THE ANALYSIS OF BEHAVIOR: THEORETHICAL - METHODOLOGICAL ASPECTS AND APPLICATION TO THE AUTISTIC DISORDERCourse ContentThe 2 years course operates on a part-time basis and runs on one day per week from winter 2007 to winter 2009.
This course, the first in Italy, is planned to seek the best international standards on education, professional training, and supervised experience in Applied Behavior Analysis. The program is aimed to provide training and both theorethical knowledge and practical skills on Applied Behavioral Analysis with a particular emphasis on interventions for autism and PDD. The course will focus on the development of advanced theoretical and practical knowledge of the principles of behavior analysis and the application of the principles within clinical settings. The purpose of the course is to form qualified professionals that are going to be able to plan, direct, and monitor effective ABA intervention that follow the assertion of The Autism Special Interest Group (SIG) of the Association for Behavior Analysis, that states that, “all children and adults with autism and related disorders have the right to effective education and treatment based on the best available scientific evidence”.
General Course Learning objectivesStudents who complete this Master course will be able to:
a. Explain the defining characteristics and identify applications of behaviour analysis.
b. Describe and use principal concepts of behaviour analysis, e.g., reinforcement, extinction, stimulus control.
c. Describe and use the main scientific methods of behaviour analysis, e.g., measurement of behaviours, single-case evaluation designs, functional assessment and analysis.
d. Describe and use the principal procedures demonstrated in applied behavioural research, e.g., differential reinforcement, prompting, shaping.
e. Initiate and conduct effective applications of behaviour analysis with children with pervasive developmental disorders in a manner consistent with national and international ethical principles and with access to supervision from a BCBA-level behaviour analyst.
f. Have a supervised direct experience of implementing an applied behavior analytic program for Autism nd PDD.
g. Achieve the “Acceptable coursework” requirement set by BACB (in Task List 3rd Edition) as part of the eligibility criteria (i.e., content, supervised practicum) for BCBA examination.
h. Be able to plan, direct, and monitor effective intervention based on the best available scientific evidence.
Course LecturersThe course will be prevalently taught in Italian Language. Required and suggested reading for each session are both in Italian and to foster the partecipation and development of International Behavior Analysis Verbal Community. This will also facilitate the familiarization with english language written examination (eg. BACB)
Course AssessmentThe in-class partecipation will be monitored by individual signatures at the beginning and at the end of every session to meet the Italian University partecipation requirements. A 90% of the total amount of in-class Hour will be mandatory to accomplish the entire course learning objectives.
Methods for evaluating student progress on each module.Examinations. The format for examinations will be multiple-choice and short-answer questions; instructors will provide a learning objective-feedback for every student. Each module will contain one test at the end of the module. At the end of the fourth module (end year 1) students will sit an unseen mid-course examination (covering also the issues of the past modules) and will be required to pass this (80% minimum ) before proceeding to the second year of the course. Assessment focus is to test knowledge of principles and procedures covered in the modules and give students experience of BCBA type examinations (all the examination may be chosen to be taken in Italian or English language).
Notes on test and examinations content
• All test and exam questions will relate to “Topics” and “Learning Objectives” listed in this syllabus.
• These “Learning Objectives” include BACB tasks as detailed in the Task List 3rd Edition (see www.bacb.org for more information).
• Unseen examinations are cumulative in their content. Although they are aimed at testing modular specific information, they will also contain test items that relate to earlier modules in the course. Behaviour analysis is a coherent discipline, and the examinations are designed to reflect this. It is also good preparation for the BACB exam that will test student’s knowledge on all areas of behaviour analysis listed in the Task List.
Written assignments. Students are required to submit two essays over the course (approx 6000 words; 20 pages [first essay based on the first four modules; second essay based on the second four modules]). Essays are focused on salient themes and topics in the modules and require the student to collate and coherently present research, theory, and practical application. Students are required to complete detailed literature reviews, research proposals, Ethical Proposal Applications.
The Research Thesis: Supervised project-work. The research Thesis will be a final product of the 2 years course in Applied Behavior Analysis; the Thesis will be presented and discussed as a final examination in front of a commission composed by faculty members. The Thesis may be deleloped individually or in small group. The objectives of this Thesis work is to integrate skills acquired throughout all the taught modules: creating and running clinical research; accurate and appropriate data analysis and interpretation; and, clear presentation and writing. The thesis may assume the form of a scientific article submitted for publication (either on International Journal relevant in the field of Applied Behavior Analysis or Italian National Journal related to the field) the thesis may be written either in italian or english language; the abstract of the Thesis must be written in english. The Thesis must be written in accord to APA (5th Ed) citation format.
Intensive WeeksBecause a number of instructional approaches are available within ABA, each of which is uniquely suited to address specific deficits in learners with Autism Spectrum Disorders. Clinicians can utilize a combination of Discrete Trial Instruction (DTI), Applied Verbal Behavior (AVB), naturalistic strategies, and rate-building procedures etc. to maximize the acquisition, generalization, and availability of skills. Treatment integrity protocols are essential in training staff, in providing ongoing feedback to staff, and in ensuring high quality instruction for this diversity of instructional techniques.
As the complexity of ABA instruction increases, the need for more elaborate staff training procedures increases. As Weiss (2005) points out, competency-based staff training procedures are essential in evaluating the skills of instructors. It has been demonstrated that didactic training alone is fairly ineffective in building skills (e.g., Noell & Witt, 1999; Noell, Witt, LaFleur, Mortenson, Ranier, & LeVelle, 2000). Instruction via lectures and workshops is minimally effective in the absence of follow-up interactive training (e.g., Krantz & McClannahan, 1993). In contrast, Behavioral Skills Training has had substantial success in teaching a wide variety of skills. Components of BST include instructions, modeling/role playing, and corrective feedback. This will informe all the modules. Also for the reasons higlighted above, the Corse will include 2 Week of intensive training on applied programs. The Weeks will be run by International Lecturers focusing on the implementation of programs in the Italian context. Further detail will be communicated.
Teaching FacultyAll the teaching will be provided by Academic Professors and Ph.D. with strong curricula and Behaviour Analysis Background from several Italian Universities. The faculty will provide research and practicum supervision for students. Also relevant International lecturers will be invited during the intensive weeks.
Contribution and acknowledgmentsThe present program has benefitted of the contribution of many different people and professionals working in Clinical and Academic settings. We would like to acknowledge: Prof. P.N. Chase of the Department of Psychology of West Virginia University, the New England Center for Children and Director Vincent Strully for the past, present, and future experience and opportunities; the Association for Bahavior Analysis of Spain and Dr. Javier Virués-Ortega, for their supports. A special acknowlegment is reserved to the School of Psychology, University of Wales, Bangor and Dr J. Carl Hughes, BCBA Co-Director of Masters in Applied Behaviour Analysis for their suggestion and contribution on the theoretical and structural development of this education proposal.
ContactsIf you want more informations, please contact: masteraba@iescum.org
