MSE 7402 - Applied Behavior Analysis by Michele Brewer

Course Number: MSE 7402

Wilmington University College of Education

Graduate Special Education Programs

Course Title: Applied Behavior Analysis

Faculty Contact Information:

Course Description: In this course, teacher candidates learn evidence-based practices to support students’ socialemotional, behavioral, and academic success. Teacher candidates reflect upon and develop their classroom management skills, emphasizing the importance of building relationships with their diverse students and families, by utilizing proactive strategies within a multi-tiered system of support. In addition, teacher candidates learn a culturally competent problem-solving approach to understand why challenging behaviors occur. More specifically, teacher candidates implement Applied Behavioral Analysis methodology, including the use of functional behavioral assessment tools to collect data and make data-based hypotheses regarding students’ behaviors. Teacher candidates purposefully select a variety of evidence-based practices to support students with the understanding that evidence-based practices are focused on building self-advocacy, independence, and self-determination. To demonstrate the culmination of knowledge and skills learned throughout the course, teacher candidates write an individualized Behavioral Support/Intervention Plan in which they are required to clearly outline the implementation of the selected evidencebased practices as well as plan for measuring goals, monitoring progress, and modifying supports as needed.

Use of Video: The use of technology is an integral part of the teaching / learning process and a necessary skill for success in teaching. As such, teacher candidates will engage in multiple forms of assessment including but not limited to creating and uploading digital recordings of various forms for evaluation and guidance. Candidate work is uploaded into secure sites and is not available to the public.

Minimum Time Requirements (in clock hours):

College Education Program Attributes

The manner in which we prepare educational personnel is informed by eight essential attributes:

1. ensuring that programs are knowledge-based;

2. viewing educational personnel as learners, including a focus on deconstructing past experiences as learners in coursework and field experiences and developing appropriate knowledge of the content and discourse of the disciplines to be taught;

3. contextual and cultural sensitivity;

4. facilitating inquiry and reflection, i.e., providing structured opportunities for critical reflection on and acting in one’s daily work;

5. enabling authentic participation, collegiality and collaboration;

6. building an ongoing developmental program that allows for continuous improvement, experimentation, and professional growth;

7. ensuring that programs are standards-driven; and

8. ensuring that programs promote the effective use of technology.

Delaware Teacher Standards: Interstate Teacher Assessment and Support Consortium (InTASC)

Specialized Professional Association Standards: CAEP K-6

Initial Practice-Based Professional Preparation Standards for Special Educators: Council for Exceptional Children (CEC 2020)

Technology Standards: International Society for Technology in Education (ISTE)

Wilmington University Graduation Competencies: Graduate Educational Competencies

Dispositions: Model Code of Ethics for Educators

Delaware Teacher Growth and Support System: DTGSS

Global Awareness: Global awareness is knowledge of the interrelatedness of local, global, and international cultures. It is the understanding that our world is an interconnected system. Cultivating global awareness involves the ability to understand, respect, and get curious about challenges, trends, and systems present on a global level. College of Education and Liberal Arts Educator Preparation Programs foster global awareness by preparing and empowering teacher candidates to integrate that knowledge in their PreK - 12 classrooms. In this course, candidates understand how to problem-solve, using the universal and internationally accepted method and science of applied behavioral analysis.

Cultural Differences: Culturally responsive practices acknowledge and honor the experiences and perspectives of children and their families as a tool to support them more effectively. This practice emphasizes incorporation of different perspectives that create an inclusive, relevant, and supportive environment for learners from various backgrounds. The College of Education and Liberal Arts Educator Preparation Programs incorporate culturally relevant instruction that integrate a wide variety of instructional strategies connected to different approaches to learning. In this course, candidates understand how a variety of cultural and contextual factors play a role in developing relationships with diverse students and their families; they use a culturally competent problem-solving method to select, implement, and monitor targeted supports for students within their collaborative school teams.

Learning Methods: A variety of teaching methods including inquiry–based learning, game-based learning, personalized learning, differentiated instruction, collaborative projects, and class participation will be used in a student-centered approach to learning. Candidates are encouraged to move from passive receivers of information to active participants in their own learning, where creativity and innovation are encouraged. The purposeful integration of technology is required.

Driving Question for the Course: How can educators apply the established principles of behavior management to learning, behaviors, and the environment to ensure that effective teaching and learning occurs in the classroom setting? To address this, we will consider these four related questions:

How can I use my knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities?

How do I develop strategies for monitoring and analyzing challenging behavior and its communicative intent? How can I plan individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior?

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How can I engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them?

Learning Outcome 1 – Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual’s strengths and needs. (CEC 2.1, 2.2)

Learning Activities/Performance Tasks:

1. Candidates develop ways to improve collaborative and respectful relationships with students and families. Candidates involve families in the FBA and problem-solving process as well as in the development of the BSP.

2. Candidates use culturally competent problem-solving to understand why a student is engaging in challenging behavior.

3. Candidates understand how multiple, intersecting factors (co-occurring mental health conditions, health challenges, developmental delays, skill deficits, trauma, adverse childhood experiences, etc) influence a student’s behavior and take these factors into consideration when determining behavior functions as well as interventions and supports.

Assessment: Candidates create visual supports to accompany the Behavior Support Plan. Candidates present and explain their visual support, and their implementation plan to families and colleagues. Candidates also explain functions of behavior and engage in problem-solving discussions with families and colleagues.

Learning Outcome 2 – Candidates assess students’ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate. (CEC 4.1, 4.2, 4.3)

Learning Activities/Performance Tasks:

1. Candidates understand the principles of ABA, including the building blocks of behavior, and use functionbased thinking; they engage with their teams and play a role in the FBA process.

2. Candidates use a variety of data collection methods to analyze patterns of behavior, determine behavior functions, and develop hypothesis statements.

3. Candidates use a variety of data collection methods to determine behavior baselines (rate, duration, approximate rate), create measurable goals, determine progress, and modify interventions and supports.

Assessment: Candidates engage in a variety of activities to practice and master data collection and analysis. Candidates use data to select targeted and evidence-based practices and supports. Candidates complete a Behavior Support Plan that includes data collection methods and plans for progress monitoring.

Learning Outcome 3 – Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual and teach individuals to use meta-/cognitive strategies to support and self-regulate learning. (CEC 5.1, 5.2, 5.3, 5.6)

Learning Activities/Performance Tasks:

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1. Candidate understands how to match results of an FBA to systematically select interventions for the BSP.

2. Candidate explores and implements antecedent and consequence interventions.

3. Candidate selects replacement behaviors, including functionally equivalent alternative responses, and utilizes a variety of evidence-based practices to teach and reinforce the replacement behaviors.

Assessment: Candidates complete a competing behavior pathway model and then subsequently, a Behavior Support Plan, that includes proactive evidence-based practices and strategies.

Learning Outcome 4 – Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being. (CEC 6.1, 6.2, 6.3)

Learning Activities/Performance Tasks:

1. Candidates understand what makes a practice evidence-based for diverse learners and select those practices for their classrooms.

2. Candidates review how to implement positive, safe, and supportive classroom management strategies within a multi-tiered system of support (MTSS).

3. Candidates learn and implement the key components of a comprehensive classroom management plan.

4. Candidates reflect on their own classroom management strategies and develop an action plan to improve an area of their classroom management.

Assessment: Candidates reflect on their own classroom management strategies and develop an action plan to improve an area of their classroom management. Candidates create a presentation to showcase and explain their selected classroom management strategy, the research support for their strategy, and how they will implement their strategy. The presentation is shared with peers via a discussion board.

Week Week at a Glance Essential Questions

One How do I implement positive, safe, and supportive classroom management strategies? What are evidence-based practices?

Two What is Applied Behavioral Analysis and function-based thinking? How can I better understand why a challenging behavior is occurring?

Three How do I assess and analyze behaviors through data collection and Functional Behavioral Assessment?

Four How do I select and implement evidence-based practices matched to my hypothesis statement(s)? What are the core components of a Behavioral Support/Intervention Plan?

Five What are evidence-based antecedent interventions and supports and how do I implement them?

Six What are replacement behaviors and how do I teach them?

Seven What are evidence-based consequence interventions and supports and how do I implement them? How do I implement a Behavioral Support/Intervention Plan with fidelity as well as monitor progress?

Assignments and Grading

1. AFIRM Module completion (10%)

2. Discussions &Assignments (40%) 4 | Page

SEA Assignments (50%)

These required projects are briefly described in the “Learning Outcomes” section of the syllabus. Additional details and resources, including Open Educational Resources (OERs), and the course outline, can be found on the course site.

Academic Policies

Procedure/Guidelines for Receiving Special Accommodations

College of Education Attendance Policy:

In the College of Education, faculty must approve all requests for absences that are exceptions to the University policy. Vacations are not considered legitimate reasons for missing classes. Faculty must be contacted prior to class in all cases except valid emergencies. Failure to obtain approval for exceptions may result in lowering the final passing grade or assigning a FA (failure due to absence).

Students who have registered for a course and never attended the class at all will receive a grade of NA (never attended). Early departures and late arrivals will be cumulative toward class absences. It is the student’s responsibility to obtain and complete assignments on the due dates. Students who register and enter the course on the drop/add date have four days to complete the first week’s assignments.

Course Materials: No Textbook Required; Online Educational Resources Only

Course Resource Links

Amsbary, J., & AFIRM Team. (2017). Naturalistic intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/Naturalistic-intervention

Griffin, W., & AFIRM Team. (2017). Functional communication training. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/functional-communication-training

Nowell, S., Sam, A., Waters, V., Dees, R., Amsbary, J., & AFIRM Team. (2022). Naturalistic Intervention for Toddlers in the Childcare Setting. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Autism Focused Intervention Modules and Resources. https://afirm.fpg.unc.edu/ni-toddlers

The IRIS Center. (2002, 2012, 2021). Classroom behavior management (Part 2, Secondary): Developing a behavior management plan. https://iris.peabody.vanderbilt.edu/module/beh2_sec/

The IRIS Center. (2002, 2012, 2021). Classroom behavior management (Part 2, Elementary): Developing a behavior management plan. https://iris.peabody.vanderbilt.edu/module/beh2/

Sam, A., & AFIRM Team. (2016). Antecedent-based intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/antecedent-based-intervention

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Sam, A., & AFIRM Team. (2015). Functional Behavior Assessment. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/functional-behavior-assessment

Sam, A., & AFIRM Team. (2015). Prompting. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/prompting

Sam, A., Waters, V., Dees, R., & AFIRM Team. (2022). Selecting an Evidence-Based Practice. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Autism Focused Intervention Modules and Resources. https://afirm.fpg.unc.edu/selecting-evidence-based-practice

Sam, A., & AFIRM Team. (2015). Reinforcement. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/reinforcement

Sam, A., & AFIRM Team. (2015). Visual supports. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/visual-supports

Tomaszewski, B., Regan, T., & AFIRM Team. (2017). Response interruption and redirection. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/response-interruption-and-redirection

U.S. Office of Special Education Programs. (2015). Supporting and responding to behavior. Evidence-based classroom strategies for teachers. https://osepideasthatwork.org/sites/default/files/ClassroomPBIS_508.pdf

Structured External Assignment Instructions and Rubric

Throughout the course, teacher candidates complete a Behavioral Support Plan using the provided “Behavioral Support Plan SEA” template. Teacher candidates can chose from provided case study scenarios or, if they obtain written permission using the provided form, a de-identified student from their current placement. The parts, or sections, of the BSP correspond to that week’s learning including readings and resources, and emphasize the use of evidence-based practices. Specifically, parts include:

 Part 1: Background information

 Part 2: Evaluation techniques

 Part 3: Target behaviors, antecedents, hypothesis statement, and function of the behavior

 Part 4: Antecedent modifications

 Part 5: Alternative skills to teach

 Part 6: Reinforcing functinoally equivalent alternatives responses/replacement behaviors

 Part 7: When target behavior occurs

 Part 8: Plan to monitor progress and plan evaluation

 Part 9: Action plan to implement the Behavior Support Plan

Teacher candidates are expected to use the feedback received for each part of the BSP to make modifications prior to submitting their final product in Week 7. The grading rubric is below: 6 | Page

MSE 7402 FBA and BIP Rubric

Child/student CEC 2

Problem behavior(s) with supportive data CEC 6

Candidate minimally identifies information concerning student.

Antecedents and consequences of behavior CEC 6

Candidate identifies a problem behavior

Candidate defines the student's academic needs, identifying age and grade level.

Candidate summarizes the student's disability, illustrates the impact on academic performance, and identifies age and grade level.

Candidate summarizes the student’s disability, identifies age and grade level, and describes the impact on the student’s behavior across all settings.

Candidate identifies both the antecedent to the problem behavior and consequences of the behavior for the student.

Candidate describes a problem behavior and related hypothesized function of the behavior

Candidate summarizes the problem behavior and the hypothesized function of the behavior and supports the concern by providing data in graphic form.

Candidate summarizes the problem behavior and the hypothesized function of the behavior, references the assessments utilized in data collection, and supports the concern by providing data in graphic form.

Candidate describes the antecedent to the problem behavior and both intended and unintended consequences of the behavior for the student.

Candidate summarizes the antecedent to the problem behavior, both intended and unintended consequences of the behavior for the student, and supports the claim by providing A-B-C data.

Candidate summarizes the antecedent to the problem behavior, both intended and unintended consequences of the behavior for the student and other stakeholders, and supports the claim by providing A-B-C data.

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Elements Novice

Replacement behavior or skills

CEC 6

Behavior goal CEC 6

Candidate identifies a replacement behavior for the student.

Data Reporting

Methods CEC 6

Candidate outlines a behavior goal for the student.

Candidate describes a replacement behavior for the student that serves a similar function as the problem behavior.

Candidate outlines a replacement behavior for the student that serves the same function as the problem behavior.

Candidate outlines a replacement behavior for the student that serves the same function as the problem behavior and illustrates how it does so.

Candidate lists one appropriate method to be used to collect data on the student’s progress.

Candidate outlines a behavior goal for the student that is performance-based, measurable, and appropriate.

Candidate outlines a measurable, appropriate, and performance-based behavior goal for the student that identifies the conditions, behavior, and specific criteria for success.

Candidate outlines a measurable and performance-based goal that identifies the conditions, behavior and specific criteria for success. Candidate explains the alignment with FBA data.

Data collection CEC 6

Candidate identifies how data will be collected.

Candidate lists two or more appropriate methods to be used to collect data on the student’s progress.

Candidate outlines two or more appropriate methods to be used to collect data on the student’s progress.

Candidate outlines two or more appropriate methods used to collect data on the student’s progress and explains why these data collection methods are appropriate for the student behaviors.

Candidate identifies how and when data will be collected.

Candidate outlines the methods used to collect data on the replacement behaviors and provides a realistic, appropriate

Candidate outlines the methods used to collect data on the replacement behaviors, the manner in which the data will be

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Elements Novice Emerging Proficient (TARGET)

Advanced Performance schedule for progress monitoring. collected while referencing the methods used, and provides a realistic, appropriate schedule for progress monitoring.

Data-based decision making

CEC 6

Behavior Support Plan CEC 5 and 6 WilmU 2

Candidate provides an example of a data chart for the student’s specified behaviors.

Candidate provides an example of a data chart for the student’s specified behaviors. The data chart includes relevant data used as the basis for databased decision making.

Candidate provides an example of an age and ability data chart for the student’s specified behaviors. The data chart includes relevant data used as the basis for databased decision making.

Candidate provides an example of an age and ability data and behavior chart that is directly aligned to the specified behaviors and information from the FBA which allows for data-based decision making.

Candidate describes a plan that includes one of the required components and is appropriate to the student’s problem behaviors.

Candidate explains a stepby-step plan appropriate to the problem behaviors that includes two or more of the preventative measures, specific intervention behaviors and progress monitoring schedule.

Candidate outlines a stepby-step plan appropriate to the problem and replacement behaviors that includes two or more preventative measures, specific intervention behaviors and progress monitoring schedule. Plan could be implemented by a third party with some explanation.

Candidate outlines a stepby-step plan appropriate to the problem and replacement behaviors that includes two or more preventative measures, specific intervention behaviors, and progress monitoring schedule. Plan could be implemented by a third party with no explanation necessary.

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Elements Novice

social lessons CEC 5 and 6

interventions, apps or social skills lessons or programs that can be used with the student. and ability appropriate interventions, apps or social skills lessons or programs that can be used with the student.

age and ability appropriate specialized interventions, apps or social skill lessons or program that are directly aligned with student behaviors and needs.

age and ability appropriate specialized interventions, apps or social skill lessons or program that are directly aligned with student behaviors and needs and explains how the interventions meet the needs of the student.

Evidence Based Interventions CEC 6

Candidate lists a variety of evidence-based interventions.

Triggering antecedents and environment CEC 2 and 6

Candidate lists triggering events, antecedents, and changes to the environment.

Candidate lists a variety of evidence-based interventions that address high and low intensity behaviors.

Candidate summarizes a variety of evidence-based interventions that address high and low intensity behaviors. Candidate utilizes the least intensive behavior management strategies and a crisis intervention plan consistent with the exhibited behavior.

Candidate identifies how their implementation of triggering events or antecedents are designed to increase the likelihood of the student’s replacement behavior.

Candidate summarizes how their implementation of triggering events and/or antecedents are designed to increase the likelihood of the student’s replacement behavior and

Candidate summarizes a variety of evidence-based interventions that address a full range of high, medium and low intensity behaviors. Candidate utilizes the least intensive behavior management strategies and a crisis intervention plan consistent with the exhibited behavior.

Candidate summarizes how their implementation of triggering events and antecedents are designed to increase the likelihood of the student’s replacement behavior and 10 | Page

Elements Novice Emerging Proficient (TARGET)

Advanced Performance

decrease the likelihood of the student’s problem behaviors.

decrease the likelihood of the student’s replacement behavior. Candidate explains why each replacement behavior directly aligns with the problem behavior.

Release of responsibility CEC 6

Candidate identifies elements of the release of responsibility in less than two areas in their plan.

Candidate identifies elements of the release of responsibility including increasing student’s ability to increase selfawareness, selfmanagement, self-control, self-reliance or selfesteem or social participation in two or more areas in their plan.

Candidate outlines how their plan addresses the release of responsibility by increasing student’s ability in three or more areas to increase selfawareness, selfmanagement, self-control, self-reliance or selfesteem or social participation in ways that are age and ability appropriate for the student.

Reinforcers and consequences CEC 6

Candidate identifies punitive or negative consequences.

Candidate identifies reinforcers or consequences that are specifically tied to the student/FBA information.

Candidate outlines reinforcers and consequences that are related to the student/FBA information

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Elements Novice Emerging Proficient (TARGET) Advanced Performance

Shared responsibility CEC 6 and 7

Candidate identifies the student or the teacher as the individual responsible for interventions and the plan’s success.

The application of reinforcers and consequences is present in the plan.

and student interests. The application of reinforcers and consequences is specific and directly tied to student behaviors. Candidate explains why each reinforcer was chosen.

and student interests. The application of reinforcers and consequences is specific and directly tied to student behavior. Candidate explains how and why the reinforcers were chosen through the use of a reinforcement survey or interview.

Behavior charts and student materials CEC 5 and 6

Candidate lists examples of behavior tracking or student facing materials.

Candidate identifies the student and the teacher as individuals responsible for interventions and the plan’s success. Candidate describes how the plan was shared with stakeholders.

Candidate outlines the involvement and responsibility of appropriate stakeholders including teachers, the student, family, administration, and other support personnel in the plan and explains how the plan was shared with stakeholders.

Candidate lists examples of behavior tracking or student facing materials aligned with the plan and Candidate outlines a variety of behavior tracking or student facing materials aligned with the Candidate outlines a variety of behavior tracking or student facing materials aligned with

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Elements Novice Emerging Proficient (TARGET)

Advanced Performance the student’s behaviors. plan and the student’s behaviors. specific student behaviors and describes how those materials motivate and support student selfmanagement or awareness

Data reporting methods CEC 6

Candidate lists one or two appropriate methods to be used to collect data on the student’s progress.

Candidate lists two or more appropriate methods to be used to collect data on the student’s progress and explains why these methods are appropriate to the behaviors or why other methods are not appropriate.

Candidate outlines two or more appropriate methods used to collect data on the student’s behavior and progress. Candidate explains how these methods are most appropriate for the behaviors and why other methods are not appropriate.

Candidate outlines two or more appropriate methods used to collect data on the student’s behavior and progress. Candidate includes examples in the explanation of how these methods are most appropriate for the behaviors and why other methods are not appropriate.

Data collection and behavior reporting CEC 6

Candidate identifies how the data was collected.

Candidate describes how the data was collected and illustrates that data in graphic form.

Candidate outlines how the data was collected over time, explains the data as it aligns with specific student behaviors, and illustrates that data in addition to progress monitoring data in graphic form.

Elements Novice Emerging Proficient (TARGET) Advanced Performance form.

Behavior Intervention Plan effectiveness CEC 6

Generalization or maintenance of skills CEC 5 and 6

Candidate discusses the effectiveness of the Behavior Intervention Plan.

Candidate discusses the effectiveness of the Behavior Intervention Plan by referencing data or improvement in student outcomes.

Candidate analyzes the Behavior Intervention Plan and explains the effectiveness of it by referencing data or improvement in student outcomes. Candidate identifies modifications and explains why/how the Behavior Intervention Plan met student needs or why it was unsuccessful.

Candidate analyzes the Behavior Intervention Plan and explains the effectiveness of it by referencing data or improvement in student outcomes. Candidate describes the modifications made and explains why/how the Behavior Intervention Plan met student needs or why it was unsuccessful.

Candidate states how the skills/behavior will be generalized or maintained.

Candidate explains how the new skills/behavior will be generalized or maintained across environments.

Candidate summarizes how the replacement skills/behavior will be generalized or maintained across environments and outlines examples of ongoing progress monitoring.

Candidate summarizes how the replacement skills/behavior will be generalized or maintained across environments and outlines examples of specialized, on-going progress monitoring and additional instruction.