Overview

The course will introduce the theoretical foundations of operant learning. The content is drawn from the BCBA Task List (5th Edition), Section 1: Foundations, Content Area B: Concepts and Principles.

1 Define and provide examples of behavior, response, and response class. 2 Define and provide examples of stimulus and stimulus class. 3 Define and provide examples of respondent and operant conditioning. 4 Define and provide examples of positive and negative reinforcement contingencies. 5 Define and provide examples of schedules of reinforcement. 6 Define and provide examples of positive and negative punishment contingencies. 7 Define and provide examples of automatic and socially mediated contingencies. 8 Define and provide examples of unconditioned, conditioned, and generalized reinforcers and punishers. 9 Define and provide examples of operant extinction. 10 Define and provide examples of stimulus control. 11 Define and provide examples of discrimination, generalisation, and maintenance. 12 Define and provide examples of motivating operations. 13 Define and provide examples of rule-governed and contingency-shaped behavior. 14 Define and provide examples of the verbal operants. 15 Define and provide examples of derived stimulus relations

Assessment Strategy

-threshold -Threshold 50 – 59% • Some basic consideration underpinning principles of the applications of behaviourism in the real world. • Adequate knowledge of some of the key concepts in applied behaviour analysis only. • Weaknesses in understanding theoretical issues with multiple/major factual errors. • Limited evidence of critical analysis and evaluation of theory and research. • Arguments are presented briefly, but they are weak with no synthesis or original interpretation. • Answer only briefly focussed on question and with some irrelevant material and poor structure. • Weak argument with disjointed structure and major APA format errors.

-good -Good 60 - 69% • Some insight into the applications of behaviourism in the real world. • Strong knowledge of key concepts in applied behaviour analysis. • Solid understanding of theoretical issues mostly free of factual errors. • Evidence of critical analysis and evaluation of theory and research. • Coherent arguments presented, with some limited synthesis and original interpretation • Answer focussed on question, but with very little irrelevant material and clear structure • Well-structured presentation showing focus of argument and expression.

-excellent -Excellent 70% + • Depth of insight into behavioural principles underpinning the applications of behaviourism in the real world. • Comprehensive and detailed knowledge of applied behaviour analysis. • Excellent understanding and original interpretation of theoretical issues with no factual errors. • Clear evidence of critical analysis and insightful evaluation of theory and research. • Logically presented and defended arguments presented with coherent synthesis and original interpretation. • Answer focussed on question, with no irrelevant material and clear structure. • Well-structured argument showing focus and clarity of argument and expression.

Learning Outcomes

• Students will critically analyse peer reviewed research papers relevant to the conceptual foundations of behaviour.

• Students will consider the role of language in operant learning; they will define and categorise the verbal operants. Students will explain and identify examples of rule governed behaviour.

• Students will explain and identify the variables that support operant and respondent learning.