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  • Graduate School
  • Department of Applied Behavior Analysis
  • MA in Applied Behavior Analysis and Autism
  • Course Structure Diagram with Credits
  • Basic Principles of Applied Behavior Analysis I
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  • Discuss the concept and historical development of applied behavior analysis.
  • 1.1 Define applied behavior analysis. 1.2 Explain the historical development of applied behavior analysis.
  • 2. Discuss the perspectives necessary for a scientific attitude.
  • 2.1 Explain the concept of determinism. 2.2 Explain the concept of experimentalism. 2.3 Explain the concept of empiricism. 2.4 Explain the concept of parsimony. 2.5 Explain the concept of philosophical doubt.
  • 3. Discuss the principles of applied behavior analysis and their historical development.
  • 3.1 List the principles of applied behavior analysis. 3.2 Explain the historical changes in the principles of applied behavior analysis.
  • 4. Discuss concepts used in applied behavior analysis.
  • 4.1 Describe the behavior-environment relationship within the scope of applied behavior analysis. 4.2 Explain classical and operant conditioning theories. 4.3 Explain types of behavior-increasing stimuli. 4.4 Explain types of behavior-decreasing stimuli. 4.5 Explain the Premack Principle.
  • 5. Discuss the target behavior identification process.
  • 5.1 Explain interview and observation techniques. 5.2 Identify target behaviors. 5.3 Define target behaviors. 5.4 Explain effective reinforcement selection processes.
  • 6. Describe the data collection methods and analysis process.
  • 6.1 Explain data collection techniques. 6.2 Decide on the appropriate technique when collecting data. 6.3 Create graphs. 6.4 Perform graphical analysis.
  • 7. Explain the concept of single-subject experimental research.
  • 7.1 Define single-subject research. 7.2 Explain the phases of single-subject research.
  • 8. Describe stimulus control.
  • 8.1 Explain stimulus control and stimulus control transfer. 8.2 Explain prompts and their types. 8.3 Explain prompt fading processes.

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