Online Course Syllabus Template€¦ · Web viewUniversity of North Texas. College of Health and Public Service. Department of Behavior Analysis. Introduction to Behavior Analysis

Introduction to Behavior Analysis 2018

University of North TexasCollege of Health and Public Service

Department of Behavior AnalysisIntroduction to Behavior Analysis

Fall 2018

COURSE INFORMATIONThis course defines and delimits the subject matter of behavior analysis. We will examine the principles that describe behavioral processes and distinguish the learned and unlearned components of operant and respondent behavior. We will relate behavior change procedures to the processes accounting for learned behavior.

BEHV 5100, Section 001, 3 Credits Wednesdays 6:00 PM – 8:50 PM in Wooten Hall (WH) 213 Course website accessible via unt.instructure.com

Instructor Contact Information Samantha (Sam) Bergmann, Ph.D., BCBA-D, LBA, Assistant Professor Email address: [email protected] Office: Chilton Hall 360F Office phone number: TBD Office hours: Thursdays 4:30 PM – 5:30 PM and by appointment

Teaching Assistant Contact Information Setareh (Star) Moslemi, M.Ed., BCBA, LBA Email address: [email protected] Office: TBD Office hours: Wednesdays 4:30-5:30 PM and by appointment

Course Pre-requisites, Co-requisites, and/or Other RestrictionsAdmission to the graduate program in the Department of Behavior Analysis. Successful completion of at least two undergraduate courses in behavior analysis; a UNT online course that provides an overview of the basic concepts, principles, and theoretical underpinnings of the science of behavior analysis, or at least two courses from another university with clear behavior analytic content (must be approved by the Graduate Student Advisor).

Course Description Behavior Analysis is a natural science approach to studying behavior. In this discipline, behavior

is considered a legitimate focus of inquiry in and of itself. As with other scientific disciplines, behavior analysis has assumptions of lawfulness, determinism, and empiricism. The goal of behaviorism is the description, prediction, and control of behavior. By control, we mean functional control of behavior—being able to demonstrate cause and effect relations between

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environmental events and the behavior under study. Behavior analysis borrowed its research methodology from the fields of biology, chemistry, and the other sciences, and relies on replication to determine whether an effect is reliable.

In this course, you will learn about how the environment selects behavior, and the basic principles by which it has this effect. Although there are only a limited number of behavioral principles, the way they exert control over behavior and compete to select which response occurs from a vast array of options is incredibly complex. Principles like reinforcement, punishment, shaping, and stimulus control combine in different ways to select, or determine, behavior of humans, non-human animals, groups, and societies.

The goals of this course are to teach you (1) how to study behavior within a scientific framework, (2) the basic concepts and principles of behavior analysis, and (3) how to begin applying the principles of behavior to your worldview.

The course has been divided into units. Each unit has specific corresponding objectives. The units for the course are listed in the weekly schedule.

This course is part of the verified course sequence to sit for the Behavior Analyst Certification Board’s (BACB) Board Certified Behavior Analyst (BCBA) certification examination. Specification of how the units align with the Task List (4th and 5th editions) can be found in the weekly schedule.

Materials Catania, A. C. (2013). Learning (5th Edition). Cornwall-on-Hudson, NY: Sloan Publishing. Skinner, B. F. (1953). Science and human behavior. New York, NY: The Free Press. Other required readings can be found on the course website on Canvas (unt.instructure.com) Lined paper, Standard Celeration Charts, and writing utensil should be brought to each class Recommended but not required: American Psychological Association. (2010). Publication

manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Teaching PhilosophyMy goal for this course is to introduce you to the scientific study of behavior. This course should challenge you and help you think about the world in which you live through a behavior-analytic lens. This is a foundation course in which you will learn about behavioral principles that will be contacted and strengthened in subsequent coursework, practicum experiences, and research. This course is a blend of lecture, active student responding, discussion, paper-and-pencil in-class quizzes, in-class projects, and writing activities. You should be prepared to work in groups and on your own. This is not a course that you can put off until the end of the semester. It requires frequent attention, interaction, and engagement. I expect a lot from my students, and, in turn, I try to be an attentive instructor with many opportunities to provide and receive feedback.

TECHNICAL REQUIREMENTS/ASSISTANCEUIT Help Desk: http://www.unt.edu/helpdesk/index.htm


http://www.unt.edu/helpdesk/index.htm


The University of North Texas provides student technical support in the use of Blackboard and supported resources. The student help desk may be reached at:Email: [email protected] Phone: 940.565-2324In Person: Sage Hall, Room 130Hours are:

Monday-Thursday 8am-midnightFriday 8am-8pmSaturday 9am-5pSunday 8am-midnight

Canvas technical requirements: https://clear.unt.edu/supported-technologies/canvas/requirements

It is recommended that you use Microsoft Word to prepare your written documents. As a student at UNT, you may download Microsoft Office for free. Please visit https://it.unt.edu/installoffice365 for more information.

Minimum Technical Skills NeededTo be successful in the course, you must be able to use email with attachments, use Canvas, download and upload documents to Canvas (note: .doc, .docx, .pdf file formats will be used, I cannot open .pages files), create files in Microsoft word, and access Google docs files.

Student Academic Support Services Code of Student Conduct: provides Code of Student Conduct along with other useful links Office of Disability Access: exists to prevent discrimination based on disability and to help

students reach a higher level of independence Counseling and Testing Services: provides counseling services to the UNT community, as well as

testing services; such as admissions testing, computer-based testing, career testing, and other tests

UNT Libraries UNT Learning Center: provides a variety of services, including tutoring, to enhance the student

academic experience UNT Writing Center: offers free writing tutoring to all UNT students, undergraduate and

graduate, including online tutoring Succeed at UNT: information regarding how to be a successful student at UNT

COMMUNICATING WITH YOUR INSTRUCTOREmail ([email protected]) is the best way to communicate with me outside of class and office hours. Please send me questions, comments, concerns related to our course. I make every effort to respond to emails within one business day. If I become aware of a situation that will prevent me from accessing email for more than one day, I will inform you of this as soon as possible. I will provide feedback to electronically-submitted assignments via Canvas within one week of their due date. I will post grade updates to Canvas. I will provide feedback on handwritten assignments by the beginning of the next class period.



https://success.unt.edu/

http://writingcenter.unt.edu/

https://learningcenter.unt.edu/home

http://www.library.unt.edu/

http://studentaffairs.unt.edu/counseling-and-testing-services

http://disability.unt.edu/

https://deanofstudents.unt.edu/conduct

https://it.unt.edu/installoffice365

https://clear.unt.edu/supported-technologies/canvas/requirements

https://www.unt.edu/helpdesk/hours.htm



ASSESSMENT & GRADINGAssessments This course will employ a variety of assessments and assignments to help you build acquisition and fluency in the use of behavioral principles. You should expect to respond frequently and in multiple modalities throughout the course.

Think/Writes: At the beginning of each class period, you will be given 10 minutes to complete a think/write. The think/writes may include a prompt from the instructor on a specific topic or question or may be on the assigned readings and how these relate to topics of class discussion and/or your experiences. Your aim should be to write 200 or more words in 10 minutes. The purposes of the activity are (a) to demonstrate that you’ve completed the assigned readings and (b) to build fluency with your writing behavior in applications of behavior analysis. You may have one notecard (maximum size 3 in x 5 in) with notes/comments regarding the readings for that day if you choose. Each think/write will be worth 5 points. Points will be awarded for achieving the aim of 200+ words written and for the quality of your writing (e.g., cohesiveness, relation to assigned readings, spelling, grammar). In addition, 10 points will be awarded at the end of the semester if you have a final Standard Celeration Chart with all Think/Writes plotted.

SAFMEDS: Say (See) All Fast Minute Each Day Shuffle (SAFMEDS) is an instructional tool that promotes mastery and fluency with a variety of course content including basic concepts and terms and definitions (cf., Eshleman, 1985). SAFMEDS will be used to assist students in identifying the controlling variables and corresponding definitions for various vocabulary associated with the taxonomy of behavior analysis. SAFMEDS should be practiced for one minute each day. SAFMEDS checkouts will be conducted each week (beginning the second week of class) so you should bring your SAFMEDS deck and Standard Celeration Chart to class. You will work together in dyads and the course instructor will help you plot your data on the daily per minute Standard Celeration Chart (SCC) and make data-based decisions to help you to achieve your aim before the final checkout. You will receive two points per class that you complete SAFMEDS and plot the data in the table or SCC. You will lose a point if you come to class without your table/chart and/or SAFMEDS. The goal for the final checkout is x2 celeration from your baseline with the pinpointed learning channel being: see term/say definition. You may checkout on SAFMEDS at any point in time during the semester but must complete the final checkout by December 12, 2018. If you meet your aim prior to the end of the semester, you will receive two points per class when you practice with a peer for maintenance. An additional ten points will be assigned to your grade for a complete SCC.

o X2 celeration correct per minute (cpm) 20 pointso Less than X2 celeration but more than X1.5 15 pointso Less than X1.5 celeration but more than X1 10 pointso X1 celeration 5 pointso Less than X1 celeration 0 points



Quizzes: Some weeks (see course schedule) there will be a quiz that is administered at the beginning of each class period. The quizzes will cover material from reading assignments, previous lectures, and SAFMEDS. Quizzes will include fill-in-the-blank and short answer questions. Quizzes will be cumulative. Six quizzes will be given throughout the course of the semester, and each quiz will be out of 15 possible points. Often, but not always, extra credit questions will be included.

Microthemes: Five microthemes will be due throughout the semester. A microtheme is a short (no more than 50 words) writing assignment on a specific topic. The writing should be succinct and free of grammatical and structural errors. Each microtheme response should be typed and submitted to the appropriate assignment on Canvas and should follow APA citation guidelines. The purpose of microthemes is to work on concision in your writing. Microthemes are listed below and due dates are noted on the course schedule. Each microtheme is worth 10 possible points. Points will be provided based on meeting the objective of each microtheme and adhering to formatting and length requirements.

o Microtheme 1: Describe the defining characteristic of behaviorism in such a way that differentiates it from other branches of psychology.

o Microtheme 2: Provide a definition of radical behaviorism that differentiates it from methodological behaviorism.

o Microtheme 3: Explain what you are studying (behavior analysis) in terms your non-behaviorist grandmother would understand.

o Microtheme 4: Describe how at least one PORTL lesson/exercise led you to a better understanding of one of the concepts/principles we discussed in this course.

o Microtheme 5: If you could teach everyone in the world about one behavior analytic concept or principle, what would it be and why?

In-Class Projects: You will complete five in-class projects. You will be given time to work together in dyads (or triads if necessary) on the in-class project with support from the instructor. Following the in-class discussion, each student will be responsible for creating a final write-up, outside of class, that s/he turns into the assignment on Canvas prior to the start of the next class session. Although you will collaborate with peers in class, you should NOT work together on the final write-up. All writing should be your own, original work. Please use properly formatted citations and a reference list when appropriate. The final write-up will be graded on an individual basis (i.e., each student will turn in his/her own completed project). Late papers will not be accepted. Papers should be double-spaced, in Times New Roman 12 pt. font and should adhere to APA style considerations. Each project is worth 25 points. Consideration of incorporation of instructor feedback in subsequent assignments will contribute to points earned.

o In-Class Project 1: Operant Chambers Part I: Some research in behavior analysis is conducted in the context of an operant chamber. Many students have not had the



experience of working with an operant chamber but understanding the apparatus and the basic features of such can clarify much of the literature you will encounter as you pursue your master’s degree in behavior analysis. For this in-class activity, you will sketch and label the critical components included in/on the apparatuses most frequently used in our work with non-human participants. You might find it helpful to select a study from The Journal of the Experimental Analysis of Behavior to guide your work. Students should briefly explain why each of the components are included/labeled on their diagram in the context of why it is important to include such features of the operant chamber in understanding basic behavioral principles (no more than 2 pages excluding the diagram).

o In-Class Project 2: Operant Chambers Part II: Some research in behavior analysis is conducted educational settings such as elementary schools or special education classrooms or in the participants’ homes. Many students have not had the experience of working in these settings; yet, we often ask you to translate findings from research with non-humans to use in your applied research and clinical work. For this in-class activity, you will sketch and label the features of your selected environment in a way that is consistent with the critical components of the apparatuses in which we often study non-human behavior and contingencies. You might find it helpful to select a study from The Journal of Applied Behavior Analysis to guide your work. Students should briefly explain why each of the components are included/labeled on their diagram in the context of why it is important to consider such aspects of the environment selected when attempting to translate findings from non-human work to in clinical work and applied work with humans (no more than 2 pages excluding the diagram).

o In-Class Project 3: Definition of Behavior Paper: For the definition of behavior paper, students should first read Johnston, J. M. & Pennypacker, H. S. (1993). Behavior as a scientific subject matter, In Strategies and Tactics of Behavioral Research (pp. 21-29). Hillsdale, New Jersey: Erlbaum (available on the course website). Students should identify the critical components of Johnston and Pennypacker’s definition of behavior. In addition, students should briefly explain the rationale for each component of the definition. The rationale should specify (1) why the component is important and (2) what the implications are if that component is not included in a definition of behavior (no more than 3 pages excluding references).

o In-Class Project 4: Exploring Your Interests & Integrating Your Experiences: By this point in the first semester of the Master of Science in Behavior Analysis at the University of North Texas, graduate students should have attended meetings at least one (if not more than one) faculty-advised research lab. For the first part of this in-class project, you will have a conversation with at least one other student in the course, preferably someone who has experienced a different faculty-advised research lab than you have. Each of you should explain to each other why you selected the lab(s) you have attended, considering what events in your own history led you to select that lab. You should describe your experiences thus far in the lab and how they are contributing to your current



understanding of the material you are exploring in your classes and practica and describe how these experiences are informing your plans for continued participation in said lab or your interest in other labs. For the second portion of this assignment you will write a paper that includes a summary of your conversation with your peer, a reflection on your experiences, a reflection on your conversation with your peer including what you learned from them about their experiences, and your plan for involvement in research labs moving forward.

o In-Class Project 5: The Matrix Project: The Behaviorists for Social Responsibility Special Interest Group (BFSR SIG) of the Association for Behavior Analysis International (ABAI) has created a group of its members who have been working on The Matrix Project. The Matrix Project is an attempt to improve preparation and increase opportunities for behavior analysts who seek to apply our science to many of the pressing problems facing human societies. The Matrix Project has identified 27 societal sectors that can support and oppose the adoption of behavioral systems science (cultural analysis) to address social issues (https://docs.google.com/document/d/1e2GxlPF6gQhWmObK0tbcmVu5W8bOgTr6KsWe-0LDOWs/edit). One such sector focuses on the Individual Student. For this In-Class Project, review the analysis of the feasible practice/actions for the Individual Student (https://docs.google.com/document/d/1nCWAqU92Ne1zt25InhUXu8A6puR0lXndRufq2Od-vo/edit). Consider first if you might engage in any of the practices/actions noted in the analysis and describe the rationale for your decision. Then, consider the competing/opposing practices and describe how you might overcome these to access the reinforcers noted (or other reinforcers you might contact) to engage in the practice/action. Finally, comment on whether you find this project and its goals useful to you as a student of behavior analysis and explain why (no more than 3 pages excluding references). NOTE: You will NOT be deducted points if you do not think this project nor its goals are useful to you as a student of behavior analysis.

GradingYour grade will be calculated based on the total number of points that you earn in the course. No category is weighted more than another.

Example Grading Table

Assignment Categories Count in Category

Point Breakdown Points Possible

Think/Writes 14 + 1 chart 5 points + 11 points for chart

81 points

SAFMEDS 14 + goal + 1 chart

2 points/class + up to 20 points x2 goal + 11

59 points


https://docs.google.com/document/d/1nCWAqU92Ne1zt25InhUXu8A6puR0lXndRufq2Od-vo/edit

https://docs.google.com/document/d/1nCWAqU92Ne1zt25InhUXu8A6puR0lXndRufq2Od-vo/edit

https://docs.google.com/document/d/1e2GxlPF6gQhWmObK0tbcmVu5W8bOgTr6KsWe-0LDOWs/edit

https://docs.google.com/document/d/1e2GxlPF6gQhWmObK0tbcmVu5W8bOgTr6KsWe-0LDOWs/edit


points for chart

Quizzes 6 15 points 90 points

Microthemes 5 10 points 50 points

Projects 5 25 points 125 points

Total Points Possible 405 points

Total Points Possible for Semester/Grading Scale = 405 total points

405-364 = A 100%-90% = A

363-324 = B 89%-80%=B

323-283 = C 79%-70%=C

282 or less = F 69% or less=F

CALENDARCAT = Catania, A. C. (2013). Learning (5th Edition). Cornwall-on-Hudson, NY: Sloan Publishing.SHB = Skinner, B. F. (1953). Science and human behavior. New York, NY: The Free Press.

DateTopic and

BACB 4th/ 5th Task List Assigned Readings In-class Activities

Assignments Due

8/29 A Science of BehaviorFK1,3-5/ A1-A3

SHB Ch. 1: Can Science HelpSHB Ch 2: A Science of Behavior

Review syllabusThink/Write 1

Print/write SAFMEDS cards for next week

9/5 Why Organisms BehaveFK1-9/ A1-A4

SHB Ch. 3: Why Organisms BehaveCAT Ch. 1: Learning & Behavior: ConditioningCAT Ch. 2: A Behavior TaxonomyArticle: Skinner, B. F. (1984). The phylogeny and ontogeny of behavior. Behavioral and Brain Sciences, 7(4), 669-677.

Think/Write 2SAFMEDS 1

9/12 Reflexes and Respondent Behavior FK-13-14; E-11/ B3

SHB Ch 4: Reflexes & Conditioned Reflexes CAT Ch. 17: Respondent Behavior: Conditioning

Think/Write 3SAFMEDS 2Quiz 1



Article: Rescorla, R. A. (1967). Pavlovian conditioning and its proper control procedures. Psychological Review, 74(1), 71-80.

9/19 Operant Behavior FK10-11; FK15-16; FK3; FK33; D8/ B1-B3; A3; G9

SHB: Ch. 5 Operant Behavior Article: Iversson, I. (1992) Skinner’s early research: From reflexology to operant conditioning. American Psychologist, 47, 1318-1327.Ferster, C. B. (1953). The use of the free operant in the analysis of behavior. Psychological Bulletin, 50(4), 263-274.

Think/Write 4SAFMEDS 3Project 1

Due: Microtheme 1 on Canvas by 9/19/18 5:59PM

9/26 Reinforcement & ExtinctionFK17-18; FK22; C1, C3, D1, D18-19/ B1; B3-B4; B7-9; H5; G1; G15

CAT Ch. 5: Consequences of Responding: Reinforcement CAT Ch. 6: Reinforcers as Opportunities for Behavior Article: Johnston, J. M. & Pennypacker, H. S. (1993). Behavior as a scientific subject matter, In Strategies and Tactics of Behavioral Research. (pp. 21-29).Article: Fuller (1949). Operant conditioning of a vegetative organism. American Journal of Psychology, 62, 587-590.


Due: Project 1 on Canvas by 9/26/18 5:59PM

10/3 Stimulus Control FK24-25; FK34-37; D3; E2; E12, A-10 (SAFMEDS & Think/Write)/ B2; B7; B10-B11; G4; C10

SHB Ch. 7 Operant DiscriminationSHB Ch. 8: The Controlling Environment CAT Ch. 11: Discriminated

Think/Write 6SAFMEDS 5*Begin charting with SCC*Project 2




(SAFMEDS & Think/Write)

Operants: Stimulus ControlArticle: Terrace, H. S. (1963). Discrimination learning with and without “errors”. Journal of the Experimental Analysis of Behavior, 6(1), 1-27.

10/10 Conditional Discrimination & Stimulus ClassesFK12; E6; E13; D14/ B2; B15; G12; G21

CAT Ch. 12 Conditional Discriminations & Stimulus ClassesArticle: Sidman, M. (2009). Equivalence relations and behavior: An introductory tutorial. The Analysis of Verbal Behavior, 25, 5-17.Article: Sidman, M. & Tailby, W. (1982). Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37(5), 5 -22.Article: Sidman, M. (2018). What is interesting about equivalence relations and behavior? Perspectives on Behavior Science, 41, 33-43.



10/17 Shaping & Differential ReinforcementD5; D21/ A1; B1; B4; B7-8; B11; G7; G14

SHB Ch 6: Shaping & Maintaining Operant Behavior CAT Ch 9: Operants: The Selection of Behavior CAT Ch 10: The Structure of OperantsArticle: Pryor, K. (1999). Shaping: Developing super performance without strain or pain. In Don’t shoot the dog (pp.





51-82). New York: Bantam.

10/24 Punishment & Aversive Control FK19-20; C2; D15-17; D19/ B1, B6, B8, G16, H5

SHB Ch 12: Punishment CAT Ch 7: Consequences of Responding: PunishmentCAT Ch 8 Consequences of Responding: Escape and Avoidance



10/31 Punishment & Aversive Control (cont.)FK19-20; C2; D15-17/ B1, B6, B8, G16, H5 + Motivating OperationsFK26-30/ B8; B12; G2

Sidman (1989) Ch. 4: Does Punishment Work?Sidman (1989) Ch 5: On Becoming a Shock

SHB Ch 9: Deprivation & Satiation CAT Ch 14: Motivating Variables & Reinforcer Classes


11/7 Motivating Operations (cont.)FK26-30/ B4; B6-8; B12; G2

Article: Michael, J. (1982). Distinguishing between discriminative and motivational functions of stimuli. Journal of the Experimental Analysis of Behavior, 37, 149-155. Article: Miguel, C. F. (2013). Jack Michael’s motivation. The Analysis of Verbal Behavior, 29, 3-12.Article: Laraway, S. Snycerski, S. Michael, J. & Poling, A. (2003). Motivating operations and terms to describe them: Some further refinements. Journal of Applied Behavior Analysis, 36, 407-414.



11/14 Schedules & Schedule CombinationsFK21; D2; D6; D19-20/

CAT Ch 15: Reinforcement Schedules CAT Ch 16: Schedule


Due: Project 4 on Canvas by 11/14/18



B5; G14 Combinations: Behavior Synthesis Article: Herrnstein, R. J. (1970). On the law of effect. Journal of the Experimental Analysis of Behavior, 13, 243-266.

5:59PM

11/21 No Class: Thanksgiving

11/28 Social Learning & Social BehaviorFK2, FK7, FK9; E5; F1/ A2-4; B1; B7-8; B11; B13; G18

GUEST LECTURER: Dr. Aécio Borba V. Neto

SHB Ch 19: Social Behavior CAT Ch 19: Social Learning Article: Malott, M. E. & Glenn, S. S. (2006). Targets of intervention in cultural and behavioral change. Behavior & Social Issues, 15, 31-56.



12/5 Culture & MetacontingenciesFK2; FK6-7; FK9; E3-4; K2 / A3; B7-8; B11; B13; G18; G19

GUEST LECTURER: Dr. Aécio Borba V. Neto

SHB Ch 27: Culture & ControlSHB Ch 28: Designing a CultureSHB Ch 29: The Problem of Control Article: Glenn, S. S., Malott, M. E., Andery, M. A. P. A., Benvenuti, M., Houmanfar, R. A., Sandaker, I., et al. (2016). Toward consistent terminology in a behaviorist approach to cultural analysis. Behavior & Social Issues, 25, 11-27.


12/12 Final quiz, SAFMEDS checkout

NONE SAFMEDS 14 Quiz 6


COURSE EVALUATIONYou will have the opportunity to evaluate my teaching and the course at the end of the semester in a SPOT evaluation. In addition, I welcome in-person and electronic feedback on all aspects of the course at



any time. I am committed to your learning and experience as a student, and I seek to modify the course, within reason, based on your experience as a student.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIESThe University of North Texas is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 – The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.

As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administrative channels. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at http://www.unt.edu/oda/apply/index.html. Also, you may visit the Office of Disability Accommodation in the Sage Hall (room 167) or call them at (940) 565-4323.

COURSE POLICIESNo individual exceptions can be made to the syllabus.Assignment PolicyStudent Conduct: Each student automatically certifies that any material submitted for grading is his/her own independent work. UNT policies require reporting of plagiarism or any suspected violations that constitute possible academic misconduct. Students are responsible for being familiar with the Code of Student Conduct.

Group work is encouraged; however, in the past there have been situations in which group work could have been considered cheating or plagiarism. “Legitimate” group work takes advantage of consultation with your peers, provides you with ideas, suggestions, corrections, etc., which you take into consideration in the development of your unique and individual product. Failing to do the reading, and memorizing answers that another student has written for the study guide is not legitimate group work; it is cheating. Drafting the assignments, then comparing specific aspects of your product to others’ is appropriate. Copying someone else’s work products (or making your work available to another student to copy) is not legitimate; it is cheating. Always, if you are unsure about boundaries of legitimate group work, please (1) ask for clarification from the instructor, and (2) make full disclosure so that there is no question about your intentions. We are very happy to talk about these boundaries and work with you to maximize your learning and maintain individual accountability.

The University is committed to providing a reliable online course system to all users. However, in the event of any unexpected server outage or any unusual technical difficulty which prevents students from completing a time sensitive assessment activity, the instructor will extend the time windows and provide an appropriate accommodation based on the situation. Students should immediately report any



problems to the instructor and contact the UNT Student Help Desk: [email protected] or 940.565.2324. The instructor and the UNT Student Help Desk will work with the student to resolve any issues at the earliest possible time.

Examination Policy You may not use any of the readings nor materials on the quizzes. Your work must be your own.

Instructor Responsibilities and FeedbackAs your instructor, I commit to providing you opportunities to acquire and master concepts and principles of behavior analysis.

I will make every attempt to assist your learning by guiding discussion, providing clear instructions for projects and assessments, answering questions about assignments, identifying additional resources as necessary, providing grading rubrics/criteria, and reviewing and updating course content.

I will make every attempt to return feedback on assignments within one week of turn in and respond to emails within one business day.

Re-grades: If a student believes an error has been made in grading, a written request for reconsideration of the item(s) in question may be submitted within 1 week of receipt of the graded material. The written request should specify the item(s) in question, and the reason the student believes the answer given was correct, citing relevant sources (e.g., page number from readings on which the answer was based).

Late Work Late work will not be accepted. Assignments turned in late will be given a score of zero. Under extreme circumstances, the instructor may consider providing an opportunity to turn work in after the due date. However, these exceptions should not be assumed. Proof of legitimate extenuating circumstances that prevented work being turned in on time will be requested.

Attendance PolicyYour attendance in this graduate course is expected. You are expected to arrive on time to class, come prepared with materials completed before coming to class, and to participate in class for the duration of the class period. Information about the University of North Texas’ Attendance Policy may be found at: http://policy.unt.edu/policy/15-2-5

Absences: If a student must be absent for any reason, s/he should arrange to submit the applicable written assignment early, as no assignments turned in after the due date can be accepted. Students are responsible for making their own arrangements to obtain information from any missed class period. There will be no additional make-up opportunities for missed assignments.

Class ParticipationClass participation is expected in all aspects of the course. This includes actively responding during


http://policy.unt.edu/policy/15-2-5



lecture and discussion, collaborating with peers during in-class projects, completing the in-class activities, and completing SAFMEDS. Your mastery of these concepts and principles depends upon your active engagement with the material during and outside of class.

AssistanceStudents are encouraged to contact the instructor (by email or during office hours) or teaching assistant any time clarification or additional help in understanding the material is needed. Any questions that will aid you in mastering the material are welcomed.

Syllabus Change PolicyAs the instructor of this course, I reserve the right to modify this syllabus at any time. Updates to this syllabus may include changes to the reading list, modified assignments, updates to due dates, etc. Changes will be communicated on the course Canvas page and via email. You are responsible for staying up to date with any syllabus changes.

UNT POLICIESAcademic Integrity PolicyAcademic Integrity Standards and Consequences. According to UNT Policy 06.003, Student Academic Integrity, academic dishonesty occurs when students engage in behaviors including, but not limited to cheating, fabrication, facilitating academic dishonesty, forgery, plagiarism, and sabotage. A finding of academic dishonesty may result in a range of academic penalties or sanctions ranging from admonition to expulsion from the University. ADA PolicyUNT makes reasonable academic accommodation for students with disabilities. Students seeking accommodation must first register with the Office of Disability Accommodation (ODA) to verify their eligibility. If a disability is verified, the ODA will provide a student with an accommodation letter to be delivered to faculty to begin a private discussion regarding one’s specific course needs. Students may request accommodations at any time, however, ODA notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation. Note that students must obtain a new letter of accommodation for every semester and must meet with each faculty member prior to implementation in each class. For additional information see the ODA website at disability.unt.edu.Diversity StatementIt is the policy of the University of North Texas (and this instructor) not to discriminate on the basis of race, color, religion, sex, age, national origin, disability (where reasonable accommodations can be made), disabled veteran status or veteran of the Vietnam era status in its educational programs, activities, admissions or employment policies. In addition to complying with federal and state equal opportunity laws and regulations, the university through its diversity policy declares harassment based on individual differences (including sexual orientation) inconsistent with its mission and educational goals. Direct questions or concerns to the equal opportunity office, (940) 565-2456, or the dean of students, (940) 565-2648. TTY access is available through Relay Texas: (800) 735-2989.Emergency Notification & Procedures



UNT uses a system called Eagle Alert to quickly notify students with critical information in the event of an emergency (i.e., severe weather, campus closing, and health and public safety emergencies like chemical spills, fires, or violence). In the event of a university closure, please refer to Blackboard for contingency plans for covering course materials.Retention of Student RecordsStudent records pertaining to this course are maintained in a secure location by the instructor of record. All records such as exams, answer sheets (with keys), and written papers submitted during the duration of the course are kept for at least one calendar year after course completion. Course work completed via the Canvas online system, including grading information and comments, is also stored in a safe electronic environment for one year. Students have the right to view their individual record; however, information about student’s records will not be divulged to other individuals without proper written consent. Students are encouraged to review the Public Information Policy and the Family Educational Rights and Privacy Act (FERPA) laws and the University’s policy. See UNT Policy 10.10, Records Management and Retention for additional information.

Acceptable Student BehaviorStudent behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The University's expectations for student conduct apply to all instructional forums, including University and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at deanofstudents.unt.edu/conduct.Access to Information - Eagle ConnectStudents’ access point for business and academic services at UNT is located at: my.unt.edu. All official communication from the University will be delivered to a student’s Eagle Connect account. For more information, please visit the website that explains Eagle Connect and how to forward e-mail: eagleconnect.unt.edu/ Student Evaluation Administration DatesStudent feedback is important and an essential part of participation in this course. The student evaluation of instruction is a requirement for all organized classes at UNT. The survey will be made available during weeks 13, 14 and 15 of the long semesters to provide students with an opportunity to evaluate how this course is taught. Students will receive an email from "UNT SPOT Course Evaluations via IASystem Notification" ([email protected]) with the survey link. Students should look for the email in their UNT email inbox. Simply click on the link and complete the survey. Once students complete the survey they will receive a confirmation email that the survey has been submitted. For additional information, please visit the SPOT website at http://spot.unt.edu/ or email [email protected] Assault PreventionUNT is committed to providing a safe learning environment free of all forms of sexual misconduct, including sexual harassment sexual assault, domestic violence, dating violence, and stalking. Federal laws (Title IX and the Violence Against Women Act) and UNT policies prohibit discrimination on the basis


http://spot.unt.edu/

http://it.unt.edu/eagleconnect

https://my.unt.edu/

https://deanofstudents.unt.edu/conduct


of sex, and therefore prohibit sexual misconduct. If you or someone you know is experiencing sexual harassment, relationship violence, stalking, and/or sexual assault, there are campus resources available to provide support and assistance. UNT’s Survivor Advocates can assist a student who has been impacted by violence by filing protective orders, completing crime victim’s compensation applications, contacting professors for absences related to an assault, working with housing to facilitate a room change where appropriate, and connecting students to other resources available both on and off campus. The Survivor Advocates can be reached at [email protected] or by calling the Dean of Students Office at 940-565- 2648. Additionally, alleged sexual misconduct can be non-confidentially reported to the Title IX Coordinator at [email protected] or at (940) 565 2759.


Documents

Online Course Syllabus Template€¦ · Web viewUniversity of North Texas. College of Health and Public Service. Department of Behavior Analysis. Introduction to Behavior Analysis