Students will be able to identify the definition of each of the major concepts addressed and discussed in the “Intensive Specialty Topics” classes. Students will be able to correctly identify the uses and implementation of these as they are used in practical, applied situations with client populations, or with organizations/businesses for which the student may later consult or be employed.
Specific areas of identification and methods of application include: Discrete trial methods for teaching skills; use of errorless learning methods and stimulus equivalence sets; Lovaas approach to teaching children with Autism; identify and compare use of PECS vs. “Verbal Behavior” approaches; Identify and use various functional assessment tools, set up analog conditions and distinguish from functional assessment; select the definitions and correct use of direct instruction methods and outcomes-based education; be able to demonstrate an understanding of how to create and interpret standard celeration charts; identify the description of contingency and the methods for devising a schedule of “non-contingent reinforcement,” and identify its application in assessment and treatment of behavior; identify the matching law and its effects, and how it can be used and in assessment and treatment; be able to identify key approaches in “positive behavior supports;” identify “establishing operations” and “setting events” and the methods used in applied situations, and list the use of picture schedules, functional communication training, and other ecological approaches to behavior change.
Also demonstrate an understanding of O’Neill and Horner’s “competing behaviors” model as the basis of behavior change in use of PBS. Demonstrate an understanding of Organizational Behavior Management, and application of OBM principles in business settings, and human services organizations and methods for solving Human Resources problems; identify the appropriate use of pharmacological agents in conjunction with behavior analysis methods in applied settings; demonstrate an understanding of how to conduct a functional assessment of employee behavior and how to use intervention strategies in the workplace; identify how to apply behavior analytic principles to Quality Improvement approaches in the workplace.
Instructor: Michael Weinberg, Ph.D., BCBA-D
Method of DeliveryOnline, self paced, competency tested course
Method of Evaluation: Students must complete all lessons for each course and attain 90% or higher average on probes (Quizzes), exams, and online activities. “Probes” are based upon content of the prior few classes and are not inclusive of material in other areas.
Class Policies: Students are required to participate in the online courses and complete all activities and quizzes based on the 90% or higher performance criterion. A Course Certificate will be given contingent upon 80% average mastery of exams, compliance to attendance policy, and full payment of all tuition and/or fees.
Cooper, J.O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior
Analysis (2nd Edition). Upper Saddle River, NJ: Pearson.
Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2011). Behavior Analysis
for Lasting Change. Cornwall on Hudson, NY: Sloan Publishing.
Robbins, S. J., Schwartz, B., & Wasserman, E. A. (2001). Psychology of
Learning and Behavior. New York City, NY: W. W. Norton & Co.
Bailey, J. & Burch, M. (2011). Ethics for Behavior Analysts. London, England: Routledge.
Optional but Recommended Text:
Martin, G. & Pear, J. (2000). Behavior Modification: What is it and how to do it? Prentice
- I can verify that I possess a minimum of a Bachelors Degree and understand that I may be asked to provide evidence of this
- I can verify that I am at least 18 years old.
I agree that if my course or program tuition is being paid for by my employer, CoAHS can provide the following information should the employer requested it:
- Identifying information
- Progress measures
- Academic Transcript
- I agree to the Standard Terms and Conditions