Course Syllabus

SPLED 810: Behavioral Change Procedures and Management II (3)

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Overview

To be a successful behavior analyst, you must be able to use the concepts and principles of applied behavior analysis, the results of data collection, and behavioral assessment to design and develop interventions that lead to positive behavior change. Key steps to this process include learning about advanced interventions and evaluative methods and training staff to implement these techniques with high levels of fidelity. In the intervention courses, you will learn how to use assessment data to guide intervention development. This specific course will build on the content presented in SPLED 809 to teach you how to train, supervise, monitor, and provide feedback to personnel using the principles of behavior analysis. In addition, advanced content will be presented in the areas of verbal behavior and equivalence-based instruction.

This course will be delivered through a system of video streamed lectures, online practice activities and assignments, both synchronous and asynchronous online communication between students and instructors (Zoom seminars and discussion forums), and a mock online exam.

Certification As a BCBA

This course is part of a seven-course sequence designed to cover the required course content prescribed by the Behavior Analyst Certification Board (BACB) for certification as a Board Certified Behavior Analyst (BCBA). The BACB, as part of its 5th Edition Task List and Standards that go into effect in January 2022, requires (a) a graduate degree; (b) 21 credits (315 hours) of content-specific, graduate-level coursework in behavior analysis; (c) supervised fieldwork; and (d) satisfactory performance on a certification exam in order to become a BCBA.

You are responsible for ensuring that you meet all of the current BACB requirements for certification. Please visit the BACB website for detailed information about its certification process.

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Course Objectives

The primary purpose of the 21-credit ABA program is to prepare you to work in the field as behavior analysts. Each course is designed to prepare you to master the content required by the BACB 5th Edition Task List and to sit for the certification examination.

In this course, you should learn how to do the following:

• Define performance management and state reasons why behavior-analytic supervision is needed.
• Determine pinpoints for key performance indicators, develop goals, and design measurement systems.
• Describe and use behavioral skills training, feedback, and reinforcement as integrated approaches to train personnel.
• Describe and use functional analysis methodology to diagnose performance issues and suggest interventions. 
• Implement advanced applications in verbal behavior and equivalence-based instruction.

After completing this course, you should be able to complete the tasks in the following table.

Tasks to Be Completed From the BACB 5th Edition Task List

Task Code	Task Description
G-2	Use interventions based on motivating operations and discriminative stimuli.
G-9	Use discrete-trial, free-operant, and naturalistic teaching arrangements.
G-10	Teach simple and conditional discriminations.
G-11	Use Skinner’s analysis to teach verbal behavior.
G-12	Use equivalence-based instruction.
G-21	Use procedures to promote stimulus and response generalization.
I-1	State the reasons for using behavior-analytic supervision and the potential risks of ineffective supervision (e.g., poor client outcomes, poor supervisee performance).
I-2	Establish clear performance expectations for the supervisor and supervisee.
I-3	Select supervision goals based on an assessment of the supervisee’s skills.
I-4	Train personnel to competently perform assessment and intervention procedures.
I-5	Use performance monitoring, feedback, and reinforcement systems.
I-6	Use a functional assessment approach (e.g., performance diagnostics) to identify variables affecting personnel performance.
I-7	Use function-based strategies to improve personnel performance.
I-8	Evaluate the effects of supervision (e.g., on client outcomes, on supervisee repertoires).

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Required Course Materials

Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.

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Technical Requirements and Help

For this course we recommend the minimum World Campus technical requirements listed below:

Technical Requirements and Help

Operating System	Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems.  To determine if your operating system is supported, please review Canvas' computer specifications.
Browser	Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Please note that Canvas does not support the use of Internet Explorer. Students and instructors should choose a different browser to use.    To determine if your browser is supported, please review the list of Canvas Supported Browsers. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites.
Additional Canvas Requirements	For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications.
Additional Software	All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. Students will need a PDF reader, such as Adobe Reader.
Hardware	Monitor: Monitor capable of at least 1024 x 768 resolution Audio: Microphone, Speakers Camera (optional, recommended): Standard webcam - many courses may require a webcam for assignments or exam proctoring software.
Mobile Device (optional)	The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements.
Help	If you need technical assistance at any point during the course, please contact the Service Desk.

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Student Education Experience Questionnaire (SEEQ)

During the semester you will receive information about completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.

If you need technical assistance at any point during the course, please contact the IT Service Desk.

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Course Schedule

• Unless otherwise specified, all assignments and activities are due at 11:59 p.m. Eastern Time (ET) on the due dates noted in the Course Schedule.

Course Orientation

Readings	Syllabus BACB Documents
Assignments	Orientation tasks

Lesson 1: Introduction to Supervision

Task list	I-1 I-2
Readings	LeBlanc, Sellers, and Ala’I Chapters 1-3 Turner, 2017 BACB Supervision Curriculum
Assignments	No assignment this week.

Lesson 2: Supervision and Competency

Task list	I-1 I-2
Readings	LeBlanc, Sellers, and Ala’I Chapter 5 Turner, Fischer, Luiselli, 2016 Sellers, Valentino, LeBlanc, 2016
Assignments	No assignment this week.

Lesson 3: Introduction to Performance Management and Defining Related Behaviors

Task list	I-2 I-3
Readings	LeBlanc, Sellers, and Ala’I Chapters 4-5 Wilder, Austin, & Casella, 2009 Daniels & Baley Chapter 5
Assignments	Assignment 1

Lesson 4: Introduction to Behavioral Skills Training

Task list	I-4 I-5
Readings	Required: LeBlanc, Sellers, and Ala’I Chapters 8-9 Parsons, Rollyson, Iverson, Reid, 2012​ Brand, Sellers, Wilder, Carr, 2022 Additional Supporting Readings: Lylo & Lee, 2012 Scheeler, Morano, & Lee, 2018 Sawyer et al., 2017
Assignments	Assignments 2A, 2B, and 2C

Lesson 5: Intervention Within an ABC Format

Task list	I-6 I-7 I-8
Readings	LeBlanc, Sellers, and Ala’I Chapters 10-13.
Assignments	Assignment 3

Lesson 6: Function-Matched Interventions

Task list	H2 H3 H4
Readings	Geiger, Carr, & LeBlanc 2010 Grow, Carr, & LeBlanc 2009
Assignments	Assignment 4a  Assignment 4b

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Contact Information

 

• If you have a question about course content, assignments, or exams, you should contact your instructor. 
• If you have questions concerning your registration status, billing, tuition and fees, or the exam process, contact World Campus Student Enrollment Services at (800) 252-3592 or (814) 865-5403 or by email at pennstateonline@psu.edu.
• If you have questions concerning the textbooks, contact Barnes & Noble College customer service at (908) 991-2665.
• If you have a question about technical difficulties, contact the IT Service Desk online or by phone at (814) 865-HELP (4357) or email at ITservicedesk@psu.edu.
• If you have questions concerning Penn State's ABA sequence, you may contact Dr. David Lee, the academic coordinator for the program, at (814) 865-3567 or by email davidlee@psu.edu.
• If you would like information regarding the Behavior Analyst Certification Board (BACB) or their certification process, please visit the BACB website.

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Course Requirements

This course is completed via asynchronous instruction on Canvas (similar to all of the previous ABA courses). The course is divided into six lessons. During each lesson, you will be expected to do the following:

• View and read lesson content delivered through streaming video and/or online text.
• Complete the assigned readings from the textbook and/or articles.
• Complete all self-checks and practice activities that are provided on the course website.
• Attend online office hours with your instructor as needed. Dates and times will be posted on Canvas.
• Complete a graded assignment (except for Lessons 1 & 2, which have no assignments).
• Attend the live Zoom seminar on Best Practices in Supervision. Date to be announced.

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Grading

• There are four graded assignments worth 75 points.
• The mock exam is worth 40 points.

It is possible to earn a maximum of 95 points in this course. Students should note that any delay in receiving assignments or exams might result in considerable delay in the issuance of a final grade.

Activity	Points
Assignments	75
Mock Exam	40
Total Points	115

 

Letter Grade	Percentage Range
A	94%–100%
A−	90%–93.99%
B+	87%–89.99%
B	83%–86.99%
B−	80%–82.99%
C+	77%–79.99%
C	70%–76.99%
D	60%–69.99%
F	59.99% or below

If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.

For additional information please refer to the Deferring a Grade page (https://student.worldcampus.psu.edu/a-z-index/deferring-a-grade).

Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.

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Statement of Ethical and Professional Conduct

While enrolled in this course and all graduate programs, individuals in the Applied Behavior Analysis program preparing to become behavior analysts are expected to adhere to the Code of Professional Practice and Conduct for Educators promulgated by the Pennsylvania Department of Education (22 PA Code 235). Copies of the Code are available at the Pennsylvania Department of Education Website. The program faculty considers violations of the code to be serious and will implement sanctions, including course failure and/or expulsion from the program.

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Academic Integrity

According to Penn State policy G-9: Academic Integrity (for undergraduate students in undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate students and undergraduate students in graduate courses), an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity or GCAC-805 Academic Integrity as appropriate). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.

All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.

Information about Penn State's academic integrity policy is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page.

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Student Success and Support Resources

The Chaiken Center for Student Success at Penn State World Campus guides you to the right resources and support you need–when you need them–along your academic journey. You can connect with peers and support teams to find direction, information, and networking opportunities. On the website, you'll find information and resources on many aspects of being a World Campus student:

• Finances—tuition, scholarships, and financial aid
• Inclusion and Wellness—diversity and inclusion, mental health services, disability accommodations, care and advocacy
• Enrollment and Registration—course planning, adding and dropping courses, and much more
• Course Work and Success—academic advising, tutoring, and other services
• Involvement and Opportunities—career resources, student organizations, internships, service, study abroad, and more

Following are some key resources.

Student Disability Services

Penn State welcomes students with disabilities, whether permanent or temporary, visible or hidden, into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Graduate students: Please see the Student Disability Resources website for graduate student resources.

Students with disabilities participating in internship, practicum, student teaching, or other experiential learning opportunities as part of their degree requirements may also be eligible for reasonable accommodations to ensure equal access and opportunity. These accommodations are determined through an interactive process involving the student, their University supervisor, and the site supervisor. Student Disability Resources can assist students with identifying potential barriers, facilitating accommodation requests, and coordinating with University supervisors to promote inclusive learning experiences.

Counseling and Psychological Services

If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:

• Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
• Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
• At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
• At a Penn State branch campus: You can search for counseling information at your campus.

Military Student Information

Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.

 

Additional Policies

Privacy Notice

In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.

Student Responsibilities and Conduct

1. Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor.  As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
2. Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
3. Students are responsible for monitoring their grades.
4. Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
   1. Instructors may require students to provide documentation with the class absence form or other written notification for events such as illness, family emergency, or a business-sanctioned activity.
   2. Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
5. Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
6. Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
7. For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
   1. Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
   2. Penn State Values.

Report Bias

Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.

 

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Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.