Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - MHS6796
Tracking Number - 3128
Current Status:
-
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments:
Detail Information
- Date & Time Submitted: 2013-03-13
- Department: Child and Family Studies
- College: BC
- Budget Account Number: 58300050
- Contact Person: Raymond Miltenberger
- Phone: 8139745079
- Email: miltenbe@usf.edu
- Prefix: MHS
- Number: 6796
- Full Title: Single Case Experimental Design In Applied Behavior Analysis
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Single Case Exp Design in ABA
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
-
- Prerequisites:
- Corequisites:
- Course Description: Describes ABA research methodology with emphasis on single case experimental designs that utilize within subject repeated measures of behavior: multiple baseline, ABAB reversal, alternating treatments, and changing criterion designs.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed to meet state requirements, licensure, etc
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? The content of this course is taught in the ABA program but not in Psychology. Therefore the PSY prefix is not appropriate and the MHS prefix used in the ABA program is most appropriate
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Ph.D.training in behavior analysis and BCBA or eligible
- Objectives: 1. Students will understand the logic behind single case time series designs and the practical utility of the various designs.
2. Students will learn to identify the different types of single case designs and be able to recommend particular designs for use in both research and practice.
3. Students will learn the similarities and differences between single case and group designs.
4. Students will learn how to draw valid inferences from data including how to assess variability, reliability, and generalization.
5. Students will understand the importance of treatment integrity and social validity when conducting research.
- Learning Outcomes: 1. Students will understand the logic behind single case time series designs and the practical utility of the various designs.
2. Students will learn to identify the different types of single case designs and be able to recommend particular designs for use in both research and practice.
3. Students will learn the similarities and differences between single case and group designs.
4. Students will learn how to draw valid inferences from data including how to assess variability, reliability, and generalization.
5. Students will understand the importance of treatment integrity and social validity when conducting research.
- Major Topics: Background
- Historical Overview of Single-Case
Methodology
Conducting Scientific Research:
Types of Validity and Threats to Validity
Data Collection Methods I
Operational Definitions
Social Validity
Reliability and Validity
Data Collection Methods II
Measuring Overt Behavior
Assessment Strategies
Observation
Quality of Measurement
- Interobserver Agreement
- Reactivity
Intro. to Single-Case Research Designs
- Stability, Trend, Variablity
Treatment Integrity
- Integrity of Independent Variables
- Threats to Integrity
Designs
ABA, ABAB
Multiple-Baseline
Changing Criterion
Designs Continued
Multiple Treatment
Alternating Treatment
Student Critique Presentations
Review of Designs
Additional Design Options
Student Critique Presentations
Mid-Term Exam
Data Evaluation – Intro to Graphing Data
Data Evaluation Continued
Graphic Display of Data
Visual Inspection & Interpretation
Student Critique Presentations
Challenges and Limitations of Single-Case Design
Student Critique Presentations
Quasi-Single-Case Experimental Designs
Solomon Four Group Design
Student Critique Presentations
Group Designs and Statistical Analysis for Single-Case Research
Student Critique Presentations
Translational Research
Evidence-Based Practice
Student Critique Presentations
- Textbooks: Sidman, M. (1960). Tactics of scientific research. Boston: Authors Cooperative
- Course Readings, Online Resources, and Other Purchases: Required Readings:
Kazdin, A.E. (2011). Single-Case Research Designs (2nd ed.). Oxford University Press, New
York, NY.
Journal readings assigned weekly (mainly from JABA, which are available from the JABA web site (http://seab.envmed.rochester.edu/jaba)
- Student Expectations/Requirements and Grading Policy: (40%): midterm and a final exam
(20%): quizes
(10%): discussion questions and participation
(10%): method section paper
(10%): research article critiques
(10%): student led presentation on chosen research
article critique
- Assignments, Exams and Tests: Exams
Quizzes
Discussion Questions and Participation
Method Section Paper
Research Article Critiques
Student Led Presentation on Chosen Research Article Critique
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work: Your attendance in class is expected. As a graduate student you will actively participate in class discussions and activities. You will not miss class except for an illness or emergency (do not schedule a trip during any class meeting dates, do not schedule meetings during class times, do not stay home from class to study for a test in another class, etc.). If you must miss a class due to illness or emergency, you are responsible for anything that happens in class including announcements, changes in assignments, quizzes, additions or deletions from the syllabus, change in class schedule, etc. I expect to be informed in advance (phone or e-mail) and provided with an explanation if you will be absent from class.
Our Department follows the University Policy on Academic Integrity.
- Program This Course Supports: Applied Behavior Analysis Masters Program
- Course Concurrence Information: Students in special education, public health, education, or psychology might find the course valuable.
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.