University of Massachusetts · Organizational Behavior Management (OBM) If changing, previous...

University of Massachusetts Boston * Dartmouth * Lowell

Course Addition/Course Change Form Form Legend Asterisks indicate PeopleSoft Required Fields

New Course/Course Change Form 10/2011 version Questions? Contact Undergraduate Studies: [email protected]

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This form should be used to add a new course or update an existing course. This information will be used to update the course catalog.

Name of person completing form: Jill Tilton Date: 4/17/2013 College File # (to be added after Dean’s approval):

SECTION A – COURSE INFORMATION

Please complete the following:

Course Addition Course Change Reactivate Course**

Distribution Diversity / Int’l Mgmt Seminar (FYS / IS) Quantitative Reasoning

*Course Credits If changing,

previous credits: UC Non-Credit

Course?

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UC Program: UC CEUs/PDPs: #CEUs

#PDPs

*Department ABA *Variable Course Credit:

Yes No

*Course Number: 655 *Minimum Credits:

If changing,

previous number:

*Term in which this will take effect:

Summer 2014

*Maximum Credits:

*Short Course Title: (Max 30 characters)

Organizational Behavior Mgt.

*Long Course Title: (Max 100 characters)

Organizational Behavior Management (OBM)

If changing, previous title:

Applied Behavior Analysis: Special Settings and Supports

Course Description: This advanced course offers intensive study of selected topics in the field of applied behavior analysis. The curriculum has been approved by the national Behavior Analyst Certification Board as addressing competencies in the identification of problems and the implementation, management, and supervision of services. This course will provide students with techniques to collaborate with other professionals working with students requiring special education. It will train students to use everyday language when explaining behavioral concepts and it will teach students to consider environmental modifications to reduce the need for behavior analytical services. This course will also provide students with behavioral methodology for staff training and evaluations. Performance management, behavior expectations, and competency-based training are a few of the topics covered during this course. The students will design tools for monitoring procedural integrity for skill acquisition and problem behavior management. Upon completion of this course students will be able to address complex issues related to training and development of staff in different contexts such as consultation, public schools, home-based programs and private schools. Students will also learn what best practices in consultation are, some limitations and strategies for problem-solving around limitations, and the different models of consultation (e.g., in public schools, within agencies, in-home etc). This course meets Behavior Analyst Certification Board, Inc.TM requirements for a. Identification of the Problem and Assessment (5 of 30 hrs.), b. Implementation, Management and Supervision (10 of 10 hrs.), c. Discretionary (30 of 30 hrs.)




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If changing, previous description: This advanced course offers intensive study of selected topics in the field of applied behavior analysis. The

curriculum has been approved by the national Behavior Analyst Certification Board as addressing competencies in the application of behavioral analytic principles, methods in applied settings, and other behavioral principles. Researchers, practitioners, and parents will provide insights into current issues regarding the use of behavioral techniques with unique populations, settings, and applications. These issues might include specialized methodology for working with young children or with students who have experienced head injury. Techniques for using behavioral methodology for staff evaluations and training will also be explored. Students will complete an extensive case study planned and implemented to demonstrate mastery of the course competencies. This fifth course meets Behavior Analyst Certification Board, Inc.TM (BACB) requirements in discretionary within the content areas (45 of 45 hours).

Requisites (Please List All): If changes are being requested to co/prerequisites, please explain: ABA 656 complements ABA 655 and must be taken at the same time.

Course Number Course Number Pre Co ABA 651 AND Pre Co ABA 656 AND Pre Co ABA 654 AND Pre Co ABA 652 AND Pre Co ABA 653 OR Pre Co

Rationale for the Proposal: The ABA Graduate Certificate Program is entering its 13th year at UMB. The request for name changes and expansion of hours to teach the same content in greater depth, from 5 courses to 6 courses, comes from 3 sources. First, the field of knowledge has expanded since the last program expansion approved through UMB Governance in 2005, when the program increased from 4 courses to 5 courses. Second, the expansion of teaching hours is required to maintain our approval for meeting the training requirement to sit for the national professional BACB exam. Third, Massachusetts recently passed legislation H4555 which provides for licensure of applied behavior analysts by the state Board of Registration of Allied Mental Health and Human Services Professionals that is aligned with the professional licensure process of the BACB.

These justify a separate course to address Ethical and Professional Conduct (to be ABA 656) and a realignment and addition of material to meet the new requirements of the BACB. 5 hours of Behavioral Assessment from ABA 652 have been moved to ABA 655, 10 hours of Behavioral Change Procedures and Systems Support from ABA 653 have been moved to ABA 655, and discretionary hours have been reduced to 30.

Other Information: This course might be taught in the following mixture of formats, depending upon the location of the students and their need. The streaming videos made of each face to face class session could be used as class content. In this situation, it is anticipated that the instructor will connect live and interactively such as through Wimba or Skype to communicate directly with students at least every third class session. Currently students participate face to face through live, interactive ITV. Approval for a combination of streaming video, other online activities, live interaction with instructor, and face to face formats is requested. Depending upon the format offering, the relevant details about the technology will be added to the syllabus, following the models of existing successful Instructional Design and other CAPS online courses.

** “Reactivate Course” is intended to be used for courses that already exist but have been inactivated because they were not scheduled for five years or more. Departments wishing to reactivate such existing courses should send this form (including any minor changes in course description or title) and an updated syllabus to the Dean of their College. If the course is changing substantially, it should be submitted as a Course Change instead, following the normal governance process.




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Course Offering Details (Please complete all of the following): *Course College (Academic Group): University College *Course Department/Program (Subject) ABA Graduate Certificate *Academic Career UGRD GRAD NON-CREDIT Is Course Cross Listed? Yes No

If Course is Cross Listed, Complete the following: *Course College (Academic Group): No Cross-Listing Please note: cross listed courses should carry the same number in

each cross listing department if at all possible. *Course Department (Subject)

*Course Number (Catalog Number)

*Cross Listed Career UGRD GRAD NON-CREDIT

If course is cross-listed in more than two departments, please list additional departments and course numbers here:

SECTION B – COURSE REQUIREMENTS

Course Requirements (Undergraduate Courses):

*Does this course fulfill a General Education Requirement? Yes No Note! If this is a NEW course, a separate request must be submitted for entry into Diversity, Quantitative Reasoning, or Distribution categories.

If Yes, please indicate the specific General Education Requirement. None If this course is being submitted for Distribution, choose an area. None If this course is being submitted for Diversity, choose an area. None *Is this course a College of Management International Mgmt course? Yes No

*Does this course fulfill a Major Requirement? Yes No

If Yes, in what Major?

Course Requirements (Graduate Courses):

Is this course a Requirement? Elective?

Is this course for a Doctoral program? Master’s program? Graduate Certificate? CAGS?

What student population will be served by this course?

% Undergrad

% Master’s 20 % Certificate 80 % Doctoral

Other Course Information (Undergraduate and Graduate Courses):

Is this course intended to be offered on-line? Yes No If yes, please consider the relevant Supplementary Information (see addendum)

Has this course been offered as a Special Topics course? Yes No If yes, when?




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SECTION C – OTHER COURSE INFORMATION

Course Components (Please Check all that Apply): Hours/Week?

Indicate the grading status of each component:

Default Grading Basis (Please Check ONE ONLY):

Component Primary?

Lecture Yes No

Graded? Yes No Graded

Laboratory Yes No

Graded? Yes No Pass/Fail Only

Discussion Yes No

Graded? Yes No Non Graded

Indep Study Yes No

Graded? Yes No Audit

Field Studies Yes No

Graded? Yes No Multi-Term (“Y”)

Grad Research Yes No

Graded? Yes No Sat/UnSat

Clinical Yes No

Graded? Yes No Competency

Practicum Yes No

Graded? Yes No Credit/No Credit

Seminar Yes No

Graded? Yes No Student Option

Special Topics Yes No

Graded? Yes No Other ___________

Studio Yes No

Graded? Yes No

Course Repeat Details

Is Course Repeatable for Credit? Yes No Please Note: If a course is repeatable for credit, it cannot have Distribution status.

Is a student allowed to enroll multiple times in a single term?

Yes No

Total Units Allowed (If Course can be Repeated for Credit)

Total Completions Allowed (If Course can be Repeated for Credit)

For Registrar’s Use Only Course ID:

Course Entered By:

SECTION D - SIGNATURES




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Department: ABA Number: 655 Course Title: Organizational Behavior Management (OBM)

Approval Signature

Printed Name

GPD

Approval Date

Approval Signature

Printed Name

Department Chair

Approval Date

Approval Signature

Printed Name

Collegiate Committee

Approval Date

Approval Signature

Printed Name

Collegiate Committee

Approval Date

Approval Signature

Printed Name

College Senate Chair

Approval Date

Approval Signature

Printed Name

College Dean

Approval Date

Approval Signature

Printed Name

PECC (if relevant)

Approval Date

Approval Signature

Printed Name

FC Subcommittee

Approval Date

Approval Signature

Printed Name

FC Committee

Approval Date

Approval Signature

Printed Name

AVP Undergrad. Studies

Approval Date

Approval Signature

Printed Name

Graduate Dean

Approval Date

Approval Signature

Printed Name

Chair, Faculty Council

Approval Date

Approval Signature

Printed Name

Provost

Approval Date




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SECTION E – SUPPLEMENTARY INFORMATION (DO NOT COPY WHEN SUBMITTING HARD COPY) Signatures Required (Please note: if more than one department or college is involved, be sure to get all relevant signatures) New or Amended UNDERGRADUATE course Department Chair, Chair of Collegiate Committee, Chair of Collegiate Senate or governing

body, College Dean, Provost

New or Amended GRADUATE course GPD, Department Chair, Chair of Collegiate Committee (if needed), PECC (if needed), College Dean, FC Grad Studies Committee Chair, Graduate Dean, FC Chair, Provost

First-Year or Intermediate Seminar, Quantitative Reasoning

Department Chair, Chair of Collegiate Committee, Chair of Collegiate Senate, College Dean, FC Subcommittee Chair, FC GenEd Committee Chair, AVP for Undergraduate Studies, FC Chair, Provost

Distribution Status Department Chair, FC Subcommittee Chair, FC GenEd Committee Chair, AVP for Undergraduate Studies, FC Chair, Provost

Diversity Status Department Chair, Diversity Chair, AAC Chair, Chair of Collegiate Senate, College Dean, Provost

Supplementary Information Required

1 If this is a NEW course, please attach: a. A description of the reasons behind the proposal (how will the new course fit into the curriculum? What are the goals of the new course?)

b. An indication of how the course serves students (its relationship to graduate, preprofessional or vocational objectives, and how it relates to other existing courses).

c. A detailed syllabus, including principal topics covered in the course, an evaluation statement indicating ways in which you will evaluate students’ progress, and a brief bibliography. Please also include on the syllabus the following: a statement about accommodations for students with disabilities, and a statement regarding academic dishonesty and misconduct. (Sample statements are available upon request from the CLA/CSM Academic Affairs Committee.)

2 If this is an AMENDED course, please attach: a. A description of the reasons behind the proposal.

b. An indication of how the course serves students (its relationship to graduate, preprofessional or vocational objectives, and how it relates to other existing courses).

3 If this is an ONLINE course, please consider:1

Recommended additional elements in syllabi for online course proposals:

Instructor office hours: provide multiple options for students to contact instructor, e.g., face-to-face, telephone, e-mail, etc. Instructor bio recommended.

Course description and course policies: include role of technology in the course, how the course is delivered, and whether this has the same pedagogical effect.

Course objectives: include technology objectives if any.

Prerequisites and required hardware, software, connectivity: include technology skill prerequisites. Include software, plug-ins, hardware, connection and browser requirements.

Grading policies and academic dishonesty: indicate grading strategies that will prevent student cheating. Communicate university policies for dealing with academic dishonesty.

Group participation policies: Include clear expectations for group work and mechanisms and resources for monitoring.

General syllabus and course calendar: include major topics, reading assignments, due dates, and exams. Organize by week.

Attendance, participation, and absenteeism: include expectations for student




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1 Adapted from Moore, G.; Winograd, K.; Lange, D. (2003). You Can Teach Online: Building a Creative Learning Environment. New York: McGraw Hill Custom Publishing. Unit 2, Lesson 9.17.

participation. Define absenteeism and establish expectations for student compliance.

Exams: include procedures for exams in a controlled environment in accordance with university policies.

E-mail procedures: establish expectations for the manner in which students are to identify themselves in e-mail messages.

Campus presence: indicate when students must attend classes, labs, exams, advising sessions, and other events on campus or at other locations.

The following apply to UNDERGRADUATE courses only:

4 If this course is being submitted as a First-Year or Intermediate SEMINAR, please attach:

a. If the course is a FYS that will be counted towards the major/minor, please explain the rationale for granting major/minor credit.

b. Will the department/program also offer a non-GenEd version of this course? If so, please indicate the title and course number. Be sure also to indicate clearly on course syllabi and other informational materials which course duplicates this seminar and may not be taken in addition to it.

c. General seminar information: please include a paragraph near the beginning of the syllabus that tells students what the goals of the seminar are. Eligibility for entrance into an FYS or IS must be included in the syllabus. For First year Seminars, mention that there will be a mentor and an advisor attached to the course. Please emphasize that the FYS is 4 credits and incorporate the 4th hour into your class plans as a regular part of the course, not an add-on labeled the "fourth hour". See sample seminar boilerplates available from the chair of the Seminars Assessment Committee related to all of this information.

d. Questionnaire or statement indicating how and where you plan to address the GenEd Capabilities and assess student progress. You may use the Questionnaire distributed by the Seminars Assessment Committee or write a narrative using the guidelines for capabilities provided below. Intermediate Seminars must address at least three capabilities—Careful Reading, Clear Writing, and Critical Thinking. First Year Seminars must address those three plus Information Technology, Oral Presentation, Teamwork, and Academic Self Assessment.

e. Sample assignments, indicating which capabilities they are designed to address. Among sample assignments, the Seminars Assessment Committee especially needs to see any assignments related to 5-page WPE-type papers.

f. In designing your course and preparing your proposal, you should refer to the

following documents: "The General Education Capabilities Statements" (1997-98; Blue Document) and the "Guidelines for Level of Attention to Capabilities in First Year and Sophomore/Junior Seminars" (August 2002, Green Document). A description of the Mentor component is also available from the First Year Seminar Coordinator for those designing First Year Seminars.




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5 If this course is being submitted for DISTRIBUTION status, please attach (each as a separate section):

1. Provide a rationale for inclusion in the proposed distribution area. How does the content of the course fit the definition and criteria of the proposed distribution area? (See the “Distribution Area Descriptions and Criteria for Course Content”, the Tan Document.)

2. Indicate whether students will have the opportunity to write a paper suitable for the Writing Proficiency Requirement Portfolio (an analytical paper of at least five pages dealing with two or more texts). If this is the case, please also include that information in your course description and syllabus.

3. Indicate which of the GenEd Capabilities will be covered in your course (at least two must be incorporated as an integral part of the course): Verbal Reasoning (Critical Thinking), Quantitative Reasoning, Critical Reading and Analysis, Effective Communication (Writing and/or Speaking), Use of Technology to Further Learning, Collaborative Work. Provide details on how the capabilities will be incorporated into the course.

4. Discuss the pedagogical methods, assignments, or class activities that will be used to ensure coverage of the area criteria and foster the attainment of the GenEd capabilities specified above. Also, please indicate how you will assess student progress and performance in meeting the goals of the course.

5. Syllabus: please include a paragraph near the beginning of the syllabus that tells students what the goals of the course are and which distribution area and capabilities the course covers. (We recommend including some form of the Area Definition as a “boilerplate” introduction to the distribution area.)

6. Provide a set of sample assignments, indicating which GenEd capabilities they are designed to address.

6 If this course is being submitted for QUANTITATIVE REASONING status, please attach:

List the mathematical topics that this course will cover (required topics include: descriptive statistics, linear models, exponential models or probability, and the use of technology as in graphing calculators or computers). If your course deviates from this list, please explain the reason(s) for the deviation(s) and how your coverage will help the student achieve the educational principles listed below.

Educational principles: Explain how this course imbeds the following basic principles of general education courses.

• Engage in critical reading and analysis • Speak, listen, and write effectively. • Reason logically and quantitatively. • Use technology to further learning. • Work independently and collaboratively.

In particular, explain how this course will provide students with the opportunity to develop and demonstrate the capacity to:

• Recognize and pose real world problems involving the use and/or collection of data.

• Understand and critique quantitative arguments about real world problems. • Formulate and communicate quantitative arguments and frameworks for

decision-making. • Use and make connections among the four standard modes of quantitative

representations: oral/written, numerical, visual, and symbolic. • Generalize and apply QR strategies to topics outside the course. • Write quantitative arguments clearly and concisely.

On a separate sheet, explain how student capabilities will be assessed in this course.

Furnish a course bibliography.




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7 If this course is being submitted for DIVERSITY status, please attach:

Indicate which of the elements of diversity will be covered in your course (at least two must be incorporated as an integral part of the course): Race, Gender, Class, Culture, Sexual Orientation, Age, and Disability.

Provide a summary of how the course handles diversity as a central theme.

Are there any particular pedagogical strategies that you use that explain how you handle diversity in your course? If so, please discuss any relevant teaching techniques, lecturing strategies, writing assignments, group work, films, etc.

General Notes: Diversity courses may be offered in all areas and at all levels of the curriculum, and may use a variety of disciplinary and theoretical approaches. Courses can have either a US or more inclusive international focus (including courses that compare the US to other nations or world regions).

If a proposed course is multi-sectioned, the department must agree to designate all sections as diversity courses, or else to separate diversity sections into a new course. Any course must have already achieved full governance approval as a regular academic offering before it can be considered for designation as a diversity course.

END OF FORM

ABA 655 Syllabus Organizational Behavior Management

[Summer] 2014

CAPS - Syllabus -University of Massachusetts Boston 1 Updated: 03/28/2013

University of Massachusetts Boston – College of Advancing and Professional Studies

Instructor Information Paula Braga-Kenyon, Ph.D., BCBA-D [email protected] or [email protected] Phone (H): (508) 595-0591 Phone (M): (508) 335-9083 Phone (W): (978) 654-4353 Office Hours: Wednesday from 12pm to 4pm Course website: https://learning.umassonline.net/webct/logon/ Classroom Assistant: Kathy Crane, MPA, BCBA Email: [email protected] Number of sessions: Nine sessions; Wednesdays from 4:00pm to 9:00pm; total of 45 hours of instructional time Dates of Course Meetings: June 4, 11, 18, 25; July 2, 9, 16, 23, 30 (July 2nd course is online) Note: Course may also be offered over a traditional semester schedule, or an intensive schedule over 1 or 2 weeks, but will include the same hours, content and assessments. Locations: UMASS-Boston: Healey Library, Lower Level, Presentation Room 3 Additional Sites connected live and interactively via ITV. Current sites include: Melmark New England, 461 River Rd., Andover, MA 01810 Groden Center, 610 Manton Avenue, Providence, RI 02909 Amego, Inc., 33 Perry Ave, Attleboro, MA 02703 Shore Collaborative, 100 Revere Beach Parkway, Chelsea, Massachusetts 02150

Course Information Course Title: Organizational Behavior Management Prerequisites: ABA 651, ABA 652, ABA 653, ABA 654. Only students who have been officially accepted into the ABA Graduate Certificate Program are eligible to register for this course.


[Summer] 2014


Skills: ABA 651, ABA 652, ABA 653, ABA 654. Prior courses in the ABA sequence must be completed with at least a B final grade or overall 3.0 GPA.

Must complete at least 10 hours per week working directly with children or adults

who have disabilities. Documented skills must include delivery of instruction (may include daily living skills) and social interaction.

All writing should be at a graduate level, proofread and edited. All references

should be written in APA style. Please use the material presented in class along with the following website as resources: http://www.apastyle.org/index.aspx.

Recommended Technical Skills: Ability to use technologies for learning, including basic computer and internet

(search/uploads/download files); file management skills using MS Word/ PPT and familiarity with blogs/literature search/Google docs/wikis etc. To be successful in online course aspects of this course, students should be regular users of the Internet and productivity software (i.e., Microsoft Word). Students should have some experience searching for information on the Internet, though this experience does not need to be research- related. Students should be confident in their ability to learn new software tools with minimal support, using online documentation and tutorials. Students should be able to use computer-mediated communication tools (email, threaded discussion, synchronous chat, blogs, social networking, etc.) though it is not necessary to have advanced knowledge of all of these tools.

Students will learn to locate, critically read and evaluate research reports and to synthesize research findings. Students will also learn to apply accepted style standards in written reports and use technologies to support research, including online library resources and reference management software.

Course Description: This advanced course offers intensive study of selected topics in the field of applied behavior analysis. The curriculum has been approved by the national Behavior Analyst Certification Board as addressing competencies in the identification of problems and the implementation, management, and supervision of services. This course will provide students with techniques to collaborate with other professionals working with students requiring special education. It will train students to use everyday language when explaining behavioral concepts and it will teach students to consider environmental modifications to reduce the need for behavior analytical services. This course will also provide students with behavioral methodology for staff training and evaluations. Performance management, behavior expectations, and competency-based training are a few of the topics covered during this course. The students will design tools for monitoring procedural integrity for skill acquisition and problem behavior management. Upon


[Summer] 2014


completion of this course students will be able to address complex issues related to training and development of staff in different contexts such as consultation, public schools, home-based programs and private schools. Students will also learn what best practices in consultation are, some limitations and strategies for problem-solving around limitations, and the different models of consultation (e.g., in public schools, within agencies, in-home etc). This course meets Behavior Analyst Certification Board, Inc.TM requirements for Identification of the Problem and Assessment (5 of 30 hrs.), Implementation, Management and Supervision (10 of 10 hrs.), and Discretionary (30 of 30 hrs.) This is a required course.

Reading list: Albernathy, W.B. (2013). Behavioral Approaches to Business and Industrial Problems: Organizational Behavior Management. In APA Handbook of Behavior Analysis: Vol. 2. Translating Principles into Practice, G.L. Madden (Editor-in-Chief). DOI: 10.1037/13938-012. APA Handbook of Behavior Analysis. Arnold, M.L. & Van Houten, R. (2011). Increasing following headway with prompts, goal setting, and feedback in a driving simulator. Journal of Applied Behavior Analysis, 44, 245-254 Borrelli, B. (2011). The assessment, monitoring, and enhancement of treatment fidelity in public health clinic trials. Journal of Public Health Dentistry, 71, S52-S63.

Cook, C.R., Mayer, G.R., Wright, D.B., Kraemer, B., Wallace, M.D., Dart, E., Collins, T, & Restori, A. (2012). Exploring the link among behavior intervention plans, treatment integrity, and student outcomes under natural education conditions. Journal of Special Education, 46, 3-16. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis (2nd ed). Upper Saddle River, NJ: Pearson Prentice Hall. 978-0131421134. Chapter 16. Crowley, J.D. & Gottlieb, M.C. (2012). Objects in the mirror are closer than they appear. A primary prevention model for ethical decision making. Professional Psychology: Research and Practice, 43(1(, 65-72. Davier, M.v. (2011). Review of cross-country evidence on teacher performance pay. National Education Policy Center, School of Education, University of Colorado: http://nepc.colorado.edu Fly, B.J., Van Bark, W.P., Weinman, L., Kitchener, K.S., & Lang, P.R. (1997). Ethical transgressions of psychology graduate students: Critical incidents with implications for training. Professional Psychology: Research and Practices, 28, 492-495.


[Summer] 2014


Friman, P.C. (2010). Come on in, the Water is Fine: Achieving Mainstream Relevance through Integration with Primary Medical Care. The Behavior Analyst, 33, 19–36. Fryling, M.J., Wallace, M.D., & Yassine, J.N. (2012). Impact of treatment integrity on intervention effectiveness. Journal of Applied Behavior Analysis, 45, 449-453.

Graff, R.B. & Karsten, A.M. (2012). Evaluation of a self-instruction package for conducting stimulus preference assessments. Journal of Applied Behavior Analysis, 45, 69-82.

Gravois, T.A. (2012). Consultation services in schools: A can of worms opening. Consulting Psychology Journal: Practice and Research, 64(1), 83.87. doi: 10.1037/a0028123. Green, C. W., Reid, D. H., Passante, S., & Canipe, V. (2008). Changing less-preferred duties to more-preferred: A potential strategy for improving supervisor work enjoyment. Journal of Organizational Behavior Management, 28(2), 90-109. Greene, C. (2011). Performance and satisfaction deteriorate: Effects of the removal of a pay incentive. Journal of Applied Business Research, 5, 47-58.

Griffin, M.L., Hogan, N.L., & Lambert, E.G. (2012). Doing “people work” in prison setting: An examination of the job characteristics model and correctional staff burnout. Criminal Justice and Behavior, 39(9), 113101147. Haberlin, A.T., Beauchamp, K., Agnew, J., & O’Brian, F. (2012). A comparison of pyramidal staff training and direct staff training in community-based day programs. Journal of Organizational Behavior Management, 32(1), 65-74. doi: 10.1080/01608061.2012.646848.

Hershfeldt, P.A., Pell, K., Sechrest, R., Pas, E.T., & Bradshaw, C.P. (2012). Lessons learned coaching teachers in behavior management: The PBISplus coaching model. Journal of Educational and Psychological Consultation, 22(4), 280-299. Honeywell-Johnson, J. A., McGee, H. M., Culig, K. M., & Dickinson, A. M. (2002). Different effects of individual and small group monetary incentives on high performance. The Behavior Analyst Today, 3 (1), 88-103. Iwata, B. A., Bailey, J. S., Brown, K. M., Foshee, T. J., & Alpern, M. (1976) A performance-based lottery to improve residential care and training by institutional staff. Journal of Applied Behavior Analysis, 9, 417-431. Knight, D.K., Broome, K.M., Edwards, J.R., & Flynn, P.M. (2009). Supervisory turnover in outpatient substance abuse treatment. Journal of Behavioral Health Services & Research. Published online:01 December 2009.


[Summer] 2014


Lebbon, A., Austin, J., Rost, K., & Stanley, L. (2011). Improving safe consumer transfer in a day treatment setting using training and feedback. Behavior Analysis in Practice, 4(2), 35-43.

Luiselli, J.K., Woods, K.E., & Reed, D.D. (2011). Review of sports performance research with youth, collegiate, and elite athletes. Journal of Applied Behavior Analysis, 44(4), 999-1002

Milne. D.L., Sheikh, A.I., Pattison, S., & Wilkinson, A. (2011). Evidence-based training for clinical supervisors: A systematic review of 11 controlled studies. He Clinical Supervisor, 30(1). 53-71. doi: 10.1080/07325223.2011.564955. Minjarez, M.B., Williams, S.E., Mercier, E.M., & Hardan, A.Y. (2011). Pivotal response group treatment program for parents of children with autism. Journal of Autism and Developmental Disabilities, 41, 92-101.

Morris, E.K. (2009). A case study in the misrepresentation of applied behavior analysis in autism: The Gernsbacher Lectures. The Behavior Analyst, 32, 205-240.

Noell, G.H. & Witt. (1996). A Critical Re-evaluation of Five Fundamental Assumptions Underlying Behavioral Consultation. School Psychology Quarterly, Vol. 11, No. 3, 189 – 203

Noell, G.H., Witt, J.C., LaFleur, L.H., Mortenson, B.P., Ranier, D., & LeVelle, J. (2000). Increasing Intervention Implementation in General Education Following Consultation: A Comparison of Two Follow-Up Strategies. Journal of Applied Behavior Analysis, 33. 271-284. Peterson, N. (1982). Feedback is not a new principle of behavior. The Behavior Analyst, 5, 101-102.

Reid, D.H. & Parsons, M.B. (1996). A comparison of staff acceptability of immediate versus delayed verbal feedback in staff training. Journal of Organizational Behavior Management, 16(4), 35-47.

Ricciardi, J.N. (2005). Achieving Human Service Outcomes through Competency-Based Training: A Guide for Managers, Behavior Modification, 29, 488-507. DOI: 10.1177/0145445504273281 Sanetti, L.M. & Ktatochwill, T.R. (2011). AN evaluation of the Treatment Integrity Planning Protocol and two schedules of treatment integrity self-report: Impact on implementation and report accuracy. Journal of Educational and Psychological Consultation, 21, 284-308. Sarakoff, R. A. & Sturmey, P. (2004). The effects of instructions, rehearsal, modeling, and feedback on staff use of discrete trial teaching and student correct responses. Research in Autism Spectrum Disorders, 2, 125-136. Tebes, J.K., Matlin, S.L., Migdole, S.J., Farkas, M.S., Money, R.W., Shulman, L., & Hoge, M. A. (2011). Providing competency training to clinical supervisors through an interactional supervision approach. Research on Social Work Practice, 21(2), 190-199.


[Summer] 2014


Udell, M.A.R. & Wynne, C.D.L. (2008). A review of domestic dogs’ (canis familliaris) human-like behaviors: or why behavior analysts should stop worrying and love their dogs. Journal of the Experimental Behavior Analysis, 89, 247-261.

Vanstelle, S.E., Vicars, S.M., Harr, V., Miguel, C.F., Koerber, J.L., Kazbour, R., & Austin, J. (2012). The publication history of the Journal of Organizational Behavior Management: An objective review and analysis: 1998-2009. Journal of Organizational Behavior Management, 32, 93-123.

Vladescu, J.C., Carroll, R., Paden, A., & Kodak, T.M. (2012). The effects of video modeling with voiceover instruction on accurate implementation of discrete-trial instruction. Journal of Applied Behavior Analysis, 45, 419-423.

Vollmer, T.V., Sloman, K.N., & St. Peter Pipkin, C. (2008). Practical Implications of Data Reliability and Treatment Integrity Monitoring. Behavior Analysis in Practice, 1.2, 1-72. Webster-Stratton, C.H., Reid, M.J., & Beauchaine, T. (2011). Combining parent and child training for young children with ADHD. Journal of Clinical Child & Adolescent Psychology, 40(2), 191-203.

Other reading may be assigned.


[Summer] 2014


Course Objectives: By fully participating in this course, the students should be able to:

1. Demonstrate competencies outlined in BACB Content Areas G-04, G-06, G-08, K-01, K-02, K-03, K-04, K-05, K-06, K-07, K-08, K-09, and K-10. 2. Explain behavioral concepts using nontechnical language. 3. Provide services in collaboration with others who support and/or provide services to one’s clients. 4. Develop training which is competency-based. 5. Develop systems for effective supervision. 6. Create systems for documenting behavioral services delivery. 7. Design tools for collecting data on procedural integrity. 8. Develop tools to evaluate performance and use reinforcement systems to change the behavior of those delivering services. 9. Design interventions to produce changes in the behavior of those providing services (increase procedural integrity). 10. Evaluate social acceptance from direct and indirect consumers. 11. Program for generalization.

Required Assignments:

1. Classroom participation: Includes participating in discussions on the material, completing

required reading and writing prior to class, and taking responsibility for helping create a positive learning environment by arriving promptly, listening respectfully, and participating in in-class activities and exercises. All cell phones and pagers must be turned off during class time. Attendance: Upon the first absence, students will miss any point opportunities for the night (e.g., quizzes). Upon a student’s second absence, s/he will automatically lose half of his/her final letter grade for the course (i.e., from an A to an A-, or from an A- to a B+). A student who misses 3 class sessions will be asked to leave the course. Students can receive up to 2 points for participation for each session (18% of total grade).

2. Quizzes: Students will come to all class meetings with all reading requirements met, and with

a general understanding of the content and purpose of each reading. Students will be expected to demonstrate knowledge of these readings via quizzes which will be administered at the


[Summer] 2014


beginning of every class. Quizzes will be 20 to 25 multiple choice, true/false questions. Quizzes will be scheduled for 20 minutes during class. Students will be expected to take these quizzes without the use of any resource materials (e.g., texts, slide presentations, articles, notes, etc.) or assistance. Students can receive up to 5 points per quiz; one quiz per session (45% of total grade).

3. Project 1 – competency-based training. Students will be asked to write a 3-5 page training

indicating the training objective, teaching strategies, audience, and performance evaluation procedures. Students can receive up to 15 points for Project 1 (15% of total grade).

4. Project 2 – treatment integrity. Students will be asked to write a 3-5 page treatment

integrity tool to measure the degree with each a behavior plan or a teaching procedure is implemented. Students can receive up to 15 points for Project 2 (15% of total grade).

5. Exercise (consultation). Students will be asked to write a 3-5 page scenario of a consultation

project. The write-up must include the problem presented by the organization or individual hiring the consultant, the strategies to address the problem, the data recording system and the evaluation and reporting tools. Students can receive up to 7 points for the exercise (7% of total grade).

Expected Student Behavior: This course is an interactive course that might be taking place between several separate sites over ITV technology. At times, the technology may experience difficulties across sites that may hinder and impede part of the course lecture. During these difficult instances, it is expected that students will remain patient and professional while the technical difficulties are corrected. In cases where course content may be missed, content will be posted on line for student review. All students will be given a 30 min dinner break during the session. It is expected that students will return no later than the specified time to the session. A quiet learning environment is needed. Due to background noise interfering with broadcasting of the session to other sites, students need to limit background noise such as shuffling papers and other conversation. Students are expected to be respectful of other students, the instructor, and the classroom assistant. All cell phones and pagers must be turned off during class time. Do not use text messaging during class. If you are expecting an emergency call, please notify the instructor prior to the beginning of class. If and when the call comes in, please excuse yourself from class to take the call. The use of computers is acceptable to engage in behavior relevant to the class (i.e., taking notes). However, the instructor reserves the right to instruct a student to shut down the computer if she suspects the student of engaging in behavior that is not relevant to the class (e.g., checking Facebook/My Space, emailing, surfing the web, etc.).


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Quiz Regrade Policy After the quizzes have been graded, returned and discussed in class, you may submit your quiz to me for regrading if you believe that an item was not graded accurately. Regrade request forms can be obtained from me or from blackboard at any time. Regrade requests must be returned to me in class (Boston site) or via email (all sites), in writing, and within one week after the quizzes have been returned. When submitting a regrade request you should attach the quiz and the request should state the reasons why more points should be awarded for a particular answer. References to a text page and paragraph or to specific lecture material will make it more likely that your request will be granted. It is not appropriate to state things such as “because it is right” (without further explanation), “but that is what I meant to say” (I can only grade what you said, not what you meant to say).. Late Work Work must be submitted on time. Late assignments will NOT be accepted and will result in a score of 0%. An assignment is considered late when it is not submitted by the START of class. Grading Grading: Grade type for the course is a whole or partial letter grade. (Please see table below)

Note: the lowest passing grade for a graduate student is a “C”. Grades lower than a “C” that are submitted by faculty will automatically be recorded as an “F”. Please see the Graduate Bulletin for more detailed information on the University’s grading policy.

UMass Boston Graduate Grading Policy

Letter Grade Percentage

Quality Points

A 93-100% 4.0 A- 90-92% 3.7 B+ 87-89% 3.3 B 83-86% 3.0 B- 80-82% 2.7 C+ 77-79% 2.3 C 73-76% 2.0 F 0-59% 0.0

INC Given under very restricted terms and only when satisfactory work has been accomplished in majority of coursework. Contract of completion terms is required.

N/A

INC/F Received for failure to comply with contracted completion terms. N/A


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W Received if withdrawal occurs before the withdrawal deadline. N/A AU Audit (only permitted on space-available basis) N/A

NA Not Attending (student appeared on roster, but never attended class. Student is still responsible for tuition and fee charges unless withdrawal form is submitted before deadline. NA has no effect on cumulative GPA.)

N/A

Course Rubric:

Assignment/Deliverable Relevant Course Objective

Points Grade %

1. Class participation (9 sessions) 1-11 2 pts. x 9 18%

2. Quizzes (total of 9 quizzes. One per class) 1-11 5 pts. x 9 45%

3. Exercise Consultation 7 points 7% 4. Project 1 Competency-based training

15 pts. 30%

5. Project 2 Treatment integrity Total 100 100%

Methods of Instruction Methods:

- Lectures - Group exercises in class - Think, write down and share exercises - Quizzes

Supplementary materials: N/A Accommodations Section 504 of the American with Disabilities Act of 1990 offers guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, you may obtain adaptation recommendations from the UMass Boston Ross Center (508-287-7430. You need to present and discuss these recommendations with the instructor within a reasonable period, prior to the end of the Drop/Add period. You are advised to retain a copy of this syllabus in your personal files for use when applying for future degrees, certification, licensure, or transfer of credit.


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Code of Student Conduct

Students are required to adhere to the Code of Student Conduct, including requirements for the Academic Honesty Policy, delineated in the University of Massachusetts Boston Graduate Studies Bulletin and relevant program student handbook(s).

Other Pertinent and Important Information Incomplete Policy: A grade of Incomplete (INC) is not automatically awarded when a student fails to complete a course. Incompletes are given at the discretion of the instructor. They are awarded when satisfactory work has been accomplished in the majority of the course work, but the student is unable to complete course requirements as a result of circumstances beyond his/her control. The student must negotiate with and receive the approval of the course instructor in order to receive a grade of incomplete; a copy of a written agreement between the faculty member and the student specifying the work to be completed and the terms and deadline for completion must be kept on file in the program office. Please note: The initiative in arranging for the removal of an “incomplete” rests with the student. After a one-year period, if a grade is not submitted by the faculty member, a Failure will be recorded, turning the grade on the transcript to an IF. Coursework Difficulties: Please discuss all coursework matters with the instructor sooner rather than later. This syllabus will be a guide to our work, deviations from which may be necessary.


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Course Schedule Session 1. June 5, 2013. 4-9 PM

Topic: What will you do with a behavior analysis certification? Spreading behavior analysis.

Objective(s) and Learning Methods:

Students will contact the following objectives listed in the BCBA Task List:

G-04. Explain behavioral concepts using nontechnical language.

G-06. Provide behavior-analytic services in collaboration with others who support and/or provide services to one’s clients.

Students will also contact different areas in which behavior analysts can make an impact:

- The publication history of OBM - Animal training - Integration with primary medical care

Readings:

Cook, C.R., Mayer, G.R., Wright, D.B., Kraemer, B., Wallace, M.D., Dart, E., Collins, T, & Restori, A. (2012). Exploring the link among behavior intervention plans, treatment integrity, and student outcomes under natural education conditions. Journal of Special Education, 46, 3-16. Friman, P.C. (2010). Come on in, the Water is Fine: Achieving Mainstream Relevance through Integration with Primary Medical Care. The Behavior Analyst, 33, 19–36. Luiselli, J.K., Woods, K.E., & Reed, D.D. (2011). Review of sports performance research with youth, collegiate, and elite athletes. Journal of Applied Behavior Analysis, 44(4), 999-1002

Udell, M.A.R. & Wynne, C.D.L. (2008). A review of domestic dogs’ (canis familliaris) human-like behaviors: or why behavior analysts should stop worrying and love their dogs. Journal of the Experimental Behavior Analysis, 89, 247-261.

Vanstelle, S.E., Vicars, S.M., Harr, V., Miguel, C.F., Koerber, J.L., Kazbour, R., & Austin, J. (2012). The publication history of the Journal of Organizational Behavior Management: An objective review and analysis: 1998-2009. Journal of Organizational Behavior Management, 32, 93-123.

During class we will visit: http://www.clickertraining.com/node/3719

Assignment(s) and Due Date:


[Summer] 2014


-‐ Quiz in the beginning of the class (5 points towards final grade) -‐ Exercises during class (counts towards participation: 2 points per class)

Session 2. June 13, 2013. 4-9 PM

Topic: Staff training under different conditions and across settings.


K-01. Provide for ongoing documentation of behavioral services.

K-03. Design and use competency- based training for persons who are responsible for carrying out behavioral assessment and behavior-change procedures.

Students will also discuss the importance of staff training in different settings and how such training can be presented in different formats:

-‐ Competency-based training -‐ Use of instruction and feedback

Readings:

Haberlin, A.T., Beauchamp, K., Agnew, J., & O’Brian, F. (2012). A comparison of pyramidal staff training and direct staff training in community-based day programs. Journal of Organizational Behavior Management, 32(1), 65-74. doi: 10.1080/01608061.2012.646848.

Lebbon, A., Austin, J., Rost, K., & Stanley, L. (2011). Improving safe consumer transfer in a day treatment setting using training and feedback. Behavior Analysis in Practice, 4(2), 35-43.

Peterson, N. (1982). Feedback is not a new principle of behavior. The Behavior Analyst, 5, 101-102.

Ricciardi, J.N. (2005). Achieving Human Service Outcomes through Competency-Based Training: A Guide for Managers, Behavior Modification, 29, 488-507. DOI: 10.1177/0145445504273281 Sarakoff, R. A. & Sturmey, P. (2004). The effects of instructions, rehearsal, modeling, and feedback on staff use of discrete trial teaching and student correct responses. Research in Autism Spectrum Disorders, 2, 125-136. Assignment(s) and Due Date:

-‐ Quiz in the beginning of the class (5 points towards final grade) -‐ Exercises during class (counts towards participation: 2 points per class)


[Summer] 2014



Topic: Staff training under different conditions and across settings- continuation


K-01. Provide for ongoing documentation of behavioral services.

K-03. Design and use competency- based training for persons who are responsible for carrying out behavioral assessment and behavior-change procedures.

Students will also discuss different training methods and the need for training in ethics:

-‐ The use of self-instruction in training -‐ The use of video modeling in training -‐ Pivot response group training for parents

Readings:

Fly, B.J., Van Bark, W.P., Weinman, L., Kitchener, K.S., & Lang, P.R. (1997). Ethical transgressions of psychology graduate students: Critical incidents with implications for training. Professional Psychology: Research and Practices, 28, 492-495. Graff, R.B. & Karsten, A.M. (2012). Evaluation of a self-instruction package for conducting stimulus preference assessments. Journal of Applied Behavior Analysis, 45, 69-82.

Minjarez, M.B., Williams, S.E., Mercier, E.M., & Hardan, A.Y. (2011). Pivotal response group treatment program for parents of children with autism. Journal of Autism and Developmental Disabilities, 41, 92-101.

Vladescu, J.C., Carroll, R., Paden, A., & Kodak, T.M. (2012). The effects of video modeling with voiceover instruction on accurate implementation of discrete-trial instruction. Journal of Applied Behavior Analysis, 45, 419-423.


-‐ Staff training project (10 points towards final grade) -‐ Quiz at the beginning of class (5 points towards final grade) -‐ Exercises during class (counts towards participation: 2 points per class)



[Summer] 2014


Topic: Performance monitoring and reinforcement systems


K-04. Design and use effective performance monitoring and reinforcement systems.

Students will also contact the following objectives:

-‐ Establishing operations -‐ Individual versus group contingencies

Readings:

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis (2nd ed). Upper Saddle River, NJ: Pearson Prentice Hall. 978-0131421134. Chapter 16. Davier, M.v. (2011). Review of cross-country evidence on teacher performance pay. National Education Policy Center, School of Education, University of Colorado: http://nepc.colorado.edu Greene, C. (2011). Performance and satisfaction deteriorate: Effects of the removal of a pay incentive. Journal of Applied Business Research, 5, 47-58. Honeywell-Johnson, J. A., McGee, H. M., Culig, K. M., & Dickinson, A. M. (2002). Different effects of individual and small group monetary incentives on high performance. The Behavior Analyst Today, 3 (1), 88-103.


-‐ Quiz at the beginning of class (5 points towards final grade) -‐ Exercises during class (counts towards participation: 2 points per class)

Session 5. July 3, 2013 (online)

Topic: Procedural integrity


K-05. Design and use systems for monitoring procedural integrity.


-‐ How to develop a tool to collect data on procedural integrity for implementing behavior plans


[Summer] 2014


-‐ How to develop a tool to collect data on procedural integrity for implementing skill acquisition programs

Readings:

Borrelli, B. (2011). The assessment, monitoring, and enhancement of treatment fidelity in public health clinic trials. Journal of Public Health Dentistry, 71, S52-S63.

Fryling, M.J., Wallace, M.D., & Yassine, J.N. (2012). Impact of treatment integrity on intervention effectiveness. Journal of Applied Behavior Analysis, 45, 449-453.

Vollmer, T.V., Sloman, K.N., & St. Peter Pipkin, C. (2008). Practical Implications of Data Reliability and Treatment Integrity Monitoring. Behavior Analysis in Practice, 1.2, 1-72. Webster-Stratton, C.H., Reid, M.J., & Beauchaine, T. (2011). Combining parent and child training for young children with ADHD. Journal of Clinical Child & Adolescent Psychology, 40(2), 191-203.


-‐ On-line quiz (5 points towards final grade) -‐ Participation on discussion board (counts towards participation: 2 points) -‐ Treatment Integrity Project (10 points towards the final grade)

Session 6. July 10, 2013. 4-9 PM

Topic: Supervision


K-06. Provide supervision for behavior-change agents


-‐ Supportive Management techniques -‐ Diagnostic Feedback Model

Readings:

Green, C. W., Reid, D. H., Passante, S., & Canipe, V. (2008). Changing less-preferred duties to more-preferred: A potential strategy for improving supervisor work enjoyment. Journal of Organizational Behavior Management, 28(2), 90-109.


[Summer] 2014


Iwata, B. A., Bailey, J. S., Brown, K. M., Foshee, T. J., & Alpern, M. (1976) A performance-based lottery to improve residential care and training by institutional staff. Journal of Applied Behavior Analysis, 9, 417-431. Knight, D.K., Broome, K.M., Edwards, J.R., & Flynn, P.M. (2009). Supervisory turnover in outpatient substance abuse treatment. Journal of Behavioral Health Services & Research. Published online:01 December 2009. Tebes, J.K., Matlin, S.L., Migdole, S.J., Farkas, M.S., Money, R.W., Shulman, L., & Hoge, M. A. (2011). Providing competency training to clinical supervisors through an interactional supervision approach. Research on Social Work Practice, 21(2), 190-199. Assignment(s) and Due Date:

-‐ Quiz at the beginning of class (5 points towards final grade) -‐ Exercises during class (counts towards participation: 2 points per class) -‐ Exercise on supervision due in class (7 points towards final grade)


Topic: Supervision


K-06. Provide supervision for behavior-change agents


-‐ Identify Critical supervisory skills needed -‐ Providing feedback to staff members

Readings:

Arnold, M.L. & Van Houten, R. (2011). Increasing following headway with prompts, goal setting, and feedback in a driving simulator. Journal of Applied Behavior Analysis, 44, 245-254.

Griffin, M.L., Hogan, N.L., & Lambert, E.G. (2012). Doing “people work” in prison setting: An examination of the job characteristics model and correctional staff burnout. Criminal Justice and Behavior, 39(9), 113101147. Milne. D.L., Sheikh, A.I., Pattison, S., & Wilkinson, A. (2011). Evidence-based training for clinical supervisors: A systematic review of 11 controlled studies. He Clinical Supervisor, 30(1). 53-71. doi: 10.1080/07325223.2011.564955.


[Summer] 2014


Reid, D.H. & Parsons, M.B. (1996). A comparison of staff acceptability of immediate versus delayed verbal feedback in staff training. Journal of Organizational Behavior Management, 16(4), 35-47.




Topic: Consultation


K-08. Establish support for behavior-analytic services from direct and indirect consumers

K-09. Secure the support of others to maintain the client’s behavioral repertoires in their natural environment

K-10. Arrange for the orderly termination of services when they are no longer required.


-‐ Provide a general overview of behavioral consultation -‐ Discuss the roles of the Behavioral and Educational Consultant and the limitations of each -‐ Discuss some of the conflicts and challenges encountered by consultants -‐ Discuss some of the differences between consultation in public and private schools

Readings:

Gravois, T.A. (2012). Consultation services in schools: A can of worms opening. Consulting Psychology Journal: Practice and Research, 64(1), 83.87. doi: 10.1037/a0028123. Hershfeldt, P.A., Pell, K., Sechrest, R., Pas, E.T., & Bradshaw, C.P. (2012). Lessons learned coaching teachers in behavior management: The PBISplus coaching model. Journal of Educational and Psychological Consultation, 22(4), 280-299. Noell, G.H. & Witt. (1996). A Critical Re-evaluation of Five Fundamental Assumptions Underlying Behavioral Consultation. School Psychology Quarterly, Vol. 11, No. 3, 189 – 203



[Summer] 2014




Topic: Consultation, Treatment Integrity & OBM


K-08. Establish support for behavior-analytic services from direct and indirect consumers

K-09. Secure the support of others to maintain the client’s behavioral repertoires in their natural environment

K-10. Arrange for the orderly termination of services when they are no longer required.


-‐ Ethics related issues when providing consultation

Readings:

Albernathy, W.B. (2013). Behavioral Approaches to Business and Industrial Problems: Organizational Behavior Management. In APA Handbook of Behavior Analysis: Vol. 2. Translating Principles into Practice, G.L. Madden (Editor-in-Chief). DOI: 10.1037/13938-012. APA Handbook of Behavior Analysis. Crowley, J.D. & Gottlieb, M.C. (2012). Objects in the mirror are closer than they appear. A primary prevention model for ethical decision making. Professional Psychology: Research and Practice, 43(1(, 65-72. Morris, E.K. (2009). A case study in the misrepresentation of applied behavior analysis in autism: The Gernsbacher Lectures. The Behavior Analyst, 32, 205-240.

Noell, G.H., Witt, J.C., LaFleur, L.H., Mortenson, B.P., Ranier, D., & LeVelle, J. (2000). Increasing Intervention Implementation in General Education Following Consultation: A Comparison of Two Follow-Up Strategies. Journal of Applied Behavior Analysis, 33. 271-284. Sanetti, L.M. & Ktatochwill, T.R. (2011). An evaluation of the Treatment Integrity Planning Protocol and two schedules of treatment integrity self-report: Impact on implementation and report accuracy. Journal of Educational and Psychological Consultation, 21, 284-308. Assignment(s) and Due Date:



[Summer] 2014


-‐ Consultation Project (10 points towards the final grade)

Bibliography

Course website: https://learning.umassonline.net/webct/logon/

Website for APA style: http://www.apastyle.org/index.aspx

Behavior Analyst Certification Board, Inc.TM website: www.bacb.com

Behavior Development Solutions website (Stephen Eversole): www.behaviordevelopmentsolutions.com/

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