DEVELOPMENT of BEHAVIOR INTERVENTION PROGRAMS
Fall 2012
Instructor:
	
	Jesús Rosales-Ruiz Ph.D.	
	Room 360J Chilton	Office Hours:
	Office phone: (940) 565-2559	M - R  12:00-4:00
	E-mail Jesus.Rosales-Ruiz@UNT.EDU	& by appointment	

Time And Place:

Wednesday  6:00-8:50 PM.  WT 115

Course Objectives:
The general goal of this course is to teach you how to write behavior change programs to improve the life of individuals in the community.  The major themes of this course are the selection and measurement of behavior, assessment of the intra and extraorganismic variables, program design, implementation, and evaluation.  Students will also learn about scientific, ethical, administrative, procedural, and aesthetic considerations in the design of behavior change procedures.
1. Students will learn the critical features involved in designing behavioral programs for a variety of behaviors and populations.
2. Students will write behavior change programs for a variety of target behaviors and populations.
Readings
Textbook
Greenspoon, J. & Rosales-Ruiz, J. (Third Draft). Developing Behavior Intervention Programs. Denton, TX: Our Press.
Articles & Chapters
Readings are available at Copypro.  Ask for BEHV 5560: Developing Behavior Intervention Programs.
Recommended Books
Schwartz, A., & Goldiamond, I. (1975). Social casework: A behavioral approach. New York: Columbia University Press.  (Out of print).
Gilbert, T. (1978). Human competence: Engineering human competence. New York: McGraw Hill Book Company.
Gambrill, E. (2005). Critical thinking in clinical practice: Improving the quality of judgements and decisions.  Hoboken, NJ: Wiley & Sons.
Carr, E., Levin, L., McConnachie, G., Carlson, J., Kemp, D., & Smith, C. (1994). Communication-based intervention for problem behavior: A user's guide for producing positive behavior change. Baltimore, MD: Paul H. Brookes Publishing Co.
Cipani, E., & Spooner, F. (Eds.). (1994). Curricular and instructional approaches for persons with severe disabilities. Boston, MA: Allyn and Bacon.
LaVigna, G., & Donnellan, A. (1986). Alternatives to punishment: Solving behavior problems with non-aversive strategies. New York, NY: Irvington Publishers Inc.

Students Activities
Discussion Topics
Students will write at least one discussion topic about the content of each of the assigned readings.  You may challenge or praise the usefulness of the facts, concepts, and analyses presented in the readings.  You can give an overall reaction to the readings, or focus on a particular issue, or both.  You can also comment about the clarity of the readings.
Class Presentation
Students will present one topic of this course to the class.  The presentation will contain a list of the technical terms used in the readings, an outline of the concepts of the readings, and a description of the main research and/or teaching procedures.  During the presentation the student will be responsible for the class discussion.  The student will prepare a written summary containing the materials used for the presentation plus an evaluative review of the topic.  A list of recommended readings may be included.
Writing Behavioral Programs
Four take-home assignments will be handed out throughout the semester.  Each will consist of writing a behavior change program to teach, replace, or maintain some behavior.
Literature review
Students will select one behavior in their area of interest (e.g., business, education, family, etc.) and review the literature for at least the past 10 years.  Students will then prepare an annotated bibliography, a summary of the types of procedures used and their success.  The review also includes a comparison of the different programs, and recommendations to improve the programs.
Grades
Student Activity			%  of  Grade

	1.	Discussion topics.	20%
	2.	Class presentation.	10%
	3.	Writing behavioral programs.	40%
	4.	Literature review. 	30%	

Topics and Readings:

Week 1:  Introduction

Week 2:  An Overview of Behavioral Intervention and Examples

	Schwartz, A., & Goldiamond, I. (1975). Ways of looking at behavior. pp. 5-15.

	Goldiamond, I. (1965). Self-control procedures in personal behavior problems. Psychological Reports, 17, 851-868.

	Greenspoon, J. & Rosales-Ruiz, J. (2001 Draft). An overview of behavioral Intervention. Chapter 1: pp. 1-18.

Week 3:  The Client, Outcomes, and Supporting Environments

	Mager, R. F. (1997). Preparing Instructional objectives.

	Greenspoon, J. & Rosales-Ruiz, J. (2001 Draft). The client, Outcomes, and Supporting Environments. Chapter 9: pp. 164-181.
	
	Goldiamond, I. (1974/2002). Total institutions and therapeutic goals. pp. 115-121.

	Goldiamond, I. (1978). Societal contingencies of the pathological model. pp. 50-56.

Week 4:  The Measurement of Behavior
	
	Greenspoon, J. & Rosales-Ruiz, J. (2001 Draft). The measurement of behavior. Chapter 2: pp. 19-39

	Schwartz, A., & Goldiamond, I. (1975). Interviews and written logs. pp. 99-112.

	Gambrill, E. (2005). Making Decisions about Data Collection. pp. 363-394.

Week 5:  Extraorganismic Sources of Control

	Greenspoon, J. & Rosales-Ruiz, J. (2001 Draft). Extraorganismic sources of control. Chapter 3: pp. 40-62.

	Goldiamond I, & Pliskoff, S. (1965). Music education and the rationale underlying programmed instruction. Music Educators Journal, I, 51(4), 43-47 + 190-195.

	Goldiamond, I. (1978). Introduction and the analytic system. pp. 1-15.

	Schwartz, A., & Goldiamond, I. (1975). A contingency analysis of emotions. pp. 112-116

Week 6:  Intraorganismic  Sources of Control

	Greenspoon, J. & Rosales-Ruiz, J. (2001 Draft). Intraorganismic sources of control. Chapter 4: pp. 63-80

	Valenstein, S. (1998). Blaming the brain.  pp. 1-8 & 221-240

	Shapiro, D. & Surwit, R. (1976). Learned control of physiological function and disease, pp. 74-123

Week 7:  Models of Behavioral Intervention

	Goldiamond, I, & Dyrud, J. E., & Miller, M. D. (1965). Practice as research in professional psychology. The Canadian Psychologist, 6(1), 110-128.

	Goldiamond, I. (1974/2002). The constructional and pathological orientations. pp. 121-147.

	Risley, T. (1996). Get a life! Positive behavioral intervention for challenging behavior through life arrangement and life coaching.

Week 8:  Analysis of Controlling Variables

	Greenspoon, J. & Rosales-Ruiz, J. (2001 Draft). The assessment of behavioral history and related repertories. Chapter: 8: pp. 145-163.

	Goldiamond, I. (1978). The origins of behavior patterns. pp. 31-50.

	Layng, J. (2006). Emotions and emotional behavior: A constructional approach to understanding some social benefits of aggression. Brazilian Journal of Behavior Analysis, 2, 155-170.

Week 9:  Linear and Non-linear Analysis of Behavior

	Goldiamond, I. (1974/2002). Contingencies of coercion and consent. pp. 164-173.

	Goldiamond, I. (1975). Alternative sets as a framework for behavioral formulations and research. Behaviorism, 3, 49-86.
	Read only pp. 49-62 and all if you are brave ☺.

	Goldiamond, I. (1984). Training parent trainers and ethicists in nonlinear analysis of behavior.

Week 10:  The Constructional Questionnaire and its Application

	Andronis, P. (1997). A user’s guide to Goldiamond’s constructional questionnaire. TXABA Workshop materials.

	Goldiamond, I, & Schwartz, A. (1975). The Smith case. In A. Schwartz and I. Goldiamond. pp. 131-192.

Week 11:  Design of Behavior Intervention Programs

	Goldiamond, I. (1978). Programming and paradigms. pp. 22-31.

	Greenspoon, J. & Rosales-Ruiz, J. (2001 Draft). Design of Behavior Intervention Programs. Chapter 10: pp. 182-204.

	Schwartz, A., & Goldiamond, I. (1975). Program worksheets. pp. 116-127.

Week 12:  Levels and Structure of Performance Analysis

	Gilbert, T. (1974). Levels and structure of performance analysis. Praxis Technical Publications 1.

Week 13:  Knowledge Strategies and Tactics

	GIlbert, T. (1978). Knowledge strategies and tactics: Chapter 9: pp. 253-306.

	Greenspoon, J. & Rosales-Ruiz, J. (2001 Draft). Summary of behavioral intervention. Chapter 13: pp. 252-256.

Full References
Gambrill, E. (2005). Critical thinking in clinical practice: Improving the quality of judgements and decisions.  Hoboken, NJ: Wiley & Sons.
Gilbert, T. (1978). Human competence: Engineering worthy performance. San Francisco, CA: Pfeiffer.
Goldiamond, I. (1974/2002). Toward a constructional approach to social problems: ethical and constitutional issues raised by applied behavior analysis. Behavior and Social Issues, 11, 108-197.
Goldiamond, I. (1978). A programming-Contingency Analysis of Mental Health.  Presidential address delivered at the Fourth Annual Convention of the (Midwest) Association for Behavior Analysis, 15 May 1978, Chicago, IL.
Goldiamond, I. (1984). Training parent trainers and ethicists in nonlinear analysis of behavior. In R. F. Dangel & R. A. Polster (Eds.), Parent training: Foundations of research and practice (pp. 504-546). New York: Guilford.
Mager, R. F. (1997). Preparing Instructional objectives, Third Edition. Center for Effective Performance. Atlanta, GA.
Schwartz, A., & Goldiamond, I. (1975). Social casework: A behavioral approach. New York: Columbia University Press.  (Out of print).
Risley, T. (1996). Get a life! Positive behavioral intervention for challenging behavior through life arrangement and life coaching. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp.425-437). Baltimore, MD: Paul H. Brookes.
Shapiro, D. & Surwit, R. (1976). Learned control of physiological function and disease. In H. Leitenberg (Ed.), Handbook of behavior modification and behavior therapy (pp. 74-123). Englewood Cliffs, NJ: Prentice-Hall.
Valenstein, S. (1998). Blaming the brain: The truth about drugs and mental health. New York: The Free Press.

ADA Statement
The Department of Behavior Analysis, in cooperation with The Office of Disability Accommodation, complies with the Americans with Disabilities Act.  Please present your written accommodation request to me before the 4th class meeting.