EDF
6215 COURSE SYLLABUS
Fall
Semester, 2001
Syllabus
for the Applied Behavior Analysis Section--798
(Course Prefix and Number: EDF
6215 Learning From A Distance (LFAD)
Title: Principles of Learning
Semester: Fall Term 2001
Course Credit Hours: 4
Instructors:
|
|
Darrel
E. Bostow, Ph.D. Voicemail: 813 974-9475. Office: EDU 380B. Email (emergency only): bostow@tempest.coedu.usf.edu. Postal address: Psychological and Social
Foundations Department, EDU 380B, College of Education, University of South
Florida, 4202 E. Fowler Ave., Tampa,
FL 33620. |
|
|
Kale
M. Kritch, Ph.D., Course Manager and
Adjunct Instructor. Email:
edf6215@tempest.coedu.usf.edu |
Course Email Address: edf6215@tempest.coedu.usf.edu
Course Web URL:
http://scholar.acomp.usf.edu:8930/webct/public/home.pl
Required texts and materials:
|
|
Kritch,
K. M. & Bostow, D.
E. (2000). Creating Computer Programmed
Instruction These are tutorials
available through the instructors at www.centerforpi.com |
|
|
Bostow,
D. E. & Kritch, K.
M. (2000). About Behavior Analysis: A Computer
Tutorial More tutorials available
at www.centerforpi.com |
|
|
Skinner,
B. F. (1976). Science and
Human behavior by Skinner.
Available at file:///C:/Documents%20and%20Settings/aedward/Local%20Settings/Temporary%20Internet%20Files/mcohen
or http://www.amazon.com/ Cooper,
Heron, and Heward (1987) Applied
Behavior Analysis. (selected
chapters, available via WEBCT) |
Course Prerequisites:
- Graduate student enrollment.
- Must attend at least 2 required class meetings on
campus.
- Must have basic computer and telecommunication skills,
including but not limited to, DOS directory & file management, email,
attaching documents, downloading, and uploading files.
- Must have continuous access at home or office to a
MS-DOS/Windows PC.
- Must have Internet access (web browser software, ISP,
etc.).
- Must have continuous access to a personal email
account.
If you do not have these prerequisite skills,
please consider a commercial or university course or self-instructional text,
tutorials, etc. Instruction and free
email and Internet accounts can be obtained by calling or visiting Academic
Computing http://www.acomp.usf.edu.
Receiving a PERMIT to Register for This Course:
Students must receive a PERMIT by the
Instructor to register for this course by demonstrating competence in basic
telecommunication and computer skills BEFORE the semester begins (at least two
days before the Course Orientation Meeting).
This involves multiple tasks being emailed to the Instructor. Upon receipt and approval of these emailed
tasks, the Instructor will issue a PERMIT to USF and the student. After 48 hours of receiving the PERMIT,
students can register for the course.
Follow the steps below to receive a PERMIT:
- Thoroughly read this course syllabus.
- Demonstrate your skills by clicking on the
"Demonstrate Your Web Skills" link located on the EDF6215 Welcome
Web Page at http://www.coedu.usf.edu/deptpsysoc
Note:
DO NOT WAIT until the last minute to demonstrate your skills to receive a
permit. Demonstrate your basic
telecommunication skills at least two days before the Course Orientation
meeting. The Instructors may be swamped
with applications near the beginning of the course, and unable to get to yours
in time. Also, you may need to redo and
re-send the tasks. If the demonstration
skills are not completed by the deadline, you cannot register for this
course. There are NO exceptions.
Overview
of EDF 6215 Principles of Learning:
This course teaches behavioral learning and
instructional design techniques. Upon
completing this course, students will have a better understanding of the
explanations of behavior, and become better designers of instructional
experiences.
This course is unique in for many
reasons. First, it practices what it
preaches. It implements and models the
content that it teaches. This course is
designed and developed based upon the learning principles and
research-supported instructional design techniques that it teaches.
Second, most of the course content is
delivered via computer-based instructional programs. Students work through these programs on any available computers,
at their own pace. Course content is
sequenced into small units of programmed instruction. Students take quizzes and develop projects over these units.
Third, this course is being implemented over
the World Wide Web. This course
incorporates new and advanced software programs and internet technologies. Students will be able to access course
content, take quizzes, chat with other students, email assignments, and develop
projects from remote locations via web browsers and email programs.
This course is ideal for professionals,
parents, and others with little time to commit to traditional weekly class
meetings. Students select when and
where they will study. Many course
objectives can be accomplished while at home or office, or while
traveling. Past students have described
this course as the most demanding, but rewarding, course they have ever taken.
Major
Course Objectives (specific objectives are presented within the course
materials):
- Students will be able to identify and explain behavior
analytic principles regarding the explanation, prediction, and control of
behavior in instructional settings and other environments.
- Students will develop a basic verbal repertoire regarding
principles of learning as they relate to a functional analysis of
behavior.
- Students will practice, refine, maintain and generalize
their verbal and applied skills by interacting online.
- Students will identify and examine behavior principles as
they apply to a socially engineered, fictional, experimental community
(Walden Two).
- Students will apply behavior principles by designing,
testing, revising, and evaluating instructional programs or procedures as
course projects.
Specific
Content Outline:
Basic
principles of behavior content:
At the termination of this course, the student will be able to
identify, generate, and select from alternatives--examples of the
following. Evaluation will include
computer delivered fill-in-the-blank questions, multiple-choice questions,
matching and listing items. Practical
examples will often be given and the student is to respond discriminatively to
them. Students will sometimes be asked
to generate novel applications of the concepts below.
A science
of behavior
the
experimental analysis of behavior
behavior
analysis
applied
behavior analysis
Behavior
Science
Causation
Effects
functional
relationships
knowledge
scientific
behaviors
control
analysis
environment
explanatory
fictions
Natural
science and the philosophy of determinism
Order
Causation
Process
Determinism
Predeterminism
Fatalism
natural
science
social
science
life
science
physical
science
biological
science.
Knowledge
empiricism
refer
Experience
Knowing
Understanding
Subjectivity
Objectivity
natural
selection
empiricism
experimentation
theory
internal
events and external events
parsimony
causation
pragmatism
the role of
an initiating mind
the
philosophy of science called behaviorism.
Respondent
Conditioning Principles
Identify the following terms: stimulus, response, neutral
stimulus, reflex, elicit, latency, magnitude, intensity, threshold.
Identify the temporal relation between the stimulus and
response.
Identify the following terms: conditioning, extinction,
conditioned and unconditioned stimulus, conditioned and
unconditioned response.
Determine where conditioning or extinction has taken place.
Identify the following
terms: extinction, latency, paired, unconditioned and conditioned stimulus, unconditioned and conditioned response,
Pavlov.
Recognize Pavlov and the
process he discovered.
Describe the functional
relationships discovered by Pavlov.
Evaluate whether a
neutral stimulus is able to elicit a response alone.
Identify the following
terms: extinction, conditioning, latency, magnitude.
Explain how conditioning
and extinction affects latency and magnitude.
Identify the following
key terms: elicit, Pavlov, extinction, conditioned stimulus, conditioned response.
Analyze a functional
relationship and determine whether conditioning or extinction has or has not taken place.
Identify the following
terms: striated muscles, smooth muscles, glands, elicit, reflexes.
Differentiate between
striated muscles, smooth muscles, and glands.
Identify which muscles
and glands are involved in certain actions.
Operant Conditioning
Identify the following
terms: operant, reinforcement, reinforce, deprived, elicit, reflex,
probability.
Identify the temporal
relation between behavior and reinforcement.
State how to increase
the probability of operant behavior.
Discriminate between
operant and respondent (reflexive) behavior.
Identify the following
terms: rate, reinforcer, reinforcement,
emit, elicit, operant, respondent, conditioned, extinction, forgetting.
Differentiate between
operant and respondent behavior.
Identify the temporal
order between responses and reinforcement.
Discriminate between a
reinforcer and reinforcement.
Differentiate between forgetting and extinction.
Identify the following
terms: positive and negative
reinforcers, incompatible responses, extinction.
Differentiate between
positive and negative reinforcement
Identify when responses
are incompatible.
Evaluate whether the rate of a response will increase or
decrease depending on relevant variables.
Identify the following
terms: extinguish, reinforce,
incompatible, emit, elicit, forgetting, rate, probability, response.
Differentiate between
operant and respondent
Identify when responses
are incompatible.
Evaluate whether the rate of a response will increase or
decrease depending on relevant variables.
Identify the following
terms: conditioned reinforcer, unconditioned reinforcer, primary reinforcer,
secondary reinforcer, deprivation, generalized reinforcer.
Differentiate between
conditioned and unconditioned reinforcers.
Differentiate between
primary and secondary reinforcers.
Identify the conditions
necessary for conditioned reinforcers to be effective.
Recognize conditions
that enable conditioned reinforcers to become generalized reinforcers.
Identify the following
terms: rate, operant, cumulative
record, slope, positive acceleration, negative acceleration,
vertical/horizontal distance.
Identify the basic
dimension of operant behavior.
Describe how the steepness of the cumulative record slope
relates to rate of behavior.
Interpret a cumulative record.
Identify the following
terms: adaptation, extinction, conditioned reinforcer, learning curve,
respondent, operant.
Differentiate between
adaptation and extinction.
Explain the process of adaptation.
Analyze the process of
learning in relation to a learning curve.
Identify the following
terms: accidental contingencies, superstitious behavior.
Differentiate between
accidental and deliberate contingencies.
Identify superstitious
behaviors.
Identify the following
terms: differential reinforcement, successive approximations, shaping, common
elements.
Explain the procedure of
differential reinforcement.
Analyze the related
parts of the shaping process.
Identify the following
terms: common elements, shaping, differential reinforcement.
Explain the process of
differential reinforcement.
Identify the following
terms: intermittent reinforcement,
continuous reinforcement, ratio schedule, fixed-interval schedule.
Differentiate
intermittent and continuous reinforcement.
Explain how operants are
maintained under different schedules of reinforcement.
Identify the following
terms: motivation, intermittent, continuous, extinction, fixed, variable,
interval, ratio, and resistance.
Differentiate between
fixed and ratio schedules.
Differentiate between
variable and interval schedules
Evaluate a schedule's
resistance to extinction.
Identify the following
terms: continuous, intermittent, fixed, variable, ratio, interval, resistance,
extinction.
Review of schedules of
reinforcement.
Identify the following
terms: discriminative stimulus, SD, s-delta, S@, stimulus control, extinction.
Identify when a stimulus
is an SD or an S@.
Explain how an organism
develops a discrimination.
Identify the following
terms: stimulus control, multiple schedule, discrimination.
Identify the necessary
conditions to develop an operant discrimination.
Identify whether or not
a response is under stimulus control.
Identify the following
terms: discriminative stimulus (SD), stimulus generalization,
stimulus generalization gradient, abstraction.
Differentiate between
discrimination and generalization.
Identify the following
terms: SD, chain of
behavior, unit of operant behavior.
Analyze the operant unit
of behavior.
Explain how a chain of
behavior develops.
Identify the following
terms: continuous repertoire,
differential reinforcement, successive approximations, abstraction.
Determine whether a
response is within a continuous repertoire.
Describe what role
successive approximations play in differentially reinforcing a response.
Identify the following
terms: continuous repertoire, stimulus
field, response topography, discrete repertoire.
Determine if a stimulus
is within a defined stimulus field.
Differentiate between
discrete and continuous repertoires.
Identify the following
terms: respondent, operant,
deprivation, probability, satiation, class of responses.
Differentiate between
satiation and deprivation.
Identify operations that
increase and decrease probabilities of classes of behavior.
Identify the following
terms: chain, deprivation, satiation,
generalized reinforcer.
Explain the operations
of deprivation and satiation with conditioned generalized reinforcers.
Identify the following
terms: slope, satiation, cycles.
Analyze cyclic changes
in cumulative records.
Evaluate the effects of
deprivation and satiation on certain behaviors.
Identify the following
terms: intermittent reinforcement, stimulus control, deprivation, generalization, continuous repertoire, SD,
chain, cycles, topographies, abstraction, operant discrimination.
Review of concepts of
intermittent reinforcement, stimulus control, and deprivation.
Differentiate between
discrimination and generalization.
Identify the following
terms: activation syndrome.
Identify properties of
the activation syndrome.
Identify the following
terms: deprivation, class of responses,
incompatible, predisposed, operant, negative reinforcement, adaptation,
activation syndrome, conditioning.
Differentiate between
positive and negative reinforcement.
Identify emotions by the
display of operant behavior.
Identify the following
terms: escape, avoidance, negative
reinforcer, aversive stimulus, extinguish, conditioned, unconditioned.
Differentiate between
escape and avoidance.
Describe reasons for
escape and avoidance behavior.
Identify the following terms:
escape, avoidance, negative reinforcement, emotion, anxiety.
Analyze the relationship between negative reinforcement,
avoidance, and escape.
Identify emotional by-products produced by escape and avoidance.
Identify the following
terms: anxiety, deprivation, aversive stimulus, avoidance, escape.
Identify variables
responsible for anxiety.
Determine how aversive
stimuli affect response rates.
Identify the following
terms: anxiety, adaptation.
Determine how reinforced
behavior is affected by anxiety.
Identify the following
terms: anxiety, extinction, adaptation, escape, extinction.
Describe how organisms
respond to aversive stimuli and anxiety.
Identify the following
terms: punishment, reinforcement.
Examine the effects of
punishment.
Evaluate punishment's
effectiveness.
Differentiate between
reinforcement and punishment.
Identify the following
terms: punishment, extinction.
Analyze how accompanying
extinction contingencies can alter the effect of the punishment procedure.
Identify the following
terms: punishment, aversive
stimulation, extinction, repression.
Identify the by-products
of punishment.
Evaluate the use of
punishment.
Identify the following
terms: punishment.
Evaluate the effects of
punishment on different rates of responding.
Identify the following
terms: punishment, extinction, activation syndrome, SD, S@, escape, avoidance.
Identify concepts related to aversive control and to the
emotional by-products of aversive control.
Identify the following
terms: prediction, control, interpretation, science, independent variable, dependent variable, functional relation.
Identify the goals of a
science of behavior.
Explain the processes
involved in scientific manipulation.
Identify the following
terms: multiple effects, isolate.
Interpret the multiple
effects of a complex behavior pattern.
Identify the following
terms: multiple causes, multiple effects, incompatible, algebraic summation.
Identify the effects of
combining multiple contingencies.
Identify the following
term: discrimination.
Identify the process of
discrimination training.
Identify the following
terms: survival value, operant, respondent, voluntary, involuntary.
Analyze the components
of self-control.
Identify concepts and
relations of self-control.
Identify the following
terms: self-control, respondent, operant, emotional.
Describe various
techniques of self-control.
Identify conditions
which evoke and reinforce techniques.
Identify the following terms:
self-knowledge, aversive stimuli, punished behavior,
repression, incompatible behavior.
Specify and explain the
concept of self-knowledge.
Identify the following
terms: rationalization, punishment, lying.
Differentiate between
rationalization and lying.
Explain the concept
rationalization.
Identify the following
terms: positive and negative reinforcement, habit, withdrawal symptoms, escape.
Identify possible
variables responsible for addiction.
Explain how addiction
affects organisms.
Identify the following
terms: counter-aggression, activation syndrome, reaction formation.
Describe the principles
of behavior that relate to the reaction formation.
Identify
the following terms: non-punishing audience, stimulus generalization,
repression, transference.
Identify concepts of repression and transference.
Identify the following
terms: independent and dependent variable, algebraic summation, oscillation,
repression, rationalization.
Review of concepts in sets 42-52, including scientific analysis,
the interpretation of complex cases, self-control, and the
interpretation of personality.
Content
of the programmed instruction course component:
The WEB-based tutorials teach about the following characteristics and
features of effective instructional programs:
Instructional
Objectives ‑ Instructional objectives, specification before instruction,
observable behavior, and overt
behavior, measuring program effectiveness.
Learner
Prerequisites ‑ Inclusion of prerequisites, stated in terms of
observable, overt behavior.
Learner
Control ‑ Directions, arrangements of topics, time estimates,
location indicators, easy access to segments, exiting.
Motivation ‑
Steps from simple to complex, degree of instructional steps,
high rates of success, low error rates.
Screen
Design ‑ Screens filled with text, supplemental documents,
windows of scrolling text, electronic page turning.
Graphics,
Audio, and Animation ‑ Contribution to terminal
behavior, entertainment and instruction, distractions, correct
responding.
Lesson
Design ‑ Self‑paced progression, frequency of evoking
student responses, feedback, demonstration of mastery
before progression, review, private tutors.
Interaction
‑ Require frequent and observable responses,
responses relate to objectives, selecting and constructing
responses, multiple‑choice alternatives, the Critical
Response Rule, prompts, gradually withdrawn, private tutors.
Individualized
Programs ‑ Self‑pacing, engaged in appropriate
behavior, frequent interaction, small steps, low error rate,
relevant examples, immediate feedback.
Creating programmed instruction
sequence of content material:
An important terminal objective of this course is the actual
creation of effective computer programmed instruction. Specific instructional objectives are stated
at the beginning of each tutorial. By
working through these programs, users will learn the terminology of programmed
instruction, procedures for developing student verbal behavior, preparation
techniques for frame construction, effective characteristics of tutorials, and
basic authoring skills for creating interactive computer tutorials and
tests. Knowledge gained by working
through these programs will benefit both instructional designers and evaluators
of computer‑based programs.
Content for this section of the course introduces learners to the
following basic concepts of programmed instruction:
Frames,
technology, and programmed instruction, initial and terminal
behavior.
Observable
behavior, probability, reinforcers, immediate reinforcement,
emit.
Discriminative
stimulus, SD, S^, occasion, discrimination.
Prompts,
supplementary stimulation, fading.
Formal and
thematic prompts, fading.
Control of
observing behavior, blanks, formal prompts.
Discrimination
training, stimulus control, fading.
Discrimination
training, teaching new concepts, stimulus control, fading.
Defining
concepts as behavior, examples and definitions,
grammatical contexts.
Frequent
reinforcement, 10% error rate, revising, student‑driven
revision.
Change
behavior, graphics, use information, control observing
behavior.
Controlled
changes in behavior, technology that controls.
Teaching
machines, progress at their own rates.
Educators
create programs, problems with multiple choice frames,
constructed‑response.
Even and
uneven error distributions, evaluation, revision, program
effectiveness.
Word
erasing, control of observing behavior, location of blanks.
Progression,
wasteful frames, tally of responses, sequencing,
programmer
is first student of the program.
The
contingency of reinforcement.
Frame,
learning, observable behavior, change, immediate
reinforcement, probability, strengthening, contingency of
reinforcement.
Contiguous
pairing, contingency, consequence, supplemental stimulation,
prompt, fading, echoic behavior.
Echoic
response, intraverbal response, fading, overt responses
frequent responses.
Tact,
intraverbal, echoic response, world of things, environment,
application, and functional relations.
Frame, easy
at first, conditioning history, linear vs. branching.
Priming,
prompting, history of conditioning, thematic prompt.
Fading,
planning ahead, improperly constructed programs, why past
programs failed, terminal behaviors, terminal
objectives, contingency.
Generalization,
specification of terminal objectives, subordinate
objectives, content expert, and application of learning
principles.
Rule, tact,
contiguous pairing, rule/example, discrimination training,
developmental order, list rules.
RULEG
System, rule, compare, relationships, order, review frames,
revised rule list, contiguous pairing.
Generalization,
intraverbal connections, blank at end of frame,
everything in frame is important, applying rule, inductive/deductive frames.
Small
steps, examples, rules before examples, too few examples, rule
first, order, review.
Short
frames, many examples, blank at end, graphics not necessary,
principles of learning and programming.
Authoring
program, synonyms, key pairing, short frames, lecture frame,
reviewing programs, examples, reintroduction of concepts in
review frames and field test.
Immediate
reinforcement, terminal objectives, intraverbal, tact,
pretest/posttest, limits of PI, review of steps to create a
program.
Course Policies
Attendance:
Students must attend two on-campus meetings
on the USF Tampa campus in the College of Education. Attendance is mandatory.
The first meeting is called the Orientation Meeting. At this meeting, the course will be fully
explained. It is recommended that you
obtain the course materials and texts immediately after this meeting. The second meeting is called the Final Exam
Meeting. Here, final projects will be
discussed or returned, and the final exam will be administered.
For the Fall 2001 semester, the EDF6215
Orientation Meeting will be held on Saturday, August 25, at 8:30 AM in the
College of Education Building EDU 248 on the USF Tampa campus. The final exam meeting will be held on
Saturday, December 1, at 8:30am in the College of Education Building EDU 248 on
the USF Tampa campus.
Orientation
Meeting:
Attending the Orientation Meeting is a
MANDATORY for participation in this course (unless a special agreement is
reached between the student and instructors).
During the Orientation Meeting, the Instructors will thoroughly explain
the aspects of the course. Students
will be issued a password and guided through the EDF6215 Web Site. Students will also complete a course pretest. Students are encouraged to purchase their
course materials immediately after the Orientation Meeting.
Weekly
Assignments:
In this course, content is broken down and
sequenced into short, weekly assignments.
These assignments consist of working through computer-based tutorials,
readings, and projects. At the end of
each week, students are required to take short quizzes on-line at the WEBCT
EDF6215 Web site that cover the weekly assignments. (The specific assignments and due dates are presented in the 6215
Web Site, and will be thoroughly explained during the Orientation Meeting.)
Students can work at their own paces through
the computer-based tutorials and readings, and work ahead through future
tutorials and readings if they desire.
However, students must complete at a minimum the assigned weekly
assignments each week to avoid falling behind and missing the on-line
quizzes. During the semester, the
on-line quizzes scheduled for any given week will be disabled at midnight on
Thursdays. Thus, students must complete
the minimum weekly assignments and quizzes for each week by that time
deadline. Students can work ahead and
take future quizzes, but must at least work at a minimum pace to complete the
weekly assignments and take the minimum scheduled on-line quizzes by Thursday
at midnight of that week. Zero scores
will be recorded for missed quizzes.
Computer-based
Tutorial Programs:
The computer-based tutorial programs are
available at websites and are accompanied by visual exhibits, figures,
objectives for each program, and a glossary of terms. The tutorials are easy to operate and will be demonstrated during
the Orientation Meeting.
The tutorials are highly interactive
sequences of Programmed Instruction (PI).
Like a private tutor, they present bits of content and require active
responding. Immediately after filling
in blanks on the computer screen, immediate feedback is provided. Tutorial content is sequenced in a linear
order, and builds upon previous content.
A percent correct score is provided at end of each tutorial so the
learner can determine readiness to go on to new material, take the quiz (if
applicable), or repeat the same tutorial for extra study purposes. Mastery is defined as earning a tutorial
score of 90-100% and is highly recommended.
Student answers, percent correct scores, and time to complete the
tutorials are automatically recorded at the website for verification by the
instructor.
Readings:
The EDF6215 Web Site lists the required
chapter readings for any given week.
Students are to read the assigned chapters and answer any accompanying
study questions. By the posted due
date, students take on-line quizzes covering the assigned readings.
Course
Projects:
This course requires that students apply
their learned skills in the form of course projects. The Final Project will require students to design a sequence of
content for administration within their own computer tutorial program. This project will be broken into a sequence
of two or three small "mini-projects." Specifics of these projects will be presented within the course
materials. Projects are graded as
Pass/Fail. All failures must be
remediated. The instructor will assign
attach a grade assessing the overall quality of the projects.
Final
Exam:
Comprehensive computer-based final examinations
will be administered during the Final Class Meeting. Students who have successfully completed and mastered the weekly
tutorials and quizzes should be able to produce a very high score on the final
exams without any additional studying, reviewing, or cramming. Specifics of the final exams will be
discussed during the course. Due to the
non-supervised nature of the on-line quizzing during the academic term,
students must obtain a final exam score that is within 10 percentage points of
their cumulative quiz averages (letter grade) to prove successful participation
in the course. If a student produces a
final exam score that is more than 10 percentage points lower than his/her
cumulative quiz average (letter grade), the may assign this score l exam score
as the grade for the entire course. For
example, if a student's cumulative quiz average is 93.2%, this translates
into the letter grade "A."
The lowest percent for an "A" is 90%. Thus, the student must obtain at least an
80% (which is within 10 percentage points of an "A") on the Final
Exam to keep the "A."
Final
Grade:
The Final Course Grade is determined by each
student’s cumulative course quiz average AND a summary score assigned by Dr.
Kritch for the programmed instruction component of the course. This score is ordinarily assigned as a Pass
or Revise and the student must revise the project to receive as Pass before the
final course meeting. The summarization
of these two component assessments will determine the student’s overall course
grade. Grades will be assigned on the
following basis (unless final examination scores diverge more than 10%).
A
= 90-100%
B
= 80-89%
C
= 70-79%
D
= 60-69%
Experimental
Nature of the Course:
This course is experimental in nature. New procedures, advanced internet
applications, and distance learning technologies are implemented. Problems will occur--technological or human
in nature. For these reasons, the
instructors maintain the right to change assignments, schedules, grading
criteria, and any other rules. If
changes are necessary, all students will be notified promptly and dealt with
fairly. Instructors are open to
constructive suggestions to improve the course design.
Course
courtesy:
The instructors will do everything possible
to maintain calm, professional, and kind social interactions. They expect the students to do the
same. From time to time in the past,
however, a few students have lost their professionalism and entered
inappropriate communications via the WEB and email messages. This conduct will not be tolerated. Records are kept of all correspondence. The instructors reserve the right to
administer course credit FINES if inappropriate or unprofessional behavior
occurs.
Incomplete
Grades:
"Incomplete" grades are rarely
given in this course. Failure to
possess basic computer skills or manage time well are NOT acceptable reasons
for an "I" grade. Software or
hardware problems can usually be remedied, thereby allowing a student to
complete the course on time. Other
options include dropping the course early to get a tuition refund and no grade,
withdrawing from the course before the designated deadline without getting a
grade or tuition refund, or retaking the course in a later semester to improve
a low grade. Please refer to university
policy regarding "I" grades.
If a student experiences a major life crisis,
the instructors will attempt to work out a satisfactory solution that in some
cases may include an "I" grade.
The following are considered major life crises: chronic health problems,
extended and severe illness, injury pregnancy complications, childbirth, death
in the immediate family, extended hardships, serious, unavoidable, and
verifiable life crises (e.g., due to extreme weather, flood, fire, home damage,
etc.) subpoena, and extended jury duty.
Students will be asked to provide documentation such as a doctor's
letter, hospital or medical bills, prescriptions, police or insurance reports,
subpoena, jury duty notice, etc.
Cheating:
Students in this course do not have constant
supervision and some students will be tempted to cheat. The instructors have ample experience and
technology to identify suspicious behavior, detect altered files, and find
cheaters. Cheaters will earn
"F" grades, be reported to college authorities, and be recommended to
receive the most severe discipline possible.
Cheating behavior includes, but is not limited to, working though
another students’ tutorials for them, printing and disseminating quizzes, taking
quizzes with help from others, using notes when taking quizzes, producing
another student's project, or having another person produce the project.
Accommodation
for Disabilities:
Please notify the instructor within the first
week if a reasonable accommodation for a disability is needed for this
course. A letter from the Student
Disability Services Office must accompany the request. Additional resource information is available
through the College of Education Guide for Undergraduate Students (Pathfinder),
or the College of Education Graduate Student Handbook.
Weekly
Assignments:
The weekly assignments are divided into
Units. Each Unit assignments must be
completed by the specified due date and time below. As stated, unit quizzes will be disabled at these dates and
times (to be indicated in the WEBCT quizzing area). Thus, students must complete the minimum Unit assignments and
quizzes for each Unit by the due dates and times below.
Here is your schedule of weekly
assignments:
By each deadline
day, you should be prepared to take a quiz over each of the following
assignments and do the tasks listed. These deadlines may change as the
course proceeds to accommodate for unforeseen problems or changes in the course
material. Make sure you always follow the deadlines posted on the ONLINE
QUIZZES section of the course homepage as these are the absolute
deadlines.
The initial orientation August 25 at
8:30 AM in EDU 248, Tampa Campus
Read this syllabus
Work through the Orientation program in lab
Take the advanced placement pretests
Go buy your course materials, including an electronic dictionary (if necessary)
Unit 1 assignments:
Due August 30
Work through ABASETS 1-6
Study Science and Human
Behavior Chapters 1 & 2 (Quiz items
will be fill-in blanks directly from the text)
(For
access to the text of these chapters, go to this site:
file:///C:/Documents%20and%20Settings/aedward/Local%20Settings/Temporary%20Internet%20Files/mcohen and type the word
“operant”
for the USER NAME and
“behavior”
for the PASSWORD)
The
quizzes for these chapters will be available via a method to be announced
later.)
Work through About Programmed
Instruction Tutorials Sets 1-4 (On-Line Tutorials at the Center for PI)
Unit 2
assignments: Due September 6
ABASets 7-11
Science and Human Behavior Chapters
3 & 4 (Quiz items will be fill-in blanks directly from the
text) (For access to the text of these chapters, go to this site:
file:///C:/Documents%20and%20Settings/aedward/Local%20Settings/Temporary%20Internet%20Files/mcohen and type the word
“operant”
for the USER NAME and
“behavior”
for the PASSWORD)
The
quizzes for these chapters will be available via a method to be announced
later.)
About Programmed Instruction Tutorials
5-8 (On-Line
Tutorials at the Center for PI)
Cooper Text Chapter 3 Click here for http://www.coedu.usf.edu/bostow/coopercontents.htm
Complete
the Time-Sample Practicum Competency #13 and submit for approval:
#13. *Competency: Employ various time sampling techniques
Definition: A method of recording used mostly in applied
behavior analysis. Behavior is sampled over a long time scale. The idea is to
make observations at specified times throughout the day. For example, a patient on a psychiatric ward
may be observed every 30 minutes, as a nurse does the rounds, and instances of
psychotic talk are recorded. Time
sampling is a direct observational procedure in which the presence or absence
of specific behaviors is recorded within short uniform time intervals. (E.g.,
an observer observes for 10 seconds and records the occurrence or nonoccurrence
of a behavior during the following 5 seconds.) This procedure may continue for
a specific 30-minute period each day. Time-sampling variations include. (1)
Whole-interval time-sampling, (2) partial-interval time-sampling, and (3) momentary
time-sampling. Momentary time sampling
is a discontinuous observation procedure in which the observational period is
divided into intervals but the observer only notes the status of the target
behavior during a "moment" following the end of each interval.
Directions: The practicum objective is to select a
suitable behavior that occurs relatively frequently during each observation
session. The student should arrange to
observe the behavior for at least three sessions and in three ways above, i.e.,
whole-interval, partial-interval, and momentary time-sampling. This may be accomplished with two other
students rotating across the types of observation. Each type of observation should have at least one interobserver
agreement evaluation of at least 80%.
Graph the data. Students
participating in this venture may use the results in their practicum
portfolios.
FSC Estimated investment of practicum effort: __3___ point (s)
Unit 3
Assignments: Due September 13
ABA Sets 12-16
Science and Human Behavior Chapters 5 & 6 (Quiz items will be fill-in blanks
directly from the text)
(For access to the text of these chapters, go to this site: