This course is designed to prepare students to use evidence-based approaches to early intervention, teaching and support for children with autism spectrum disorders (ASD) and/or developmental disabilities (DD). The aim of the course is to provide understanding of some of the basic issues and best practices involved in the education of children with ASD and DD.  Academic, behavioral, and social challenges in children with ASD and/or DD will be discussed and evidence-based strategies to address those challenges will be reviewed. A variety of assessment and teaching procedures are introduced, such as early intensive behavioral intervention, discrete trial teaching and incidental teaching. Students learn to select appropriate methods and goals for skill acquisition or behavior change based on assessment data. The importance of data-based decision making will be stressed. Students will practice choosing or writing intervention plans, evaluating implementation and assessing intervention effects. A behavior-analytic approach to collaboration, supervision and consultation will be introduced.

This course introduces students to the basic principles by which individuals learn behavior, including social, academic, and physical behavior. The goal is for students to learn about principles of behavior analysis and how they can be applied within the field of education. Fundamental concepts and procedures of applied behavior analysis will be defined and discussed with a focus on how this approach can be used to improve socially significant behaviors. Numerous examples of application of behavior analytic principles to education and upbringing/parenting will be provided and discussed. Learning arrangements consist of lectures, practical assignments and group work.

This course is designed to help students understand some current problems facing the way learning disabilities have been handled in the educational system, to elucidate the circumstances that have generated those problems, and to prepare students to solve those problems with behavior analytic approaches to intervention. The term “evidence-based interventions” is defined and discussed and set standards are clarified. Evidence-based interventions in teaching are reviewed with an emphasis on research in applied behavior analysis.

Supervised practical training. Emphasis on intensive and goal-directed training with direct supervision in applying behavioral principles and technology to modify the academic, social, and interpersonal skills of children.

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

This course provides the student with an introduction to radical behaviorism and the basic concepts and principles of behavior analysis. This course covers basic behavioral principles derived from the experimental analysis of behavior, including operational and classical conditioning along with other principles of behavior and learning along with a short discussion about how results from experimental research can be used to develop teaching strategies and other interventions.

The learning arrangements consist of weekly short lectures and group discussion.

This course will familiarize the student with ethical issues and responsibilities of behavior analysts focusing on the responsible conduct of behavior analysts regarding responsibility to clients, behavioral assessment, and behavior-change programs. Behavior analysts’ ethical responsibility to the profession of behavior analysis will be addressed as well as ethical responsibility to colleagues. The effects of bias and common errors that can influence people's decisions in their work are discussed and the relationship between ethics and law will be explored. The importance and characteristics of good teamwork, interdisciplinary cooperation and communication will also be discussed.

This course is intended to fulfill the professional conduct standards of various certification bodies in the field of behavior analysis.

This course is designed to prepare students to prevent and solve behavior problems with behavior analytic approaches to assessment and intervention. Challenging behavior in children and adolescents and their influencing factors are discussed. Evidence-based practices in positive behavior support used in school-wide implementation, classroom management and individualized supports are reviewed with an emphasis on research in applied behavior analysis. Strategies to assess and enhance classroom or group management are provided as well as practice in conducting functional behavioral assessment and implementing positive behavior support plans to decrease persistent behavior problems. Consultation, supervision and training of school personnel in these methods are discussed and practiced. Throughout the course emphasis is on respectful communication and collaboration with children, parents, teachers and other professionals.

Supervised practical training. Emphasis on intensive and goal-directed training with direct supervision in applying behavioral principles and technology to modify the academic, social, and interpersonal skills of children.

Supervised practical training. Emphasis on intensive and goal-directed training with direct supervision in applying behavioral principles and technology to modify the academic, social, and interpersonal skills of children.

The master´s program in Applied Behavior Analysis is a 120 ECTS credit graduate and cross-disiplinary program including a 30 ECTS credit research thesis. Work on thesis project takes place during the second, third and fourth semester of the master´s program in Applied Behavior Analysis. Ath the end of the 2nd semester the student should have an idea for the research thesis, find an instructor and start preparing the project. During the 3rd semester students develop their research questions and a research proposal shall be presented and approved by the program‘s committee as well as the committee for graduate studies within the School of Education. During this semester work on the theoretical background of the thesis should be completed and applications sent to appropriate research or ethical committee. During the 4th semester the research shall be conducted and a manuscript for a research article presenting the findings finished

This is a clinical course where students will be assigned a student in grade school that has fallen behind other peers in academics. The goal is to get students to apply the evidence-based educational methods introduced in the course Leiðir til að greina og vinna með sértæka námsörðugleika A the previous fall term. During weekly class, each case will be discussed and students suggest ways to solve problems that may arise. Students who have participated in such a project before, e.g., for a thesis, will measure reliability and procedural integrity and also keep track of decisions taken at weekly meetings on how to solve problems are followed.

This course equips the students with understanding and knowledge of how various single-subject experimental designs can be used to study, monitor, and answer questions about the effects of interventions on behavior. The course includes coverage of the most common single-subject designs and reviews the most important issues in conducting research using single-case experimental designs. Students will learn to develop valid and reliable systems for measuring behavior, to display data, and to assess for orderly changes in behavior through visual inspection and interpretation of graphic data. The learning arrangements consist of lectures and applied projects.

Supervised practical training. Emphasis on intensive and goal-directed training with direct supervision in applying behavioral principles and technology to modify the academic, social, and/or interpersonal skills of children.

The course addresses scientific explanations and their nature. It also covers different psychological explanations for human behaviour, comparing various conditions and an academic understanding of the psyche with everyday explanations.

This course is taught following or parallel to Research methods in Applied Behavioral Analysis A. The focal point is single subjects designs in the research literature. Students will read and study published articles that report on the use of single subjects designs in applied settings. The aim is to enhance the students understanding and knowledge of how various single subject experimental designs can be used to study the effects of interventions on behavior in applied setting. Students will also get some practice in presenting and discussing such articles.

The main course objective is for the student to understand and be capable conducting research on behavior analytic in manners that are both legal and ethical. The main focus is on responsible practices and responsibilities regarding the people involved as well as just, legal, and appropriate processes while conducting research, for example regarding participants rights, confidentiality and issues pertinent to the collection, preservation and presentation of data. The ways the scientific community deals with misconduct will also be discussed.

The course focuses on practical professional communication, especially as it relates to prospective work in the fields of social pedagogy and youth work.

The students use several methods and media in their work, including drama, speech and digital media, analysing their own and others' ways of interacting in order to increase their communicative competence.

The course looks at empirical studies on treatment effects of training parents to manage aggressive, oppositional, and other antisocial behaviors that are the basis for diagnosis of hyperactivity, oppositional-defiant, and conduct disorders in children and adolescents. The content of parent training will be discussed intensively. The course will also discuss short parenting courses that have been developed on the basis of research results on parent training and are often used as a psychosocial prevention method for behavioral disorders and as a way to inform parents in general about parenting techniques that increase children's adaptation skills to daily life. 

The master´s program in Applied Behavior Analysis is a 120 ECTS credit graduate and cross-disiplinary program including a 30 ECTS credit research thesis. Work on thesis project takes place during the second, third and fourth semester of the master´s program in Applied Behavior Analysis. Ath the end of the 2nd semester the student should have an idea for the research thesis, find an instructor and start preparing the project. During the 3rd semester students develop their research questions and a research proposal shall be presented and approved by the program‘s committee as well as the committee for graduate studies within the School of Education. During this semester work on the theoretical background of the thesis should be completed and applications sent to appropriate research or ethical committee. During the 4th semester the research shall be conducted and a manuscript for a research article presenting the findings finished

Supervised practical training. Emphasis on intensive and goal-directed training with direct supervision in applying behavioral principles and technology to modify the academic, social, and interpersonal skills of children.

Supervised practical training. Emphasis on intensive and goal-directed training with direct supervision in applying behavioral principles and technology to modify the academic, social, and interpersonal skills of children.

This course is designed to prepare students to use evidence-based approaches to early intervention, teaching and support for children with autism spectrum disorders (ASD) and/or developmental disabilities (DD). The aim of the course is to provide understanding of some of the basic issues and best practices involved in the education of children with ASD and DD.  Academic, behavioral, and social challenges in children with ASD and/or DD will be discussed and evidence-based strategies to address those challenges will be reviewed. A variety of assessment and teaching procedures are introduced, such as early intensive behavioral intervention, discrete trial teaching and incidental teaching. Students learn to select appropriate methods and goals for skill acquisition or behavior change based on assessment data. The importance of data-based decision making will be stressed. Students will practice choosing or writing intervention plans, evaluating implementation and assessing intervention effects. A behavior-analytic approach to collaboration, supervision and consultation will be introduced.

This course introduces students to the basic principles by which individuals learn behavior, including social, academic, and physical behavior. The goal is for students to learn about principles of behavior analysis and how they can be applied within the field of education. Fundamental concepts and procedures of applied behavior analysis will be defined and discussed with a focus on how this approach can be used to improve socially significant behaviors. Numerous examples of application of behavior analytic principles to education and upbringing/parenting will be provided and discussed. Learning arrangements consist of lectures, practical assignments and group work.

This course is designed to help students understand some current problems facing the way learning disabilities have been handled in the educational system, to elucidate the circumstances that have generated those problems, and to prepare students to solve those problems with behavior analytic approaches to intervention. The term “evidence-based interventions” is defined and discussed and set standards are clarified. Evidence-based interventions in teaching are reviewed with an emphasis on research in applied behavior analysis.

Supervised practical training. Emphasis on intensive and goal-directed training with direct supervision in applying behavioral principles and technology to modify the academic, social, and interpersonal skills of children.

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

This course provides the student with an introduction to radical behaviorism and the basic concepts and principles of behavior analysis. This course covers basic behavioral principles derived from the experimental analysis of behavior, including operational and classical conditioning along with other principles of behavior and learning along with a short discussion about how results from experimental research can be used to develop teaching strategies and other interventions.

The learning arrangements consist of weekly short lectures and group discussion.

This course will familiarize the student with ethical issues and responsibilities of behavior analysts focusing on the responsible conduct of behavior analysts regarding responsibility to clients, behavioral assessment, and behavior-change programs. Behavior analysts’ ethical responsibility to the profession of behavior analysis will be addressed as well as ethical responsibility to colleagues. The effects of bias and common errors that can influence people's decisions in their work are discussed and the relationship between ethics and law will be explored. The importance and characteristics of good teamwork, interdisciplinary cooperation and communication will also be discussed.

This course is intended to fulfill the professional conduct standards of various certification bodies in the field of behavior analysis.

This course is designed to prepare students to prevent and solve behavior problems with behavior analytic approaches to assessment and intervention. Challenging behavior in children and adolescents and their influencing factors are discussed. Evidence-based practices in positive behavior support used in school-wide implementation, classroom management and individualized supports are reviewed with an emphasis on research in applied behavior analysis. Strategies to assess and enhance classroom or group management are provided as well as practice in conducting functional behavioral assessment and implementing positive behavior support plans to decrease persistent behavior problems. Consultation, supervision and training of school personnel in these methods are discussed and practiced. Throughout the course emphasis is on respectful communication and collaboration with children, parents, teachers and other professionals.

Supervised practical training. Emphasis on intensive and goal-directed training with direct supervision in applying behavioral principles and technology to modify the academic, social, and interpersonal skills of children.

Supervised practical training. Emphasis on intensive and goal-directed training with direct supervision in applying behavioral principles and technology to modify the academic, social, and interpersonal skills of children.

The master´s program in Applied Behavior Analysis is a 120 ECTS credit graduate and cross-disiplinary program including a 30 ECTS credit research thesis. Work on thesis project takes place during the second, third and fourth semester of the master´s program in Applied Behavior Analysis. Ath the end of the 2nd semester the student should have an idea for the research thesis, find an instructor and start preparing the project. During the 3rd semester students develop their research questions and a research proposal shall be presented and approved by the program‘s committee as well as the committee for graduate studies within the School of Education. During this semester work on the theoretical background of the thesis should be completed and applications sent to appropriate research or ethical committee. During the 4th semester the research shall be conducted and a manuscript for a research article presenting the findings finished

This is a clinical course where students will be assigned a student in grade school that has fallen behind other peers in academics. The goal is to get students to apply the evidence-based educational methods introduced in the course Leiðir til að greina og vinna með sértæka námsörðugleika A the previous fall term. During weekly class, each case will be discussed and students suggest ways to solve problems that may arise. Students who have participated in such a project before, e.g., for a thesis, will measure reliability and procedural integrity and also keep track of decisions taken at weekly meetings on how to solve problems are followed.

This course equips the students with understanding and knowledge of how various single-subject experimental designs can be used to study, monitor, and answer questions about the effects of interventions on behavior. The course includes coverage of the most common single-subject designs and reviews the most important issues in conducting research using single-case experimental designs. Students will learn to develop valid and reliable systems for measuring behavior, to display data, and to assess for orderly changes in behavior through visual inspection and interpretation of graphic data. The learning arrangements consist of lectures and applied projects.

Supervised practical training. Emphasis on intensive and goal-directed training with direct supervision in applying behavioral principles and technology to modify the academic, social, and/or interpersonal skills of children.

The course addresses scientific explanations and their nature. It also covers different psychological explanations for human behaviour, comparing various conditions and an academic understanding of the psyche with everyday explanations.

This course is taught following or parallel to Research methods in Applied Behavioral Analysis A. The focal point is single subjects designs in the research literature. Students will read and study published articles that report on the use of single subjects designs in applied settings. The aim is to enhance the students understanding and knowledge of how various single subject experimental designs can be used to study the effects of interventions on behavior in applied setting. Students will also get some practice in presenting and discussing such articles.

The main course objective is for the student to understand and be capable conducting research on behavior analytic in manners that are both legal and ethical. The main focus is on responsible practices and responsibilities regarding the people involved as well as just, legal, and appropriate processes while conducting research, for example regarding participants rights, confidentiality and issues pertinent to the collection, preservation and presentation of data. The ways the scientific community deals with misconduct will also be discussed.

The course focuses on practical professional communication, especially as it relates to prospective work in the fields of social pedagogy and youth work.

The students use several methods and media in their work, including drama, speech and digital media, analysing their own and others' ways of interacting in order to increase their communicative competence.

The course looks at empirical studies on treatment effects of training parents to manage aggressive, oppositional, and other antisocial behaviors that are the basis for diagnosis of hyperactivity, oppositional-defiant, and conduct disorders in children and adolescents. The content of parent training will be discussed intensively. The course will also discuss short parenting courses that have been developed on the basis of research results on parent training and are often used as a psychosocial prevention method for behavioral disorders and as a way to inform parents in general about parenting techniques that increase children's adaptation skills to daily life. 

The master´s program in Applied Behavior Analysis is a 120 ECTS credit graduate and cross-disiplinary program including a 30 ECTS credit research thesis. Work on thesis project takes place during the second, third and fourth semester of the master´s program in Applied Behavior Analysis. Ath the end of the 2nd semester the student should have an idea for the research thesis, find an instructor and start preparing the project. During the 3rd semester students develop their research questions and a research proposal shall be presented and approved by the program‘s committee as well as the committee for graduate studies within the School of Education. During this semester work on the theoretical background of the thesis should be completed and applications sent to appropriate research or ethical committee. During the 4th semester the research shall be conducted and a manuscript for a research article presenting the findings finished

Supervised practical training. Emphasis on intensive and goal-directed training with direct supervision in applying behavioral principles and technology to modify the academic, social, and interpersonal skills of children.

Supervised practical training. Emphasis on intensive and goal-directed training with direct supervision in applying behavioral principles and technology to modify the academic, social, and interpersonal skills of children.