Autism and developmental disabilities: Early teaching, support and consultation. (ATF101F)

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.

Applied Behavior Analysis for educators (ATF102F)

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.

Empirically developed teaching methods A (SÁL143F)

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.

Practicum in Applied Behavior Analysis 1 (ATF103F)

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.

Behavior analysis and learning (SÁL244F)

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.

Learning theories: Application and research (MVS009F)

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. 

Behavior and Classroom Management (ATF201F)

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.

Ethics in applied behavior analysis (SÁL245F)

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.

Practicum in Applied Behavior Analysis 2 (ATF202F)

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.

Practicum in Applied Behavior Analysis 3 (ATF203F)

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.