which the original error occurred. I will use this to evaluate your remediated version.

Late tests will be graded thus: 100-90=C 80-89=D 79 and less=F

4 Module # BACB Tasklist (each module Readings Projects/Assignments Emphases is two weeks) *Effective Practices for *Watch these YouTube Videos: Content Areas: Children with Autism *Intro to Autism ___1 Ethics (EPCA): ch 1 http://www.autismspeaks.org/video/index.php _X_2 Df & Charc (Evidenced-Based…”) *Parents Talking about Autism and ABA ___3 Princ & Processes and 2 (Practice http://www.youtube.com/watch? ___4 Beh Assessment Guidelines for Autism v=gbH_jpYlYew ___5 Exp Eval of Treat. 1 Education.…” *Find a You Tube video on ABA to play and ___6 Meas of Behavior *The Science and discuss in class. ___7 Display/Interp Data Fiction of Autism (SFA): ___8 Select Interv/Strats ch 1: “Critical ___9 Beh Change Proced Evaluation of Issues in ___10 Systems Support Autism” *EPCA ch 3 (National *Describe how single-subject design can be Content Areas: Standards project), ch 4 used to answer questions commonly ___1 Ethics Single-case Research researched with large-scale group designs _X_2 Df & Charc Methodology…” (e.g., randomized control trials). ___3 Princ & Processes *SFA-ch 2 *What is the National Standards Project? _X_4 Beh Assessment 2 (“Characteristics of What are their conclusions regarding autism? _X_5 Exp Eval of Treat. Autism”) ___6 Meas of Behavior _X_7 Display/Interp Data ___8 Select Interv/Strats ___9 Beh Change Proced ___10 Systems Support *EPCA ch 5 (Early *Drawing from your Applied Behavior Content Areas: intensive…), ch 6 Analysis course, discuss the similarities and ___1 Ethics Essential differences between autism methodologies _X_2 Df & Charc components….). and other areas (education, clinical _X_3 Princ & Processes *SFA (ch 3 “Diagnosis psychology, etc.) _X_4 Beh Assessment 3 and Assessment”) *Write an explanation of the key components _X_5 Exp Eval of Treat. of ABA for autism. Your audience is parents ___6 Meas of Behavior and teachers. ___7 Display/Interp Data _X_8 Select Interv/Strats _X_9 Beh Change Proced ___10 Systems Support *EPCA ch 7 *Describe how to improve the performance of Content Areas: (Generalized Behavior staff. Emphasize how to ensure that behavior ___1 Ethics Change…), ch 8 (Best change programs endure in your absence. ___2 Df & Charc practice methods for *How is establishing generalization in autistic ___3 Princ & Processes staff training.) children different thaqn inother population? ___4 Beh Assessment 4 *SFA (ch 4 (What ___5 Exp Eval of Treat. Causes Autism?”) _X_6 Meas of Behavior ___7 Display/Interp Data ___8 Select Interv/Strats _X_9 Beh Change Proced _X_10 Systems Support

5 *EPCA ch 9 (Descrete *Summarize the following YouTube videos Content Areas: Trial…), ch 10 (Skill on Descrete Trial Training: ___1 Ethics acquisition, Direct +This is introductory-- ___2 Df & Charc Instruction,.…) http://www.youtube.com/watch?v=4ms9Ko- _X_3 Princ & Processes *SFA (ch 5—Are there JSh0&feature=related _X_4 Beh Assessment Core Deficits in +This demonstrates several techniques- _X_5 Exp Eval of Treat. 5 Autism?”) http://www.youtube.com/watch? _X_6 Meas of Behavior v=hulVH9jpR8k&feature=related _X_7 Display/Interp Data +This deals with verbal imitation: ___8 Select Interv/Strats http://www.youtube.com/watch? ___9 Beh Change Proced v=qtRod0V57HU&feature=related ___10 Systems Support *Review three studies on Descrete Trial Training *Ch 11 (Naturalistic *Describe how descrete trial training can Content Areas: Teaching Procedures), augment naturalistic and video approaches. ___1 Ethics ch 12 (Video-based *Write a program that progresses from ___2 Df & Charc Instruction …) descrete traial training to naturalistic _X_3 Princ & Processes *SFA (ch 6 approaches. _X_4 Beh Assessment 6 —“Developing ___5 Exp Eval of Treat. Treatments that Work”) ___6 Meas of Behavior ___7 Display/Interp Data ___8 Select Interv/Strats ___9 Beh Change Proced ___10 Systems Support *EPCA ch 13 *Summarize the following YouTube videos: Content Areas: (Developmental play…) +Introduction to PECS: ___1 Ethics and ch 14 http://www.youtube.com/watch? _X_2 Df & Charc (Augmentative and v=T9hEXkURmxo&feature=related _X_3 Princ & Processes alternative _X_4 Beh Assessment communication…) http://www.youtube.com/watch? ___5 Exp Eval of Treat. *SFA (ch 7—“Are Other v=eTzedhezar8&feature=related ___6 Meas of Behavior Treatments Effective?”) ___7 Display/Interp Data http://www.youtube.com/watch? ___8 Select Interv/Strats v=eTzedhezar8&feature=related _X_9 Beh Change Proced ___10 Systems Support +Phase 1 PECS Training—the exchange: http://www.youtube.com/watch? v=ZP48lxnNdHM&feature=related 7 +Phase 2 PECS Training: http://www.youtube.com/watch? v=tr3lQXNEcps&feature=related

http://www.youtube.com/watch? v=B_a2j5krILI&feature=related

*Phase 3 PECS training (exemplary use): http://www.youtube.com/watch? v=v4B5NlVtoX4&feature=related

*Phase 4 PECS training (sentences): http://www.youtube.com/watch? v=vPRZIg9levk&feature=related

6 *EPCA ch 16 *Review this article from ABAI regarding Content Areas: (Antecedent comparisons of Verbal behavior approaches _X_1 Ethics (preventative) and natural teaching models: _X_2 Df & Charc Intervention), ch 17 http://www.ncbi.nlm.nih.gov/pmc/articles/PM _X_3 Princ & Processes (Using positive C2774588/ _X_4 Beh Assessment 8 reinforcement), ch 18 ___5 Exp Eval of Treat. (Behavior-contingent ___6 Meas of Behavior (restrictive) intervention) ___7 Display/Interp Data *SFA (ch 8—“Miracle _X_8 Select Interv/Strats Cures or Bogus _X_9 Beh Change Proced Treatments?”) ___10 Systems Support *EPCA ch 19 (Family *Write a program consistent with PL94-457 Content Areas: Support and family plans that address concerns _X_1 Ethics Participation) families have when early intensive _X_2 Df & Charc *Review of key issues behavioral interventions are used. _X_3 Princ & Processes and several emerging *Review this powerpoint that introduces ABA _X_4 Beh Assessment approaches (Novak to parents. Evaluating Alternative ___5 Exp Eval of Treat. article) Treatments- ___6 Meas of Behavior 9 *Speaker on toilet (Helpingparentsevaluatealternativetreatment ___7 Display/Interp Data training children with s.ppt) ___8 Select Interv/Strats autism. *The ASAT website has numerous articles ___9 Beh Change Proced *SFA (ch 9—“early that parents can understand and use: _X_10 Systems Support Intervention, ‘Recover,’ http://www.asatonline.org/inte3rvention/maki and ‘Best’ Treatment”) ngsense.htm *Autism: A Behavioral Systems Approach. Gary Novak and Martha Pelaez.

NOTE: Students with impaired sensory, manual, or speaking skills are encouraged and have the responsibility to contact the Office of Continuing Education toll free 888-281-9472 regarding reasonable accommodation needs. Students requiring reasonable accommodation needs must be registered as a student with a disability. Please contact Roxanne Johanning at the Continuing Education Office.