ABA200 - Introduction To Behaviour Analysis

Outline info
Last revision date 2017-05-29 00:26:15.395
Last review date 2017-07-17 00:15:00.94

Subject Title
Introduction To Behaviour Analysis

Subject Description
This course presents students with theories, terminology, and applications underlying current approaches to teamwork and working with the families of children with Autism Spectrum Disorders. The focus is on effective
collaboration with a multi-disciplinary team, which is essential to successful intensive behavioural intervention. Students develop the interpersonal, job-oriented skills necessary to problem-solve as team members in a flexible, empathetic, resourceful, and productive manner.

Credit Status
One credit toward the Autism Interventionist Recognition of Achievement (ROA) Certificate Program

Learning Outcomes
Upon successful completion of this subject the student will be able to:

1. Define Applied Behaviour Analysis and contrast it to Intensive Behavioural Intervention.
2. Describe the importance of empiricism in evaluating treatment claims.
3. Diagram various behaviours into the basic model of Learning Theory (S-R-S).
4. Discriminate between reinforcement and punishment
5. Explain the basic principles of behaviour analysis as they are used in the applied setting.
6. Define the different types and schedules of reinforcement.
7. Provide a definition of prompt and give examples of at least five types of prompts.
8. Develop a task analysis and learn how to implement it.
9. Define discrete trial teaching and the various components of it.
10. Define the functions of behaviour and learn strategies to decrease problematic behaviours and increase desired behaviours.
11. Discuss the importance of data collection, graphing and analyzing performance.
12. Define the concepts of generalization and maintenance and discuss strategies to facilitate each.
13. Describe models of serving children and parents of autism and what makes a quality program.

Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.

To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on http://library.senecacollege.ca for further information regarding cheating and plagiarism policies and procedures.

All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecacollege.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.


Topic Outline

    Applied Behaviour Analysis (ABA) vs. Intensive Behavioural Intervention (IBI)
    Learning Theory/S-R-S
    Establishing Operations (EO’s)
    Respondant and operant conditioning
    Operational Definitions
    Principles of operant conditioning:
     - Positive and negative reinforcement
     - Positive and negative punishment
    Preference Assessments
    Schedules of reinforcement
    Differential reinforcement
    Developing task analysis
    Prompting (various types and fading techniques)
    Errorless teaching
    Error correction
    Methods of Instruction:
     - Discrete trial teaching (DTT)
     - Incidental teaching
     - Activity Schedules
    Methods of Data Collection
    Functions of Behaviour I
    - Behaviour Assessment
    Functions of Behaviour II
    - Increasing Desired Behaviours
    - Decreasing Undesired Behaviours
    Models of serving children and parents: Centre-based vs. home-based
    Identifying a quality program

Mode of Instruction
Students’ learning is facilitated through a variety of sources and formats, including: lecture-style, assigned readings, group work, and class discussion.  Commercial, agency and/or parent-made videos are used to illustrate behavioural concepts and teaching strategies discussed.  Students practice ABA techniques in the classroom with one another, and are responsible for teaching a “skill” to another person, outside of classroom, as part of a final assignment.

Prescribed Texts
Applied Behaviour Analysis for Teachers, 9th Edition;
By Paul A. Alberto and Anne C. Troutman; Pearson Education, ISBN#0132655977

Reference Material

Required Supplies

Promotion Policy

Grading Policy
A+ 90%  to  100%
A 80%  to  89%
B+ 75%  to  79%
B 70%  to  74%
C+ 65%  to  69%
C 60%  to  64%
D+ 55%  to  59%
D 50%  to  54%
F 0%    to  49% (Not a Pass)
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online (http://www.senecacollege.ca/academic-policy) or at Seneca's Registrar's Offices.

Modes of Evaluation
To pass this subject, the student must achieve the learning outcomes stated in the subject. This is demonstrated by the students successful completion of both the term work and the final exam. The student must pass both the term work and final exam to pass the subject. 

If the student does not pass the term work, the student may not be permitted to write the final examination.  If the student passes the term work, but fails the final examination, the student may be awarded a Supplemental Grade (SUP) at the discretion of the Promotion Committee.

Assignments are due at the beginning of the class on the dates specified. Should extenuating circumstances arise, please contact your instructor immediately, prior to when your assignment is due, so an appropriate course of action can be established.  Late assignments are subject to a grade penalty and will not be accepted beyond two weeks after the assignment  due date.

Students unable to complete any formal evaluations without sufficient documented reason, will result in a grade of zero for the missed assessment(s).
Grading is based on the following marking scheme:

                    Quizzes                                                           30%
                    In-Class Case Study                                        30%
                    Skill Acquisition Project:                                  40%


Approved by: Lisa Somers