Ball State University

Department of Special Education

Course Syllabus SPCE 611, Spring 2022

Instructor: Dr. Laura Seiverling, PhD BCBA-D E-mail: [email protected]

Sections: 802, 803, & 804 Credits: 3

Day and Time: Canvas (Internet Course) Location: Internet Course

Office Hours: Please e-mail me to schedule Webex, Google Hangouts, or Skype meeting.

NOTE: How to begin this course? Go into Canvas, click on course content modules.

I. Course Title/Description: SPCE 611: Advanced Applied Behavior Analysis (3 credits)

Building upon an introduction to applied behavior analysis, provides an in-depth treatment of behavioral principles
and advanced coverage of special topics including antecedent interventions, behavioral fluency, development of
verbal behavior, and planning and evaluating applied behavioral research. Provides practical experiences for
students in applied behavior analysis or the behavior disorders teaching concentration; supervised by Board
Certified Behavior Analysts or qualified special education teachers, respectively. Includes planning, implementing,
and evaluating behavioral interventions.

II. Course Description and Overview: This course is designed to prepare behavior analysts to use the basic and
advanced behavioral principles and technology required in the field to address socially meaningful skills or
behaviors of children and adults in school settings, treatment centers, home, and community environments. In
addition to mastering ABA principles, SPCE 611 will prepare you for the BCBA exam. Course content aligns
specifically with the 5th Edition task list for Board Certified Behavior Analysts (www.bacb.com). This class
will be conducted as an online learning course. This will include online group discussions, group project, and
written assignments. There are 17 modules that have been developed for the course. Students will be required
to complete all the modules during the the semester. Please plan assignments ahead of time and maintain a
regular schedule wrt course materials. If there are any discrepancies between this syllabus and Canvas, you
should assume the syllabus is correct unless your lead instructor informs you otherwise. Contact your instructor
with any questions. Appendix A includes a table outlining each module, the assignments corresponding to the
learning objectives, and the due dates for completing each module. Refer to Appendix B, C, and D for
outcomes associated with BACB 5th edition task list
III. General Course Objectives:
1. Explain the philosophical assumptions of ABA.

2. Define and give examples of the principles, processes, and concepts of ABA.

3. Describe the rationale for and use of the various methods of behavioral assessment.

4. Define behavior operationally, and select appropriate behavioral measurement procedures.

5. Use single-subject designs to evaluate the effectiveness of behavioral interventions.

6. Select and construct data displays that effectively communicate quantitative relations.

7. Select and specify intervention strategies that are appropriate for given practical situations.

8. Demonstrate proficiency in the use of empirically established behavior-change techniques.

9. Plan system supports that include monitoring procedural integrity and providing competency-based training for
persons responsible for implementing a behavior-change program.
 Spring 2022-SPCE 611 2
IV. Text: Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Upper Saddle
River, NJ: Pearson.

V. Articles: You can retrieve these articles through the Library (Course reserves or Articles and Databases;
www.bsu.edu/library). Additionally, locating current literature is a skill that is on the BACB task list and can be
very beneficial to other professionals working with people with autism (B-07). If you have problems, please
contact your instructor or the library. Please review the Resources folder in Canvas for more specific
instructions searching for articles within the field of ABA using BSU libraries.

Bancroft, S. L., Weiss, J. S., Libby, M. E., & Ahearn, W. H. (2011). A comparison of procedural variations in
teaching behavior chains: Manual guidance, trainer completion, and no completion of untrained steps.
Journal of Applied Behavior Analysis, 44, 559-569.

Bellg, A.J., Borrelli, B., Resnick, B., Hecht, J., Minicucci, D.S., Ory, M., Ogedegbe, G., Orwig, D., Ernst, D.,
& Czajkowski. S. (2004). Enhancing treatment fidelity in health behavior change studies: Best practices
and recommendations from the NIH behavior change consortium. Health Psychology, 23, 443-451.

Branch, M. N. (1999). Statistical inference in behavior analysis: Somethings significance testing does and does
not do. The Behavior Analyst, 22, 87-92.

Davison, M. (1999). Statistical inference in behavior analysis: Having my cake and eating it? The Behavior
Analyst, 22, 99-103.

Deochand, N., Costello, M.S., & Fuqua, R.W. (2015). Phase-change lines, scale breaks, and trend lines using
Excel 2013. Journal of Applied Behavior Analysis, 48, 478-493.

Dixon, M. R., Jackson, J. W., Small, S. L., Horner-King, M. J., Lik, N. M. K., Garcia, Y., & Rosales, R. (2009).
Creating single-subject designs graphs in Microsoft excel 2007. Journal of Applied Behavior Analysis,
42, 277-293.

Fong, E. H., Ficklin, S., & Lee, H. (2017). Increasing cultural understanding and diversity in applied behavior
analysis. Behavior Analysis: Research and Practice, 17, 103-113.

Grow, L. & LeBlanc, L. (2013). Teaching receptive language skills: Recommendations for instructors.
Behavior Analysis in Practice, 6, 56-75.

Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review.
Journal of Applied Behavior Analysis, 36, 147-185.

Hopkins, B. L., Cole, B. L., Mason, T. L. (1998). A critique of the usefulness of inferential statistics in applied
behavior analysis. The Behavior Analyst, 21, 125-137.

Kazdin, A. E. (1977). Artifact, bias, and complexity of assessment: The ABCs of reliability. Journal of Applied
Behavior Analysis, 10, 141-150.

Langthorne, P., & McGill, P. (2009). A tutorial on the concept of the motivating operation and its importance to
application. Behavior Analysis in Practice, 2, 22-31.

LeBlanc, L., Raetz, P.B., Sellers, T.P., & Carr, J.E. (2016). A proposed model for selecting measurement
procedures for the assessment and treatment of problem behavior. Behavior Analysis in Practice, 9, 77-
83.

Lo,
Y., & Konrad. M. (2007). A Field-Tested Task Analysis for Creating Single-Subject Graphs Using
(R)
Microsoft Office Excel. Journal of Behavioral Education, 16, 155-189.
 Spring 2022-SPCE 611 3
McGinnis, J. C., Friman, P. C., & Carlyon, W. D. (1999). The effect of token rewards on ‘intrinsic’ motivation
for doing math. Journal of Applied Behavior Analysis, 32, 375-379.

Peterson, L., Homer, A. L., & Wonderlich, S. A. (1982). The integrity of independent variables in behavior
analysis. Journal of Applied Behavior Analysis, 15, 477-492.

Pence, S.T., & St. Peter, C.C. (2015). Evaluation of treatment integrity errors on mand acquisition. Journal of
Applied Behavior Analysis, 48, 575-589

Roll, J. M., Higgins, S. T., & Badger, G. J. (1996). An experimental comparison of three different schedules of
reinforcement of drug abstinence using cigarette smoking as an exemplar. Journal of Applied Behavior
Analysis, 29, 495-505.

Skinner, B. F. (1981). Selection by consequences. Science, 213, 501-504.

Smith, R. G., & Iwata, B. A. (1997). Antecedent influences on behavior disorders. Journal of Applied Behavior
Analysis, 30, 343-375.

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of applied behavior
analysis, 10, 349-367.

VI. Course Work (Readings, Discussion Boards, Assignments, Exams, etc.): Detailed information about each
submission is listed in the Modules section of Canvas. Many projects may take weeks/months in preparation
and without considering the amount of work required you are likely to be unsuccessful. Plan ahead and be sure
to review all scoring templates. Materials are organized by the week in respective content folder for that week’s
module. Students are expected to read each assigned chapter(s), articles, other assigned readings, view videos,
and complete notes, exams, discussion boards, and/or assignments, etc. for the respective modules. Course
expectations reflect those of a graduate level class. You are expected to utilize all resources in a way that result
in mastery and fluency with course materials.
NOTE: Formatting, grammar, and spelling, unless otherwise specified, for all assignments must be typed in APA
format, using an 11- or 12-point font (Times New Roman or Arial) with appropriate grammar, punctuation, and
spelling. APA style information can be found at http://owl.englisxh.purdue.edu/owl/resource/560/01/. Please
review the Resources content folder in Canvas for more helpful links on APA. If you are not familiar with APA
style, it is recommended that you purchase the 6th Edition of the Publication Manual of the American Psychological
Association. You can typically check a manual out at a local library or the BSU Library. Up to 30% may be taken
off of any assignment that does not comply with APA formatting or has grammatical/spelling errors.

Course Quiz (5 points): This quiz is designed to check your understanding of the basic information about the course
setup.

Exams (25 points each): There will be six 60-minute online tests, each consisting multiple-choice and true/false
items covering the assigned modules (chapters, videos, articles; see Appendix A). There is no negative scoring.

Comprehensive Final Exam (75 points): This final exam is designed to give you feedback about the extent to which
you have fluently mastered all the materials in this class. It is set at a pace similar to the BCBA exam and consists
of all multiple-choice questions (the same format as the BCBA exam). This will give you an indication of your
level of preparedness for the BCBA exam – however, this exam is 60 minutes in length and covers only materials
from this class, so it is only a sample of the BCBA exam. The examination for the Board Certified Behavior
Analyst is online, four hours in length, and consists of 150 items (allowing 1.6 minutes per item; whereas more
time per item is allowed for MC questions in this course).

Reliability Activity (50 points): This activity will involve working independently to develop behavior definition,
data collection system, and record data. Then students will collaborate with a partner to gather IOA data on their
identified behavior. The purpose of this activity is to have student dyads team up to observe the same behavior
multiple times and to report the reliability data obtained between them.
 Spring 2022-SPCE 611 4
Behavior Change Project-Replication (117 points): This is the main project for this class and is divided across 6
submissions (4 group submissions and 2 individual submission). Students will select a group and work together to
replicate a published study. Students should review latest articles published in the field of ABA and select a study
they will be able to replicate. Each member will serve as his or her own participant for this behavior change project
and no individual outside of this class will be involved in any part of this project. The project submissions are:

1. Group signup: Join a group corresponding to your time zone.

2. Project Approval: The group will seek approval of their selected study for replication project
3. Project Protocol & Contract: The group will submit the protocol of how they will conduct various
procedures of their behavior change project.
4. Project Check-In: A self-assessment tool to ensure proper implementation of the steps.
5. Data collection and Graphing: Each student will independent submit his or her own data at this time.
6. Project Report: The group will submit a manuscript style report on their project.
7. Project Presentation: The group will present their project and data to their instructor and class via video
recording.

Detailed instructions and evaluation criteria for this course requirement are found in Group Behavior Change
Project can be found in the Course Content folders in Canvas.

Learning Activity (40 points): This learning activity involves making three computer-generated MS Excel graphs
containing hypothetical data that demonstrate a functional relation between the dependent and independent
variables.

Discussion Boards (3 points each): There will be 8 Discussion Board assignments during the term. You must read
the supporting documentation (if required) and provide citations and source information when making comments.
The specific requirements for each Discussion Board will be outlined within each module listed in Canvas. It is
your responsibility to check the Discussion Board and keep track of your posts. Discussion boards are live
submissions and are available only during the week they are due. They are not available to be made-up at a later
date.

Students are required to submit 3 posts: 1 original post that focuses on the question/topic for the week and a
minimum of 2 responses to classmates. While the grading is subjective, there are some general guidelines for your
discussion board posts that should be followed:

 Responses must be in-depth and reflect an understanding of the topic. Don’t just agree but tell why!
 If the discussion board assignment requires you to read and comment on an article, responses MUST show
that you read the article. Consider adding citations and comments on specific parts of the article. Simply
writing “the author was absolutely right about XXX”, “there was great information in the article”, or “I
totally agree with what the author wrote”, etc. will not suffice! Please show that you actually READ the
article and have comments that not only reflect your opinion, but also the factual information in the text.
 Responses that are not substantive (e.g., “I agree,” “That’s such a great point,” etc.) or unrelated to the
question WILL NOT be counted for credit.
 Discussion board posts may be graded based on content AND length. While there is no specific sentence
requirement for this assignment, it would be difficult to provide an in-depth and robust original post or
response with 1 or 2 sentences.
 All interactions on the discussion board should remain professional. Please see section on
“Professionalism”. This includes interactions between class members (i.e., no name calling or other
pejorative language) AND the instructor. Please do not use the discussion board to complain about the
course or other issues you may be having that are unrelated to the discussion board question. If you are
experiencing issues with the course, please bring them to the attention of your instructor.
 Spring 2022-SPCE 611 5

Extra Credit Discussion Board (0-3 points): This is an optional DB item available towards the end of the semester.
Points will be awarded based on quality and quantity of posts.

VII. Grading Procedures: Your grade in this course will be based entirely on the points accumulated. There will
be no rounding up of grades. Thus, a score of 93.98 is an A-. Points will be awarded based upon the
demonstration of competency, as well as the timeliness and accuracy of the submitted assignments. You are
responsible for monitoring your grades throughout the semester. No “grace points” or adjustments shall be
made to your final earned grade. Missing assignment/exams must be justified to the instructor and a proof of
excuse will be required for extension on due date. If multiple submissions are missing or a major assignment
(worth more than 10 points) is missing without a justification and approval from the instructor, F may be given
regardless of the earned grade. Resubmissions for a higher grade are not allowed unless deemed necessary by
the instructor. If you wish to resubmit for more feedback, contact your instructor.

COVID-19 Considerations for Late Work: Given the uncertain nature of the current climate related to COVID-19
responses, we as a faculty understand that there are a great number of things that are out of our control. To these ends, it is
understandable that things will come up that make deadlines hard to meet, and this course offers a one-time use "free pass"
that allows you a 3-5 day grace period on assignments (except for DBs). In order to use your "free pass" - please connect
with your instructor and simply inform them that you are doing so and list in the submission text box that this “free pass”
is approved by the instructor. You do NOT have to provide reasoning/clarification as to why you are using this pass. This
pass will allow for you to have few extra days to submit your material to Canvas for ONE, SINGLE ASSIGNMENT. So
please use this pass wisely.

VIII. If the quiz or activity is late, a 10% point loss per day will be implemented, unless exempted/approved by
the instructor. Even if the student can no longer obtain any points for the assignment, the student is still
responsible for completing the work or a grade of ‘F’ may be given at the end of the term.
Grading System (percent of total possible points)

94-100% A 74-76.9% C
90-93.9% A- 70-73.9% C-
87-89.9% B+ 67-69.9% D+
84-86.9% B 64-66.9% D
80-83.9% B- 60-63.9% D-
77-79.9% C+ Below 60 F

In case of an emergency (e.g., family illness/death, personal illness, extreme weather preventing access to sites),
students receive a grade of “I” (incomplete) until course requirements have been fulfilled. In the case of these
events’ documentation is required (e.g., doctor’s note) before the “I” will be assigned as your grade. Incomplete
grades will not be given for events that are not emergent (e.g., vacations, weddings) The student will have one year
to complete practicum requirements. If within one year the student does not contact the instructor, the grade will
change to an “F” as the final grade. No incompletes will be given until the student submits a Memorandum of
Incomplete (MOI) that has been approved by the lead instructor and then sent to the Curriculum Specialist. In the
absence of a MOI, students will receive the grade they have earned based on the project/exams that have been
completed at the end of the semester. That is, even if the lead instructor states they will give an incomplete grade
when a MOI is submitted, a grade of ‘F’ may be submitted if the approved schedule of completion has not been
submitted or completed within the revised timeline. The MOI should include: (a) all tasks that have not yet been
completed and (b) the date the student proposes the task will be completed. Failure to complete work based on the
revised schedule of completion will be treated the same way any late submission is addressed.
Note: A grade of B or higher (84% or higher) in SPCE 611 is required to meet the prerequisites for SPCE 689 and
691.
 Spring 2022-SPCE 611 6
Aviso is the new program management system that has replaced TK20. Aviso can be accessed at
https://bsu.avisoapp.com/. Students are linked to their Aviso program through Banner (MyBSU). Therefore, your
Aviso program(s) will reflect the degree, license, or certificate program(s) you applied for when you applied to the
Graduate School. If it does not appear that you are in the correct program(s) in Aviso, you should contact your
advisor immediately.

Points per
Submission Total Points
submission
Exams (6) 25 150
Course quiz 5 5
Group Signup 2 2
Project Approval 10 10
Project Protocol and Group Contract 20 20
Project Check-in 5 5

Data collection & Graphing 30 30

Report 35 35
Group Presentation 15 15
Discussion boards (8) 3 24
Reliability Activity 50 50
Learning Activity 40 40
FINAL EXAM 75 75
Extra credit Discussion Board 3 3
TOTAL 461

IX. Technology in 611: If you have technical questions, you can contact Ball State's Help Desk. In addition, the
Help Desk staff has put together many how-to video clips in its Tech Clips section that can guide you through
many of the most common questions. Please review video tutorials developed for Canvas orientation. If you
need assistance with Canvas or have other computer related questions, please call the BSU Helpdesk at (765)
285-1517 or email at [email protected].

Technical Equipment: In order for you to be successful in this type of course (e.g. online delivery, distance
education), you will need the technology listed in the “Technology for Online and Distance Education Students.”
Computer: Only use computer (Mac or PC) with high-speed Internet access (a wireless connection is not
recommended for testing). You should plan to use Firefox for exams, or you are likely to be disconnected during
your exam.

Software: Students are expected to develop materials in Microsoft Word and Excel. Permission may be granted for
the use of alternative word-processing, spreadsheet, or presentation software on request, but instructors are not
required to accept alternate formats. Hand drawn/written assignments are not acceptable for this class. Students are
also expected to post videos and engage in video meetings (Google Hangouts/Webex/Skype) with instructor, so
 Spring 2022-SPCE 611 7
make sure your computer is setup to complete these meetings.

Attendance Policy: Absences should be discussed with the instructor as soon as possible. Missed classes may result
in loss of class participation scores or missed assessments. Any make-ups are at the discretion of the instructor and
on presentation of a documented excuse satisfactory to the course instructor. No assignments will be accepted past
the designated due date without documentation of extenuating circumstances. School loans are now tied directly to
class attendance/participation. Students with loans risk losing funding if they do not regularly participate. Weekly
participation in the form of logging in, writing in a forum, or submitting a written assignment is mandatory.
Graduate students are expected to actively participate in all course activities and complete assignments in a timely
manner.

Academic Ethics Policy: Honesty, trust, and personal responsibility are fundamental attributes of the University
community. Academic dishonesty and other forms of academic misconduct threatens the foundation of an
institution dedicated to the pursuit of knowledge and will not be tolerated. To maintain its credibility and
reputation, and to equitably assign evaluations of scholastic and creative performance. Ball State University is
committed to maintaining a climate that upholds and values the highest standards of academic integrity. Please refer
to the following BSU website for additional details: http://www.bsu.edu/associateprovost/academicethics

The Ball State Academic Honesty Policy will be followed as it applies to the format of this course: All written
individual assignments must be the sole work of the student whose name appears on it. Any individual assignment
—in whole or part—submitted by two or more students will result in grades of zero for each student. Additionally,
original work must be submitted. Submitting one’s own work that has been previously presented for another class
at Ball State University or elsewhere without the instructor’s knowledge is considered academic
dishonesty. Claiming that you did not understand the concepts of plagiarism, proper referencing, or cheating will
not be an acceptable defense after you have already turned in an assignment.

Regarding testing, given that (a) online test administration cannot be monitored and (b) you will be allowed to use
your textbook, notes, and other materials you may find helpful, the integrity policy continues to apply. You must
complete all exams and essays on your own without assistance from others. It is important to note that all tests will
be timed and the order of the items in each may be randomized. All essays are considered written assignments and
should be the work of one individual. Sharing of essay questions is strictly prohibited. Also, all
papers/presentations will be checked to determine if work from the original source is incorporated into the
paper/presentation and passed off as original work. It is important to note that Ball State provides a special program
that compares your submitted assignment with prior published research (i.e., articles, books, internet, etc.) or
another student’s work. It is very accurate and provides cites for the original sources and displays the overlap in
content between the two documents. NOTE: This is a very accurate process and can identify over 98% of content
that has been plagiarized. Be sure and paraphrase content and cite original sources. Students are not allowed to
share questions or answers on exams. In addition, students may not take examinations together. If students are
caught sharing items on notes, exams, or assignments, it will be considered academic dishonesty and consequences
will follow the Code of Student Rights and Responsibility, and result in a grade of F for the entire course. Per
University policy, all ethics violations, even if resolved at the instructor level, are reported to the University.

Copyright Notice: Ball State University takes its commitment to high quality courses seriously. Sharing course
materials with persons or websites outside the university inhibits our ability to provide consistent content aligned
with licensing standards. Copyright law may protect some course materials available through this system. The
materials provided here are only for the use of students enrolled in this class. Students must abide by the United
States Copyright Act, Title 17 of the US Code (https://www.copyright.gov/title17/). Copyright protected materials
that are provided during this course cannot be retained longer than the duration of this course and cannot be
disseminated to any other persons.

Course/Instructor Evaluation: The course/instructor evaluation for this course will be conducted by the university at
the end of each course. Responses to the course/instructor are anonymous and will not be returned to your instructor
until after you have completed this course. We seek to continually improve our courses and we are reliant on your
 Spring 2022-SPCE 611 8
input to do so. This may help us improve instruction, help administrators evaluate the quality of instruction, and
improve instruction for future students taking this course. You do not have to complete the evaluation to pass this
course and will not affect your grade. However, the university has moved to a policy of making final grades more
quickly accessible to students who have completed these evaluations.

Harassment Policy: Harassment of students or employees at Ball State University on the basis of race, color,
national origin, ancestry, religion, creed, gender*, sexual orientation, gender identify/gender expression, age, or
physical or mental disability is unacceptable and will not be tolerated. Such conduct is inconsistent with the
University’s commitments to excellence and to respect for all individuals. Violation may result in disciplinary
action, including termination of employees or expulsion for students. If you feel another student or a BSU
employee is harassing you based on any of the factors above, you should contact the Office of Compliance. Find
additional details at http://cms.bsu.edu/About/AdministrativeOffices/StudentRights/PoliciesandProcedures/
StudentCode/APPENDIXC.aspx.

Grade Appeals: The professional responsibility for assigning grades lies with the lead instructor of this course. Any
student wishing to appeal a grade must first contact the instructor who assigned the grade to try to resolve any
issues involved in the dispute. The process for grade appeals can be found at:
http://cms.bsu.edu/About/AdministrativeOffices/StudentRights/PoliciesandProcedures/StudentCode/
67GradeAppeals.aspx.

Professionalism: Students must show respect for each other and for their instructor(s). It is essential to respond in a
timely and professional manner to communication from your classmates and your instructor. On discussion boards,
students should respect the rights of peers and faculty to write/voice individual opinions online, although
participants should plan to make statements that are data-based or supported by documentation. Inappropriate posts
and responses in any online discussion forum may be deleted and, if relevant, no credit will be given. The instructor
reserves the right to determine if a post is unsuitable or if the harassment policy has been violated (see the end of
this syllabus for more details).
Because e-mail is vital to effective communication in an online learning environment, the following policy was
developed in an effort to avoid confusion and facilitate constructive electronic exchanges between students and
instructors.

1. E-mail messages should be addressed to your instructor and classmates in a professional manner (e.g., Dr.,
Mrs., or first name if appropriate). If you do not know how to address your instructor, please make sure to ask
how they would prefer to be addressed.

2. E-mail communication should be written with the same care as graded assignments. Please make sure to
proofread your e-mails to avoid typographical errors, or any other errors that may cause confusion for your
reader.

3. Typing in all capital letters, underlining, bolding, or italicizing words can easily be misinterpreted in e-mail and
many forms of written expression. These additions to text should be avoided when communicating with your
instructor or classmates. If you believe your discussion may be misinterpreted by your instructor or that you
cannot convey your ideas via e-mail, it is best to schedule an appointment via Skype.

X. Course Resources
Disabilities Services: If you need course adaptations or accommodations because of a disability, please contact me
as soon as possible. Ball State’s Disability Services office coordinates services for students with disabilities;
documentation of a disability needs to be on file in that office before any accommodations can be provided.
Disability Services can be contacted at 765-285-5293 or [email protected].
 Spring 2022-SPCE 611 9
Counseling and Telehealth Services: If you are experiencing mental health concerns, telehealth services
are available at the following website: https://www.bsu.edu/academics/centersandinstitutes/practicum/referral
*Please note that telehealth services are currently only available to students residing in the state of Indiana.

Learning Center: The Learning Center (NQ 350) offers free tutoring for many courses on campus, including science
and humanities, modern languages, math and business, help with any writing task, and study strategies such as time
management, test taking, note taking, and effective textbook reading. Call 765-285-3780 or Live Chat online at
www.bsu.edu/learningcenter.

Writing Center: Want extra feedback on your papers? The Writing Center is a community of Ball State students and
faculty who value writing. Collaborate with one of the trained peer tutors on any project for any major. The Writing
Center is a comfortable, supportive environment for writers from all communities and backgrounds. It is located in
Robert Bell 291. They have both online and face-to-face appointments.
http://cms.bsu.edu/academics/centersandinstitutes/writingcenter

Affirmative Action and Equal Opportunity: Ball State University does not discriminate on the basis of race, color,
national origin, sex, religion, marital status, age, or disability in employment, admission, or the provision of
services, educational programs and activities, and provides, upon request, reasonable accommodation including
auxiliary aids and services necessary to afford individuals with disabilities an equal opportunity to participate in all
programs and activities. For information regarding nondiscrimination policies contact the Office of Equal
Opportunity.

Diversity Statement: Ball State University aspires to be a university that attracts and retains a diverse faculty, staff
and student body. We are committed to ensuring that all members of the campus community are welcome through
our practice of valuing the various experiences and world views of those we serve. We promote a culture of respect
and civil discourse as evident in our Beneficence Pledge. For Bias Incident Response information, go to
http://cms.bsu.edu/campuslife/multiculturalcenter/bias-incident-reporting or e-mail [email protected].
 Spring 2022-SPCE 611 10

Appendix A
*Exams open only during the timeframe listed, DBs open a week before due date. Please note changes in due dates
around holidays/breaks and towards the end of semester. DB= Discussion Board. All assignments are due by 11:59
PM, EST of the date listed.
WEEK MODULE MATERIALS TOPIC ASSIGNMENTS DUE
DATE*
1/10 1. Ch. 1, 2, Article & Intro to ABA Group signup, Course Quiz, DB1 1/16
Videos

1/17 2. Ch. 3, 4, Article & Selecting, Defining, & Project Approval 1/21
Videos Measuring Behavior
1/7-Dr King’s Exam 1 (mod 1-2) 1/21-1/24
Birthday-
no classes

1/24 3. Ch. 5, 6, Article & Measurement & Procedural Protocol 1/30

Videos Graphical Display

1/31 4. Ch. 7, 8, & Videos Research Designs DB4 2/6

2/7 5. Ch. 9, 10, Article Multiple Baseline & Exam 2 (mod 3-5) 2/11-2/14
& Videos Conducting Applied Res

2/14 ❤️ 6. Ch. 11, 12, & Positive & Negative Reliability Activity 2/15
Videos Reinforcement

2/21 7. Ch. 13, 27, Article Schedules of Exam 3 (mod 6-7), Project Check-in 2/25-2/28
& Videos Reinforcement and FBA

2/28 8. Ch. 16, Article & Motivating Operations DB8 (Reminder: Collect data and graph 3/13
Videos regularly. Make data-based phase change
decisions. Email instructor if needed.)

💐3/6-3/13: Spring Break💐 Rest, relax, and enjoy!!

3/14 9. Ch. 17, 21, Article Stimulus Control & Learning Activity 3/14
& Videos Imitation
DB9 3/20

3/21 10. Ch. 22, 23, Article Shaping & Chaining Exam 4 (mod 8-10) 3/25-3/28
& Videos

3/28 11. Ch. 14, 15 & Punishment Data Collection & Graphing 4/3
Videos

4/4 12. Ch. 24, 25 & Extinction & Exam 5 (mod 11-12) 4/1-4/4
Videos Differential
Reinforcement
 Spring 2022-SPCE 611 11
4/11 13. Ch. 26, Article & Antecedent DB 13 4/17
Videos Interventions
Project presentations 4/17

4/18 14. Ch. 28, Article & Contracting, Token DB14 4/24
Videos Economies, & Group
Contingencies

4/25 15. Ch. 29, 30, Article Self-Management & Exam 6 (mod 13-15) 4/29-5/2
& Videos Generalization
DB15, Extra Credit DB 5/1

5/2 16. All materials All Topics Report 5/2

DB16 5/6

Comprehensive Final 5/3-5/6

*Exams open only during the timeframe listed, DBs open a week before due date. Please note changes in due dates
around holidays/breaks and towards the end of semester. DB= Discussion Board. All assignments are due by 11:59
PM, EST of the date listed.
Spring 2022-SPCE 611 12

Appendix B
Spring 2022-SPCE 611 13

Appendix C
 Spring 2022-SPCE 611 14
BACB 5th Edition task list areas covered

Section 1: Foundations

A. Philosophical Underpinnings
611
A-1: Identify the goals of behavior analysis as a science (i.e., description, prediction, control). X
A-2: Explain the philosophical assumptions underlying the science of behavior analysis (e.g., X
selectionism, determinism, empiricism, parsimony, pragmatism).
A-3: Describe and explain behavior from the perspective of radical behaviorism. X
A-4: Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, X
and professional practice guided by the science of behavior analysis.
A-5: Describe and define the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) X
Estimated Total Hours Section A: 5

B. Concepts and Principles

611
B-1: Define and provide examples of behavior, response, and response class. X
B-2: Define and provide examples of stimulus and stimulus class. X
B-3: Define and provide examples of respondent and operant conditioning. X
B-4: Define and provide examples of positive and negative reinforcement contingencies. X
B-5: Define and provide examples of schedules of reinforcement. X
B-6: Define and provide examples of positive and negative punishment contingencies. X
B-7: Define and provide examples of automatic and socially mediated contingencies. X
B-8: Define and provide examples of unconditioned, conditioned, and generalized reinforcers and X
punishers.
B-9: Define and provide examples of operant extinction. X
B-10: Define and provide examples of stimulus control. X
B-11: Define and provide examples of discrimination, generalization, and maintenance. X
B-12: Define and provide examples of motivating operations. X
B-13: Define and provide examples of rule-governed and contingency-shaped behavior. X
B-14: Define and provide examples of verbal operants. X
B-15: Define and provide examples of derived stimulus relations.
Estimated Total Hours Section B: 25

H. Selecting and Implementing Interventions

611
H-1: State intervention goals in observable and measurable terms. X
H-2: Identify potential interventions based on assessment results and the best available scientific X
evidence.
H-3: Recommend intervention goals and strategies based on such factors as client preferences, X
supporting environments, risks, constraints, and social validity.
H-4: When a target behavior is to be decreased, select and acceptable alternative behavior to be X
established or increased.
H-5: Plan for possible unwanted effects when using reinforcement, extinction, and punishment X
procedures.
H-6: Monitor client progress and treatment integrity. X
 Spring 2022-SPCE 611 15
H-7: Make data-based decisions about the effectiveness of the intervention and the need for treatment X
revision.
H-8: Make data-based decisions about the need for ongoing services. X
H-9: Collaborate with others who support and/or provide services to clients. X
Estimated Total Hours Section H: 15