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M.Ed.Applied Behavior Analysis (ABA): EDUABA3-Behavior Assessment

COURSE DESCRIPTION

In this course, students will select operationally defined socially significant target behaviors. Students will reflect on the implementation of appropriate assessment methods to determine learners’ preferred items and activities (i.e., potential reinforcers) based on the learners’ skills and abilities. Students will critically analyse appropriate functional behavioral assessment methods to determine the operant function of the learner’s challenging behavior given the learner and context. Additionally, students will interpret visual displays of behavioral assessment and preference assessment data. This verified course is one of the required courses designed to meet the coursework requirements for Board Certified Assistant Behavior Analyst (BCaBA) and Board Certified Behavior Analyst (BCBA) certification; additional requirements must be met for certification.

Books

 

     

Google Books and Google Scholar

Google Book Search

Course Resources

 

Required Student Text

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Hoboken, NJ: Pearson Education, Inc

Week 1

Required reading:

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Hoboken, NJ: Pearson Education, Inc.

Chapter 3: Selecting and Defining Target Behavior

Week 2

Required reading:

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Hoboken, NJ: Pearson Education, Inc. Chapter 3: Selecting and Defining Target Behaviors

Week 3

Required reading:

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Hoboken, NJ: Pearson Education, Inc. Chapter 3: Selecting and Defining Target Behaviors

Week 4

Required reading:

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Hoboken, NJ: Pearson Education, Inc. Chapter 11: Positive Reinforcement

Recommended reading:

Carr, J. E., Nicolson, A. C., & Higbee, T. S. (2000). Evaluation of a brief multiple stimulus preference assessment in a naturalistic context. Journal of Applied Behavior Analysis, 33, 353–357.

Cote, C. A., Thompson, R. H., Hanley, G. P., & McKerchar, P. M. (2007). Teacher report versus direct assessment of preferences for identifying reinforcers for young children. Journal of Applied Behavior Analysis, 40, 157-166.

Fisher, W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25, 491–498

Koegel, R., Kim, S., Koegel, L., & Schwartzman, B. (2013). Improving socialization for high school students with ASD by using their preferred interests. Journal of Autism and Developmental Disorders, 43(9), 2121-2134.

Graff, R.B. & Karsten, A.M. (2012a). Assessing preferences of individuals with developmental disabilities: a survey of current practices. Behavior Analysis in Practice, 5(2), 37-48.

Graff, R.B. & Karsten, A.M. (2012b). Evaluation of a self instruction package for conducting stimulus preference assessments. Journal of Applied Behavior Analysis, 45(1), 45- 69

Roane, H. S., Vollmer, T. R., Ringdahl, J. E., & Marcus, B. A. (1998). Evaluation of a brief stimulus preference assessment. Journal of Applied Behavior Analysis, 31, 605–620.

Week 5

Required reading: http://www.marksundberg.com/vb-mapp.htm

Week 6

Required reading:

https://partingtonbehavioranalysts.com/collections/ablls-r

https://partingtonbehavioranalysts.com/pages/afls

Week 7

Required reading: http://www.acenecc.org/

Week 8

Recommended podcasts:

https://behavioralobservations.com/session-1-greg-hanley-functional-behavioralassessment/#comment-2199

Week 9

Required reading:

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Hoboken, NJ: Pearson Education, Inc. Chapter 27: Functional Behavior Assessment

Recommended reading:

Iwata, B.A., DeLeon, I.G., & Roscoe, E.M. (2013). Reliability and validity of the Functional Analysis Screening Tool. Journal of Applied Behavior Analysis, 46, 271-284.

Week 10

Required reading:

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Hoboken, NJ: Pearson Education, Inc. Chapter 27: Functional Behavior Assessment

Recommended reading:

Touchette, P. E., MacDonald, R. F., & Langer, S. N. (1985). A scatter plot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-351

Vollmer, T. R. Borrero, J. C. Wright, C. S. Van Camp, C. and Lalli, J. S. (2001). Identifying possible contingencies during descriptive analyses of severe behavior disorders. Journal of Applied Behavior Analysis, 34, 269-287.

Week 11

Required reading:

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Hoboken, NJ: Pearson Education, Inc. Chapter 27: Functional Behavior Assessment

Hanley, G. P., Iwata, B. A., McCord, B. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36, 147-186

Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1982/1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197–209. [Reprinted from Analysis and Intervention in Developmental Disabilities, 2, 3–20.

Recommended readings:

Wallace, M. D., & Iwata, B. A. (1999). Effects of session duration on functional analysis outcomes. Journal of Applied Behavior Analysis, 32, 175-183.

https://textbooks.opensuny.org/instruction-in-functional-assessment/

Recommended podcast:

https://behavioralobservations.com/session-45-wayne-fisher-best-practices-functionalanalysis-function-based-treatment/

Week 12

Required reading:

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Hoboken, NJ: Pearson Education, Inc. Chapter 27: Functional Behavior Assessment

Week 13

Required readings:

Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2016). Interview‐informed synthesized contingency analyses: Thirty replications and reanalysis. Journal of Applied Behavior Analysis, 49(3), 576-595.

Slaton, J.D., Hanley, G.P., & Raftery, K.J. (2017). Interview‐ informed functional analyses: A comparison of synthesized and isolated components. Journal of Applied Behavior Analysis, 50(2), 252-277.

Bloom, S.E., Iwata, B.A., Fritz, J.N., Roscoe, E. & Carreau, A. (2011). Classroom application of a trial-based functional analysis. Journal of Applied Behavior Analysis, 44, 19-31

Recommended readings:

Conners, J., Iwata, B. A., Kahng, S., Hanley, G. P., Worsdell, A. S., & Thompson, R. H. (2000). Differential responding in the presence and absence of discriminative stimuli during multielement functional analyses. Journal of Applied Behavior Analysis, 33, 299-308.

Vollmer, T. R., Marcus, B. A., Ringdahl, J. E., & Roane, H. S. (1995). Progressing from brief assessments to extended functional analyses in the evaluation of aberrant behavior. Journal of Applied Behavior Analysis, 28, 561-576

Week 14

Required reading:

Conners, J., Iwata, B. A., Kahng, S., Hanley, G. P., Worsdell, A. S., & Thompson, R. H. (2000). Differential responding in the presence and absence of discriminative stimuli during multielement functional analyses. Journal of Applied Behavior Analysis, 33, 299-308. Vollmer, T. R.,

Marcus, B. A., Ringdahl, J. E., & Roane, H. S. (1995). Progressing from brief assessments to extended functional analyses in the evaluation of aberrant behavior. Journal of Applied Behavior Analysis, 28, 561-576.

Hanley, G.P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Behavior Analysis in Practice, 5(1), 54-72.

 

Articles

Carr, J. E., Nicolson, A. C., & Higbee, T. S. (2000). Evaluation of a brief multiple stimulus preference assessment in a naturalistic context. Journal of Applied Behavior Analysis, 33, 353–357.

Cote, C. A., Thompson, R. H., Hanley, G. P., & McKerchar, P. M. (2007). Teacher report versus direct assessment of preferences for identifying reinforcers for young children. Journal of Applied Behavior Analysis, 40, 157-166.

Fisher, W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25, 491–498

Koegel, R., Kim, S., Koegel, L., & Schwartzman, B. (2013). Improving socialization for high school students with ASD by using their preferred interests. Journal of Autism and Developmental Disorders, 43(9), 2121-2134.

Graff, R.B. & Karsten, A.M. (2012a). Assessing preferences of individuals with developmental disabilities: a survey of current practices. Behavior Analysis in Practice, 5(2), 37-48.

Graff, R.B. & Karsten, A.M. (2012b). Evaluation of a self instruction package for conducting stimulus preference assessments. Journal of Applied Behavior Analysis, 45(1), 45- 69

Roane, H. S., Vollmer, T. R., Ringdahl, J. E., & Marcus, B. A. (1998). Evaluation of a brief stimulus preference assessment. Journal of Applied Behavior Analysis, 31, 605–620.

Iwata, B.A., DeLeon, I.G., & Roscoe, E.M. (2013). Reliability and validity of the Functional Analysis Screening Tool. Journal of Applied Behavior Analysis, 46, 271-284.

Touchette, P. E., MacDonald, R. F., & Langer, S. N. (1985). A scatter plot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-351

Vollmer, T. R. Borrero, J. C. Wright, C. S. Van Camp, C. and Lalli, J. S. (2001). Identifying possible contingencies during descriptive analyses of severe behavior disorders. Journal of Applied Behavior Analysis, 34, 269-287.

Hanley, G. P., Iwata, B. A., McCord, B. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36, 147-186

Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1982/1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197–209. [Reprinted from Analysis and Intervention in Developmental Disabilities, 2, 3–20.

Wallace, M. D., & Iwata, B. A. (1999). Effects of session duration on functional analysis outcomes. Journal of Applied Behavior Analysis, 32, 175-183.

Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2016). Interview‐informed synthesized contingency analyses: Thirty replications and reanalysis. Journal of Applied Behavior Analysis, 49(3), 576-595.

Slaton, J.D., Hanley, G.P., & Raftery, K.J. (2017). Interview‐ informed functional analyses: A comparison of synthesized and isolated components. Journal of Applied Behavior Analysis, 50(2), 252-277.

Bloom, S.E., Iwata, B.A., Fritz, J.N., Roscoe, E. & Carreau, A. (2011). Classroom application of a trial-based functional analysis. Journal of Applied Behavior Analysis, 44, 19-31

Conners, J., Iwata, B. A., Kahng, S., Hanley, G. P., Worsdell, A. S., & Thompson, R. H. (2000). Differential responding in the presence and absence of discriminative stimuli during multielement functional analyses. Journal of Applied Behavior Analysis, 33, 299-308. Vollmer, T. R.,

Marcus, B. A., Ringdahl, J. E., & Roane, H. S. (1995). Progressing from brief assessments to extended functional analyses in the evaluation of aberrant behavior. Journal of Applied Behavior Analysis, 28, 561-576.

Hanley, G.P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Behavior Analysis in Practice, 5(1), 54-72.