Single Subject Research And Applications
Overview
The following global ideas guide the design and delivery of this course:
- Professional ethics and social validity are fundamental to the field of ABA.
- Behaviour analysts employ a scientific approach to the study of human behavior and avoid pseudo- and anti-scientific approaches.
- The field of ABA is predicated on research employing single-subject research designs.
- The collection and interpretation of data underscore all aspects of ABA.
- Assessing and changing problem behaviour is achieved via a functional and not a structural analysis of behaviour.
- Changing dimensions of behaviour are the result of manipulating antecedent and consequence stimuli.
- Setting generalization, response generalization, and response maintenance are considered prior to developing behaviourally-based interventions.
- Skinner’s (1957) analysis of verbal behaviour emphasized a functional approach to language acquisition and maintenance.
- 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.
This is a Graded course. Course assessment may include the following: Class participation, class presentation, quizzes, exams, fluency test, and literature review
Upon successful completion of this course, the student will be able to:
1. Define and apply the ethical framework in which the behaviour analyst works
2. Differentiate data collection methods including distinguishing methods of measuring occurrence and dimensions
3. Differentiate science from pseudo- and anti-science approaches to working with people with developmental disabilities and apply the components of the scientific method to single subject experimental designs:
- Distinguish key terms including baseline, baseline logic, and stable/steady state responding
- Outline pros and cons of group designs.
- Outline pros and cons of single-subject designs including alternating treatment design, changing criterion design, multiple baseline (including multiple probe and nonconcurrent) design, and reversal design
4. Display data and offer interpretations via visual analysis:
- Construct equal-interval, bar, cumulative and scatterplot graphs
- Calculate split middle, and quarter-intersect lines of progress
5. Construct methods to assess procedural integrity and competency based training:
- Identify factors that confound internal validity including subject, setting, and measurement confounds
- Identify factors that lead to independent variable confounds including treatment integrity and treatment drift
- Identify factors that influence external validity including direct and systematic replications
- Identify threats to measurement accuracy and reliability
6. Implement and evaluate various antecedent and teaching strategies:
- Define, differentiate, and offer applied examples of establishing and abolishing operations, ecological strategies, setting events, and the matching law
- Develop interventions with consideration to generalization and maintenance.
7. Summarize Skinner’s Verbal Behavior (1957) text and its application to teaching language.
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:
- Cooper, J. O., Heron, T. E., & Heward, W. L.. Applied Behavior Analysis. Upper Saddle River, NJ: Pearson/Prentice Hall.
- Course pack of assigned journal readings
- Individually assigned readings and/or books
Requisites
Prerequisites
Courses listed here must be completed prior to this course:
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:
- Equivalent to DACS 5123
Course Guidelines
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
Course Transfers
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
Institution | Transfer Details for DACS 4123 |
---|---|
Athabasca University (AU) | AU PSYC 3XX (3) |
Capilano University (CAPU) | CAPU ABA 312 (3) |
Coast Mountain College (CMTN) | No credit |
Kwantlen Polytechnic University (KPU) | No credit |
LaSalle College Vancouver (LCV) | LCV SOC 4XX (3) |
Selkirk College (SELK) | No credit |
Simon Fraser University (SFU) | SFU EDUC 4XX (3) |
Thompson Rivers University (TRU) | TRU SSEL 3XXX (3) |
Thompson Rivers University (TRU) | Individual assessment |
Trinity Western University (TWU) | TWU PSYC 3XX (3) |
University Canada West (UCW) | UCW PSYC 4XX (3) |
University of Northern BC (UNBC) | UNBC SOSC 4XX (3) |
University of the Fraser Valley (UFV) | No credit |
University of Victoria (UVIC) | UVIC CYC 3XX (1.5) |
Vancouver Island University (VIU) | No credit |
Yorkville University (YVU) | YVU GES 2XXX (3) |
Course Offerings
Winter 2025
CRN | Days | Instructor | Status | More details |
---|---|---|---|---|
CRN
16999
|
Thu | Instructor Last Name
Voroshina
Instructor First Name
Alexandra
|
Course Status
Open
|
DACS 4123 050 is a synchronous online course, with asynchronous components restricted to Disability and Applied Behaviour Analysis Students. Other students require departmental approval. Students should plan to be available on-line at scheduled course times. This course will include synchronous on-line tests/exams.