Foundational Principles and Empirical Basis of Behaviour Analysis

Curriculum Guideline

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Course
DACS 4122
Discontinued
No
Course Code
DACS 4122
Descriptive
Foundational Principles and Empirical Basis of Behaviour Analysis
Department
Disability & Community Studies
Faculty
Applied Community Studies
Credits
3.00
Start Date
End Term
Not Specified
PLAR
No
Semester Length
15 Weeks
Max Class Size
30
Contact Hours

 3 hours/week

Method(s) Of Instruction
Lecture
Online
Hybrid
Learning Activities
  • Lecture, discussion boards, video, guest speakers, group activities, readings, self-directed online learning
  • Online: any combination of online methods such as but not limited to discussion boards, readings, video, video lectures, skype/telephone consultations etc.
Course Description
This undergraduate course will introduce students to the science of applied behaviour analysis (ABA). Concepts include ABA definitions and characteristics, behavioural assessments, intervention strategies and outcomes, behaviour change procedures and systems support. All topics will be addressed within the context of current best practices and contemporary professional ethics.
Course Content

The following global ideas guide the design and delivery of this course:

  • The philosophy of behaviourism is grounded in observable facts.
  • The overarching goal of ABA is to enrich the quality of people’s lives.
  • Before implementing behavioural principles and procedures on others, students of behaviour analysis should first be able to identify behavioural principles and procedures in their own everyday behaviour.
    • Students employ direct observation methods to collect data on their own everyday behaviour
    • Students relate the causes of their own behaviour as embedded within environmental events.
    • A personal understanding of ABA procedures and their effects on individuals informs subsequent professional ethical practice.
  • Contemporary best-practice behaviour analysis is predicated on: 
    • Peer-reviewed, evidenced-based research
    • Interventions that are thoroughly individualized via detailed assessment processes
    • A contextual “Goodness of Fit” with families, schools and other clients
    • Contemporary professional ethics
  • Applied behaviour analysis is the most evidenced supported clinical methodology for individuals with disabilities.
Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Articulate the philosophical foundation of behavior analysis including assumptions, dimensions, and goals 
  2. Ethically select and operationally define behaviours in need of change. 
  3. Define, differentiate, and provide everyday examples of behavioural concepts, principles, and procedures including reinforcement and punishment (and their schedules), extinction, shaping, chaining, contingency contracting, token economy, and group contingencies.
  4. Conduct mock functional assessments using indirect, direct, and experimental procedures.
  5. Develop individualized interventions using reinforcement and extinction procedures
  6. Articulate situations in which aversive procedures may and may not be ethically appropriate, best-practice, and clinically warranted procedures.
  7. Summarize single subject research and visually analyze single-subject data including comparison, withdrawal/reversal, and multiple baseline designs.
  8. Identify data collection methods and accurately collect data using event, outcome, interval, and time sample recordings.
  9. Plot data and make data-based decisions using the standard celeration chart.
Means of Assessment

This is a Graded course. Course assessment may include the following: Class participation, class presentation, quizzes, exams, fluency test, literature review

Textbook Materials

Textbooks and materials to be purchased by students. Consult the Douglas College Bookstore for the latest required textbooks and materials. Examples of textbooks and materials include individually assigned readings and/or books.

Prerequisites

Courses listed here must be completed prior to this course:

  • No prerequisite courses
Corequisites

Courses listed here must be completed either prior to or simultaneously with this course:

  • No corequisite courses
Equivalencies

Courses listed here are equivalent to this course and cannot be taken for further credit:

  • No equivalent courses