Courses in Applied Behavior Analysis
PSY 253: Psychology of Learning
The purpose of this course is to provide students with a grounding in important principles of learning, such as conditioning, extinction, generalization, and discrimination. The behavioral approach of B. F. Skinner is predominant throughout the course, although the concepts of important learning theorists such as Thorndike, Tolman, and Hull are also presented. In addition, the philosophical underpinnings of a learning-based model of human behavior and the complex questions of freedom and determinism raised by modern behaviorism are addressed in the course. Value: 3 credits. Prerequisite: PSY 101 or Permission of the ABA Program Director.
HRS 331: Basic Concepts and Principles in Applied Behavior Analysis
The field of applied behavior analysis (ABA) grew out of the scientific study of the principles of learning and behavior and is now an evidence-based method for changing people’s behavior, including the behavior of children and adults with a variety of developmental, cognitive, and behavioral disabilities. This course first introduces students to the core concepts, terminology, and methods of ABA. Students then learn how to use behavioral principles to address the behavioral needs of a variety of individuals being served in diverse community settings. Students will learn functional assessment methods and methods to assess reinforcer preference and adaptive, social, and communication skills. Students will learn how to assimilate information derived from these methods to develop a hypothesis regarding the function of behavior and how to select and implement an intervention method based on the assessment results while using evidence-based practices. Students will complete exercises and practical application-based projects so that they can develop basic behavior-analytic skills prior to implementing these skills in real-world settings. Interventions that are geared toward reducing problem behaviors and generalizing and promoting positive behaviors that enhance the development, abilities, and choices of children and adults with developmental and behavioral disabilities will be covered. Value: 3 credits.
ABA 340: Applied Behavior Analysis: Skill Acquisition
This is an advanced course in applied behavior analysis for students interested in learning fundamental skill acquisition procedures. The course focuses on assessment of behavioral deficits and procedures for increasing a variety of self-care, communication, academic, and social skills. There will be a focus on identifying pivotal skills to teach and prioritizing teaching goals. Students will learn to identify and implement behavioral interventions to promote positive behaviors related to reinforcement, motivation, and stimulus control. In addition, interventions based on token economies, behavioral contracts, and group contingencies will be examined. There will be an emphasis on application of behavioral interventions across multiple domains, including autism and other developmental disorders, intellectual disability, education, health, and other areas. Value: 3 credits. Prerequisites: HRS 331 or PSY 353 or permission of the ABA Program Director.
ABA 350: Applied Behavior Analysis: Evidence-based Interventions
This is an advanced course intended for students pursuing a minor in applied behavior analysis. The course focuses on the delivery of evidence-based behavior-analytic procedures. Students will explore what it means to say that an intervention is “behavior analytic” and “evidence based.” There will be an emphasis on application of interventions based on behavioral principles across multiple domains, including autism and other developmental disorders, intellectual disability, education, health, and other areas. Students will learn to identify and implement behavioral interventions related to reinforcement, motivation, stimulus control, extinction, punishment, and verbal behavior. In addition, students will learn how to evaluate the effectiveness of an intervention based on visual data analysis and experimental design. Value: 3 credits. Prerequisites: HRS 331 or PSY 353 or permission of the ABA Program Director.
ABA 360: Applied Behavior Analysis: The Professional Compliance Code
This is a one-credit course intended for students pursuing a minor in applied behavior analysis. In this course, students will be introduced to the BACB Compliance Code. This course will provide students with an understanding of legal, professional, and ethical issues in the delivery of behavior-analytic services and the practice of behavior-analytic research. A variety of common dilemmas involving assessing behavior, selecting treatment protocols, evaluating behavior change, collaborating with other professionals, and relationships with clients will be presented and students will learn to identify the relevant aspects of the compliance code. Students will learn how to develop solutions to dilemmas and will practice implementing their solutions in interactive exercises. Finally, professional behavior related to behavior-analytic service delivery will be discussed. Value: 1 credits. Prerequisites: ABA 340 or ABA 350 or permission of the ABA Program Director.
ABA 450: Applied Behavior Analysis: Implications for Practice
This is an advanced course intended for students pursuing a minor in applied behavior analysis and includes a required community service learning component. In this course, students will focus on the implementation, management, and supervision of behavioral services across a variety of settings. Students will learn methods of case management, monitoring program efficiency, and staff training. In addition, students will explore the Professional and Ethical Compliance Code for Behavior Analysts and will practice solving common ethical problems that occur during service delivery. Students will learn of current certification and licensure standards as well as graduate training and career options. Finally, students will gain real-world experience with behavior-analytic service delivery via the community service learning component. This experience will enable students to integrate knowledge learned across the applied behavior analysis curriculum and give them the opportunity see first-hand the positive effect behavioral intervention can have in the lives of clients. Value: 3 credits. Prerequisites: ABA 350 or permission of the ABA Program Director.
Elective Applied Behavioral Analysis Courses
EDU 101: Schools in American Society
In this course, students will gain an in-depth understanding of the role of schooling in American society. They examine the control and governance of schools by comparing the roles of the different education agencies (local, state, federal) and exploring the interaction of these different agencies. Students will also compare the structure of schools at different levels (elementary, middle, secondary) and analyze the relationship between the structure and the purpose schooling is intended to serve within society. Students also investigate the relationship between schools and society, in particular, the conflicting societal goals for schooling and the diverse societal pressures which impact on the schools’ ability to achieve the intended or articulated goals. Counts in the Core Requirements. (Fall, Spring) Three credits
EDU 260: Teaching Students with Special Needs
This course focuses on the various types of learning needs of students in the inclusive classroom and on what to do and how to do it with respect to instructional and management challenges facing the regular classroom teacher. This course addresses individual differences in children and adolescents and the need for modification of instruction across the curriculum. The course is designed to encourage proper understanding and acceptance of children and adolescents with exceptionalities. The course may include community service learning. Prerequisites: EDU 101 and either EDU 120 or EDU 140, or concurrently. Not open to first-year students. (Fall, Spring) Three credits
EDU 265: Effective Classroom Management
In order to maximize student achievement, teachers must be good classroom managers. This course will use positive behavior supports as a framework to introduce students to evidence-based classroom management techniques and strategies. Students will learn about theoretical and empirical support for behavioral approaches to teaching and learning and their application in school-wide, classroom, and non-classroom settings. In addition, students will understand a proactive, multi-tier level model of behavior support, including implementation strategies that they will be able to apply in their own classrooms regardless of student age or ability level. Prerequisite: EDU 101. (Fall, Spring) Three credits
HRS 119: Introduction to Human Services and Rehabilitation Studies
This course is an introduction to the theory and practice of Human Services and Rehabilitation Studies. The information presented in this course is intended for students in all majors so that they may become politically, culturally, socially and humanly aware of the issues many individuals with special needs face. This course employs a social justice framework and provides students with information about the history, legislative underpinnings, mission, purpose, and services provided to individuals across the lifespan by human and rehabilitation service organizations. This course examines the major models and theories of helping that can be used to support/help individuals experiencing the myriad of developmental, environmental, economic, political, social, vocational, behavioral, physical, psychological and learning issues. Current issues and trends in human service provision are covered with specific attention to disability and other types of diversity. Ethics and ethical decision making in the human services is covered in this course. A service learning component may be integrated in this course to provide students with the opportunity to observe and volunteer in a human and/or rehabilitation service setting. This course fulfills the social science requirement in the Core Curriculum. (Fall/Spring) Three Credits
HRS 121: Human Development and Disability Across the Lifespan
The purpose of this course is to study disability within the context of human development. Lifespan development will be studied to provide a framework for exploring the implications of specific developmental, learning, communication, sensory and physical disabilities. The psychological processes involved in adjusting to disability will be presented along with various stage theories of adjustment to disability. Specific psychological, social, environmental, and political factors impacting individuals with disabilities will be studied. Students will gain an in-depth appreciation and understanding of what it means to have a disability. Cultural sensitivity and diversity issues related to disability will also be explored. The concepts of consumer involvement, consumer rights, and consumer choice related to individuals with disabilities and service systems will be studied. This course fulfills the social science requirement in the Core Curriculum. (Fall/Spring) Three Credits
HRS 225: Introduction to Human Communication and Its Disorders
This course is an introduction to human communication across the life span with emphasis on the linguistic rule systems of pragmatics, semantics, syntax, morphology and phonology. An overview of normal and disordered speech, language, cognitive-linguistic, and hearing skills is provided. This overview includes etiologies, characteristics, assessment, and treatment using case studies, video, DVD and audio-taped examples as well as hands-on materials. (Fall/Spring) Three Credits
HRS 241: Prevention and Intervention Models and Approaches with Youth
This course will provide students an overview of professional settings that employ counselors and youth workers to work with children and adolescents. Settings such as public, private, and alternative schools, early intervention programs, afterschool programs, and youth facilities will be covered. The role of professionals working in these settings will also be explored. The course will provide an overview of a variety of issues associated with early childhood and adolescence. Basic guidelines for working with children will be covered in addition to an overview of specific prevention and intervention models for counseling children and adolescents. The course will focus on the practical application of developmental theory within the context of a social justice and multicultural counseling framework. The course will also address effective intervention techniques to work with all youth within our socio-political contexts of schools and communities. Effective and collaborative family intervention models will also be covered. (Fall)
HRS 321: Social Skills Development Strategies for Youth
Social Skills Training is a psycho-educational approach to scaffolding pro-social behaviors of youth and adolescents with behavioral challenges. Social Skill development as an approach supports youth to be successful in social interactions. Specifically, Social Skill development as an approach provides youth with strategies for building resilience and for dealing with teasing and bullying, starting conversations, asking for help, dealing with peer pressure, practicing effective problem solving, etc. The course will provide students with the theoretical, evidentiary and practical background to engage with youth in social skill development and interventions. Students will be introduced to assessment strategies to determine the social skills needs of youth and adolescents. The course will also introduce interventions for specific behavioral challenges of students with disabilities (ADHD, learning disabilities, autism spectrum disorders, for example). Students will also be introduced to other relevant evidence based interventions for working with youth. (Spring)
HRS 330: Interviewing Techniques in Human and Rehabilitation Services
This course is designed to provide students with a thorough understanding of the interview process. A strong emphasis will be placed on developing skills in applying and utilizing specific interviewing skills and techniques in human and rehabilitation service settings. Students will understand the impact of diversity, culture, and individual lifestyles on the helping process. The course will assist students to apply effective interpersonal skills in interviewing and communicating with persons with disabilities, their families, related professionals, and the general public. Client choice and consumer self-direction will be emphasized in interviewing and counseling situations. Students will be taught to incorporate cultural sensitivity into daily practice and interactions with clients. Ethical principles and decision making will be discussed and practiced. Prerequisites: HRS 119 (Fall) Three Credits
HRS 420: Family Aspects of Disability
This course uses a family systems approach to cover the life cycle of the family. Students will learn to develop and use a genogram to better understand the family system. The course also takes a specific focus on the complex challenges that families face when a family member has a chronic illness, severe disability or substance use disorder. The course will examine family risk factors and interventions employed to prevent and mitigate the effects associated with these factors. The course will focus on developing specialized skills and techniques for working with families in an attempt to foster family cohesion to confront challenges. This course attempts to provide students with a context and a philosophy for facilitating families as they move through time. Furthermore, the course aims to teach professionals to assist family members in becoming a positive resource and support for each other as they confront the many challenges associated with disability, chronic illness, or substance use disorders. The course covers a variety of family assessment and intervention models. The course includes an analysis of relevant and critical issues to consider when working with families during the treatment, intervention, and/or rehabilitation processes. Specific attention is given to the family life cycle and the effect of risk factors, such as disability, chronic illness or substance use disorders on the family. (Spring) Three Credits
PSY 101: General Psychology
In this introduction to psychology, students learn the language, methods, theoretical perspectives, and research of the discipline. This course introduces students to a range of topics within psychology, such as the biological and social bases of behavior, as well as basic principles of perception, learning and motivation. (Fall, Spring) Three credits
PSY 116: Abnormal Psychology
This course provides students with a detailed description and analysis of the forms of behavior seen as abnormal in our contemporary culture. Research relevant to and theoretical perspectives on these disorders are presented. Throughout the course students are asked to consider the implications of being labeled abnormal and to apply their knowledge to individual cases. (Fall, Spring) Three credits
PSY 190: Psychology of Development: Infancy and Childhood
This course examines human growth and development during infancy and childhood. Emphasis placed on the relationship between theory, research, and the application of knowledge in child development. Different theoretical perspectives (psychoanalytical, behavioral, cognitive-developmental); current research on selected topics (e.g., day-care, cross-cultural differences in child rearing); and ways to encourage optimal growth in children at home, with friends, and at school are reviewed. (Fall, Spring) Three credits
PSY 225: Research Methods in Psychology
The purpose of this course is to explore the logic and methods used in psychological research (e.g., developing hypotheses, presenting findings in a written format) and ethical concerns involved in conducting empirical studies. (Fall, Spring) Prerequisite: PSY 101. Three credits
PSY 301: Internship in Psychology
This course is designed to give students exposure to the many roles psychologists currently play in the community. Students are expected to spend 8-10 hours per week in a field setting for 13 weeks. This translates into 100 hours of placement time. It is important to have one full day or two half days available to complete the field-based component of the course. In addition, students are required to attend a weekly two-hour seminar. Topics to be discussed in the seminar include ethical standards for psychologists, major treatment modalities, and other issues relevant to the practice of psychology. Prerequisites: Limited to Junior and Senior Psychology majors and minors. (Spring) Prerequisites: PSY 101. Three credits
PSY 309: Common Problems in Childhood
Parents and child practitioners often encounter children’s problems that may not necessarily reflect psycho pathology. This course is an in-depth study of the challenges that children face, the guidelines for determining when a behavior is a cause for concern, and how problems can be addressed. Students will explore the psychological, biological, and social roots of difficult phases of development such as difficulty to grow, bed-wetting, problems with sleeping and eating, common anxiety problems and fears, bad habits, and problems in self regulation and social behavior. (Spring) Prerequisite: PSY 190. Three credits
PSY 316: Abnormal Child and Adolescent Psychology
This course will provide you with an understanding of various forms of psychopathology in children and adolescents. You will receive an overview of the taxonomy of childhood disorders with many videotaped examples of different disorders to help you apply your knowledge to actual cases. Different theoretical models used to explain how psychopathology develops in children will be presented and the role of home and school environment, child gender, ethnicity, culture and socioeconomic status will be explored. In addition to learning about the characteristics of various psychological disorders in youngsters, you are also guided through a review of the research into the causes and outcomes of mental disorders in children and adolescents. Finally, special challenges in diagnosis, assessment, and treatment of psychological disorders in children are highlighted. This seminar-style course includes lectures but heavily emphasizes class discussions, student presentations, and case studies. (Fall) Prerequisites: PSY 101, PSY 116 and PSY 190. Three credits