SPSY 7507 - Principles of ABA in School Psychology
Fall 2026 Syllabus, Section 01, CRN 41162,
Credit hours: 3
Course Meeting Times
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Instructor
Elizabeth Christani
Email: ejchristani@ysu.edu
Course Description
Course Readings
| Group | Title | Author | ISBN |
|---|---|---|---|
| Required | The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders. | Barbera, M.L. & Rasmussen, T. | |
| Required | Functional Behavioral Assessment, Diagnosis, and Treatment, Second Edition: A Complete System for Education and Mental Health Settings. | Cipani, E. & Schock, K. M. | |
| Required | Functional Assessment and Program Development for Problem Behavior: A Practical Handbook (3rd Ed.) | O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. |
Additional and Optional Readings:
Arnold, K. D. & Stephens T. M. (2004). Integrated Functional Behavior Assessment Protocol (IF-BAP). Universal Publishing, PA. (Provided by Instructor).
Benner, G., Nelson, J.R., Sanders, E., & Ralston, N. (2012). Behavior intervention for students with externalizing behavior problems: Primary-level standard protocol. Exceptional Children, 78 (2), 181-198.
Campbell, A. & Anderson, C. M. (2011). Check in/check out: A systematic evaluation and component analysis. Journal of Applied Behavior Analysis, 44, 315–326.
Debnam, K., Pas, E., & Bradshaw, C. (2012). Secondary and tertiary support systems in schools implementing school-wide positive behavioral interventions and supports: A preliminary descriptive analysis. Journal of Positive Behavior Interventions, 14 (3), 142-152.
Horner, R. H., Kincaid, D., Sugai, G., Lewis, T., Eber, L., Barrett, S., Rossetto D. C., Richter, M., Sullivan, E., Boezio, C., Algozzine, B., Reynolds, H., & Johnson, N. (2014). Scaling up school-wide positive behavioral interventions and supports: The experiences of seven states with documented success. Journal of Positive Behavioral Interventions, 16, 197-208.
Sprague, J. R., Walker, H., Golly, A., White, K., Myers, D. R., & Shannon, T. (2002). Translating research into effective practice: The effects of a universal staff and student intervention on key indicators of school safety and discipline. Education and Treatment of Children, 24 (4), 495-511.
Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14, 197-208.
The course readings are subject to change in the event of extenuating circumstances, research developments, current events, and/or to ensure better learning.
Assignments/Assessments
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Schedule of Topics and Assignments
| Day | Date | Reading(s) | Proposed Topic | Due/To Prepare for Class |
|---|---|---|---|---|
| Thu | 8/27 | n/a | Course Introduction & Foundations of Applied Behavior Analysis • Syllabus and course expectations • Foundations and principles of ABA • Introduction to data-based decision-making • Reliability and data collection | Research-to-Practice Assignment: Introduction to literature analysis and presentation requirements FBA/BIP: Introduction to Rich Center critical task and case expectations |
| Thu | 9/3 | Readings: O'Neill et al. (2015), Chapters 1–2; Barbera & Rasmussen (2007), Chapters 1–2 | Behavioral Principles & Introduction to Functional Behavioral Assessment (FBA) • Purpose and components of FBA • Function-based assessment and intervention • Behavioral principles underlying assessment | Research-to-Practice Milestone: Begin identifying research related to the behavioral concerns, assessment, and/or intervention needs relevant to your case |
| Thu | 9/10 | Cipani & Schock (2011), Chapters 1–2; O'Neill et al. (2015), Chapter 2 | Indirect Assessment & Defining Behavior • Student/staff/parent interviews • Functional Assessment Interviews (FAIs) • Identifying behaviors of concern • Operational definitions • Introduction to direct observation | FBA/BIP Milestone: Begin record review, interviews/FAIs, and identification of target behavior(s) |
| Thu | 9/17 | Barbera & Rasmussen (2007), Chapter 3; O'Neill et al. (2015), Chapters 2–3 | Multiple Sources of FBA Data & Hypothesis Development • Cumulative record review • Direct behavior ratings • Integrating indirect assessment data • Introduction to hypothesis generation • Functional analysis concepts | FBA/BIP Milestone: Develop/refine operational definition(s) and plan direct observation/data collection |
| Thu | 9/24 | O'Neill et al. (2015), Chapter 2 and Appendices B, C, D, & G; Cipani & Schock (2011), Chapter 2 | Direct Observation, ABC Analysis & Behavioral Data • Direct observation methods • ABC data collection and analysis • Identifying behavioral patterns • Graphing behavioral data • Introduction to single-case design concepts | FBA/BIP Milestone: Conduct direct observations and begin collecting ABC/baseline data |
| Thu | 10/1 | O'Neill et al. (2015), Chapters 2–4; Cipani & Schock (2011), Chapter 2; Barbera & Rasmussen (2007), Chapter 4 | Analyzing FBA Data & Developing a Functional Hypothesis • Integrating indirect and direct data • Identifying antecedent and consequence patterns • Hypothesis development and confirmation • Skill versus performance considerations • Identifying potential reinforcers | FBA/BIP Milestone: Continue direct observations; begin analysis of patterns and development of hypothesized function |
| Thu | 10/8 | O'Neill et al. (2015), Chapters 3–4; Cipani & Schock (2011), Chapter 3 | FBA Interpretation & Professional Communication • Interpreting assessment findings • FBA report writing • Communicating behavioral assessment results • Legal and ethical considerations | FBA/BIP Milestone: Graph and interpret assessment data; refine hypothesis of function Research-to-Practice Milestone: Identify 3–5 scholarly, peer-reviewed studies relevant to your case |
| Thu | 10/15 | O'Neill et al. (2015), Chapter 3 and Appendix F; Cipani & Schock (2011), Chapter 4 | Function-Based Behavioral Intervention • Reinforcement-based interventions • Extinction and planned ignoring • Response reduction procedures and ethical considerations • Shaping and chaining • Generalization and maintenance | Research-to-Practice Milestone: Analyze and synthesize selected research; identify implications for your FBA and BIP |
| Thu | 10/22 | O'Neill et al. (2015), Chapter 5 | Behavior Intervention Plans (BIPs) • Connecting function to intervention • Selecting replacement behaviors • Antecedent/prevention strategies • Teaching and reinforcement strategies • Ohio forms and requirements • Supporting implementation • Progress monitoring | FBA/BIP Milestone: Develop function-based BIP from FBA findings |
| Thu | 10/29 | n/a | Individual Case Consultation & FBA/BIP Development • Individual candidate meetings with instructor as needed • Review of assessment data and hypothesized function • Function-based intervention planning • Progress-monitoring planning | FBA/BIP: Provide current FBA /BIP materials and available data to instructor in Blackboard Research-to-Practice: Continue synthesis of 3–5 selected studies and development of literature analysis and presentation. |
| Thu | 11/5 | Barbera & Rasmussen (2007), Chapters 5–11, as assigned; Cipani & Schock (2011), Chapters 4–5. | Evaluating Intervention Effectiveness & Data-Based Decision-Making • Evaluating target and replacement behaviors • Assessing intervention effectiveness • Treatment fidelity and implementation considerations • Modifying intervention based on data • Generalization and maintenance • Additional intervention considerations for students with intensive learning and behavioral needs | FBA/BIP Milestone: Implement BIP when feasible; collect and analyze intervention/progress-monitoring data. |
| Thu | 11/12 | n/a | Research-to-Practice Presentations — Group 1 • Candidates 1–6 • Research synthesis • Connections to FBA findings and hypothesized function • Connections to BIP decisions • Research-to-practice implication | Research-to-Practice Presentation Due — Group 1 • Approximately 15-minute presentation • Approximately 5-minute Q&A/discussion • Presentation materials submitted as directed |
| Thu | 11/19 | n/a | Research-to-Practice Presentations — Group 2 • Candidates 7–12 • Research synthesis • Connections to FBA findings and hypothesized function • Connections to BIP decisions | Research-to-Practice Presentation Due — Group 2 • Approximately 15-minute presentation • Approximately 5-minute Q&A/discussion • Presentation materials submitted as directed |
| Thu | 11/26 | no class - Happy Thanksgiving! | ||
| Thu | 12/3 | n/a | Rich Center Individual FBA/BIP Presentations — Group 1 • Candidates 1–6 | Critical Task Due — Group 1: Finalized, redacted FBA/BIP materials submitted as directed. Upload required Critical Task materials to Taskstream/SLL by the established deadline. |
| Thu | 12/10 | n/a | Rich Center Individual FBA/BIP Presentations — Group 2 • Candidates 7–12 • Course synthesis and closure | Critical Task Due — Group 2: Finalized, redacted FBA/BIP materials submitted as directed. Upload required Critical Task materials to Taskstream/SLL by the established deadline. |
The course schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances, by mutual agreement, and/or to ensure better learning.