The Chicago School of Professional Psychology
Department of Applied Behavior Analysis
AB 547 Professional Ethics and Issues/Study Abroad
3 Credit Hours
Fall II 2015
Course Introduction
Instructor:
Marlene J Cohen, EdD, BCBA
Office and Hours:
Thursday 4:00-5:00 pm Eastern
Phone:
(312) 593-8739
E-mail:
[email protected]
Course Website:
Official Course Description
Professional, ethical, and legal issues related to the practice of behavior analysis are critically
examined. Students read ethical guidelines relevant to behavior analysis and apply those guidelines to
ethical scenarios and dilemmas. Supplementary materials illustrate or elaborate on various issues,
including the history of ethics in behavior analysis and current ethical and professional issues. This
section of the course will focus on the impact of diversity on the selection and implementation of
behavior analytic interventions. The culture in South Africa is diverse and different from the US
culture. The students will be exposed to the culture of South Africa before and during the study abroad
component of the course. Two service learning projects will be completed while abroad to apply
ethical and culturally competent decision making.
Chicago School Institutional Learning Goal
Diversity
A graduate will be able to apply theoretical and practical knowledge about ethnic, racial, gender,
sexual, cultural and religious, age, and ability difference in professional work.
Program Competencies
Graduates will show sensitivity and multicultural competence in working with diverse populations.
Program Learning Outcomes
By the end of the program, students will be able to evaluate the impact of diversity issues on
individuals and society and demonstrate sensitivity and competence while working with diverse
populations
Course Learning Outcomes
By the end of this course, students will be able to…
1. Students provide both logical and empirical reasons for and against diversity as a core value in
the evolution of cultural practices, as well as in both ontogeny and phylogeny, and give
examples of each.
2. Students will discuss the various aspects of the South African culture and make comparisons to
their home culture.
3. Students will assess the impact of diversity in the culture of South Africa on decision making
regarding assessment and intervention decisions.
4. Students will evaluate common situations for ethical and legal conflicts, especially as they
relate to the South African culture.
Course Syllabus Page 2 of 21
5.
Students will apply the appropriate steps to resolve ethical and legal conflicts in course
assignments and the service learning projects
Chicago School Institutional Learning Goal
Professional Behavior
A graduate will be able to function in a professional and ethical manner in classroom, off-site training,
and work settings
Program Competencies
Graduates will behave ethically and professionally in their work with clients, students, supervisees, and
other professionals.
Program Learning Outcomes
By the end of the program, students will be able to evaluate and resolve ethical dilemmas in
accordance with behavior-analytic and psychological ethical guidelines.
Course Learning Outcomes
By the end of this course, students will be able to…
1. Students name and describe the variables in applied clinical practice that promote effective
communication and problem solving with clients and with program stakeholders both in the
course and during their service learning project in South Africa.
2. Students verbally acknowledge and respect the ethical issues in behavior analysis regarding
client rights to effective treatment, the ethical measurement of behavior, and legal and
ethical limitations in communication of client data with other professionals and apply these to
their service learning project.
3. Students articulate ethics and functionality of goals that increase skills and functional
independence of clients vs. goals that are designed solely to reduce unwanted behavior or for
the primary benefit of those other than the client during the course and their service learning
project.
4. Students will demonstrate knowledge and understanding of the BACB Guidelines for Responsible
Conduct for Behavior Analysts.
5. Students will apply core ethical responsibilities of the field of behavior analysis and psychology
to clinical and professional activities, especially as related to the South African culture.
Course Requirements
1. Class Leadership
20 Points
This course will involve class discussions and in-class presentations by the students. Students are
expected to read the textbook chapters and any additional required readings assigned for each class.
As noted on the syllabus students will be responsible for participating in class discussion. You will be
assigned as one of the class leaders for the week by your instructor. You might start with a synopsis of
the assigned readings for the week. You should summarize the main points of the readings, identifying
the APA and BACB guidelines/principles discussed. You might then critique the author and/or the
responses to the case examples, present thoughtful questions to the class, or discuss the readings in
such a way that encourages classroom discussion. Outside examples from readings, current events, and
the workplace (while maintaining confidentiality) are encouraged. You might also share your reaction
paper with the class. Your job during this class is to make sure that interesting discussion flows; when
discussion dies down, you should have a topic or question ready to stimulate discussion.
2. Critical Thinking Papers 50 Points Each (2)
You will submit two 2-page reaction papers concerning some aspect of one or more of the assigned
readings. The purpose of these papers is to encourage you to think critically about the readings and to
formulate reactions to them as you read. You may be assigned a question to answer, an ethical
dilemma to respond to, a general topic to discuss, or you may be asked to provide your reaction to the
readings. Thus, your papers can take many forms, including critiquing or challenging the arguments
made by a particular author, discussing one of the assigned readings in relation to other readings
Course Syllabus Page 3 of 21
assigned for the week or previous weeks, identifying and evaluating unexpressed assumptions or biases
in an author’s papers, discussing your own views or experiences in the context of the readings,
critiquing the “responses to cases” at the end of the chapters and offering alternative solutions to the
ethical dilemmas presented, exploring the research implications of a particular idea, etc. Your paper
should not be a summary of the readings.
The paper must be double-spaced and in 12-point font, Times New Roman, with 1-inch margins all
around. Papers must be written in APA Style, including header and title page. Papers should be
submitted to the Canvas dropbox by the beginning of each class period. Technology problems of any
kind are not a reasonable excuse for late papers. Late papers will not be accepted without prior
consent from the instructor.
You will be graded on (a) your ability to extract important ideas from the readings, (b) your ability to
expound upon and develop your ideas, (c) the coherence of your argument and observations, and (d) the
quality and clarity of your writing, including APA format.
Critical Thinking Paper Rubric
Expectation
Paper reflects critical reading and comprehension of material
Readings are related to pertinent ethical codes or issues
Insight/reaction is pertinent to topic discussed in readings (i.e.,
does your reflection make sense in response to the reading?)
Applies and synthesizes content of readings by incorporating
issues and scenarios not mentioned in the required readings
APA style, writing style, and grammatical errors
o ≤ 3 errors + clear, organized writing style w/outside
references = + 2 pts
o 4-5 errors + minor disorganization or awkward sentences
and/or lack of outside sources = + 1 pts
o 6-7 errors + lack of organization/awkward sentences
impede comprehension and/or no outside sources =
0
pts
o > 8 errors + paper not comprehensible = - 1 pts
SubTotal
Page length
o ≥ 2 pgs = Total grade x 1
o 1.5 pgs = Total grade x 0.75
o 1 pg = Total grade x 0.5
o < 1 pg = No credit (Total grade x 0)
SubTotal
Total points possible for each paper
Points
Paper#1
/8
/5
/5
Paper#2
/15
/7
/8
/10
/15
/2
/5
/30
/50
/
30 1
50 #2
3. Behavior Development Solutions Modules 25 Points Each Week Assigned
These modules are integrated into the curriculum based on the content covered in this course. They
are exam prep modules that have both an acquisition component and a fluency component.
Completion of Behavior Development Solutions Modules:
Behavior Analyst Certification Board’s Guidelines for Responsible Conduct
01 Responsible conduct of a behavior analyst
01.01 Reliance on Scientific Knowledge
01.02 Competence
01.03 01.04 &.01.06 Professional Development, Integrity & Dual Relationships and Conflicts of
Interest
01.05 & 01.07 Professional and Scientific Relationships & Exploitative Relationships
Course Syllabus Page 4 of 21
02 Responsibility to Clients
02.01 & 02.02 & 02.03 Definition of Client, Accepting Clients & Responsibility
02.04 02.05 Consultation, Third-Party Requests for Services
02.06 Rights and Prerogatives of Clients
02.07 02.08 02.09 Maintaining Confidentiality, Maintaining Records Disclosures
02.10 & 02.11 Treatment Efficacy & Documenting Professional and Scientific Work
02.12 02.13 02.14 02.15 02.16
03 Assessing Behavior
03.01 03.02 03.03 Behavioral Assessment Approval Functional Assessment Explaining
Assessment Results
03.04 03.05 Consent-Client Records
04 Individual Behavior Change
4.01, 4.03, 4.04, 4.05, & 4.06 - Conditions of Program Success, Approval,
Reinforcement/Punishment, Harmful Reinforcers
4.07, 4.08, 4.09, 4.10, 4.11, & 4.12 - Data Collection, Program Modifications, Consent, Least
Restrictive, Terminating Clients
05 Teacher and/or Supervisor
05.01 05.02 05.03 05.04 05.05 05.06 05.07 05.08 05.09 05.10 05.11 & 05.12
06-08 The Workplace, Responsibility to Behavior Analysis and Colleagues
09 Analyst’s Responsibility to Society
09.01-09.08 - Behavior Analyst's Ethical Responsibility to Society
10 Research
10.0 The Behavior Analyst and Research, Part 1
10.0 The Behavior Analyst and Research, Part 2
4 .Ethics Challenge
50 Points
The final Ethics Challenge will be responses to ethical challenge scenarios. Please select three of the
ethics scenarios. Include a detailed response to the challenge, integrating the BACB’s Code of Ethics to
support your response. Please be sure to list each code item and how that relates to this assignment.
Refer to the rubric for specifics.
5.Study Questions
25 Points Each
Study Questions and online discussion questions (DQTs) will demonstrate that students have adequately
read the assigned material by answering questions regarding the material and its application.
Study Questions: All students will prepare written answers to all Study Questions and upload their
answers to Canvas. Study Questions need to be submitted by 10:00 pm on the due date; no late
assignments will be accepted. Students will receive points if they directly address the question and do
not include a statement that is incorrect (i.e., antithetical to what is stated in the assigned readings,
what was covered in class, or what should be mastered based on the pre-requisite courses to this
class).
Online Discussion Questions (DQTs)
20 Points Each
Students are required to respond to a question/participate in discussion on the discussion board on
Canvas every week. Students might be expected to answer a specific question, provide their opinion on
something, comment on a topic presented, etc. Students will be graded based on the quality of their
answer (i.e., if a student just writes something very brief, such as “I agree” or simply repeat what
someone else has said it is not likely that the student will get full points). To be clear—you are
required to add something to the discussion, and this will require you to read what has already been
written. If you don’t add to the discussion you won’t get points. See the rubric below.
AB 547 Study Abroad Discussion Questions:
DQT 1 What do you think about when you hear the word “ethics”?
How have you been exposed to the word in your everyday life, work, and/or schooling?
What do you expect from the course? (you can answer any part of the question---and don’t have to
answer all of it necessarily—just be sure to add something to the discussion).
DQT 2
Course Syllabus Page 5 of 21
How have the initial readings made you think differently about ethics in behavior analysis?
After reading the overview of South Africa, how do you think being in a different culture will influence
your practice?
DQT 3
Review Chapter 7 in Bailey and Burch’s (2010) book, titled “The Behavior Analyst’s Responsibility to
Clients (Guideline 2)”.
Why do behavior analysts need to think about this topic?
What are some ways in which we could be benefit and/or inadvertently do harm?
What issues have you seen related to ABA and the behavior analyst’s responsibility to clients?
Comment/ discuss.
DQT 4
Comment on some of the issues reviewed in class
What would be some of the challenges to consider given the demographics of South Africa?
How can these guidelines be made more present in the everyday practice of behavior analysis?
DQT 5
Comment on the behavior analyst as teacher and supervisor as discussed in your readings this week
(Chapter 10, Bailey & Burch, 2011).
How would the educational system of South Africa impact your performance as a behavior analyst?
DQT 6
Review Chapter 15, The Behavior Analyst and Research (Bailey & Burch, 2011).
Why is this topic important for behavior analysts?
Relate the responsibility of the behavior analyst to do no harm to guidelines in this section.
What are some considerations you would have to take in order to conduct research in South Africa?
DQT 7
Comment on our ethical responsibilities as behavior analysts — we sometimes think about ethics in a
narrow sense, that is, as it pertains to clinical issues (e.g., assessment and treatment). However, we
are also obligated to the field and society more generally. Comment on this.
What cultural differences exist in South Africa that would require your special consideration?
DQT 8
In thinking about our general responsibilities as behavior analysts, what are some of the ways we can
avoid the “slippery slope”?
Given the economy of South Africa, are there any special issues to be aware of?
DQT 9
For your final discussion I want you to think about the topic of ethics in behavior analysis more
generally. What did you get out of the course? What have you learned about cultural differences as
related to ethics?
How can we make sure that guidelines stay at the center of everything we do as behavior analysts?
7. South Africa Article/ Critical Thinking Assignment
50 Points
Students will complete an online search for an article regarding South Africa that is relevant to the
content of this course. Please ask the instructor if you are unsure if the content meets the assignment
criteria. The students will summarize the article in two to three paragraphs and then discuss how the
information in the article would impact decision making as a behavior analyst. The Critical Thinking
Rubric will be used to grade this assignment.
8.Literature Review Activities
25 Points
Students will submit 6 assignments that demonstrate an ability to read, understand, and synthesize
literature related to ethics. Also, students will review a peer’s work to offer constructive feedback. The
purpose of these assignments is to encourage students to think critically about the readings and to
formulate reactions to them. Students will be required, during various units, to highlight key points,
summarize articles, compare and contrast readings, synthesize across topics, write a brief literature
review, and create graphic organizers for readings. The assignments must be double-spaced and in 12point font, Times New Roman, with 1-inch margins all around. Papers must include title page and
reference page, all in APA style. Assignments should be submitted to the Canvas dropbox by 11:59 pm
CST Thursday of the unit.
Peer reviews are due in Canvas by 11:59:pm CST the last day of the unit.
Course Syllabus Page 6 of 21
Technology problems of any kind are not a reasonable excuse for late assignments. Late assignments will
not be accepted without prior consent from the instructor. You will be graded on (a) your ability to
extract important ideas from the readings, (b) your ability to expound upon and develop your ideas, (c)
the coherence of your argument and observations, and (d) the quality and clarity of your writing,
including APA format. Each activity is worth 25 points.
Expectation
The work demonstrates confident ability to work with key
concepts of ethical behavior.
Assignment shows strong understanding of principles and connects
concepts
Integrates the Ethical Code of the BACB, with specific references
to code number(s) as needed
Paper is coherently organized and the logic is easy to follow
Writing is clear and concise and persuasive.
Includes few grammatical errors and does not interfere with
meaning
APA Formatting: APA style (Cover page, cited sources, reference
section, consistent font)
Peer review is on time and includes written constructive
feedback that makes connections across course material
Total points possible for each assignment
Points #
/6
/6
/5
/3
/5
25
9. Daily Journal Entries While Abroad 25 Points
The use of an online journal is to facilitate the documentation of knowledge you are constructing
throughout the course. It will help you take control of and direct your own learning experience,
identify what you have learned, what questions you have, and what you would like to know more
about. You should not only reflect on knowledge gained through materials and discussion, but also new
ideas to explore feedback from others.
During your visit abroad, you will be prompted to write reflections in response to your visit to the sites
and the cultural activities planned in your visit. You are encouraged to use the course content, your
prior knowledge, and your experience to craft your responses. Bring your current knowledge and
experience into your reflections when appropriate. I will review your reflections and provide feedback
based on the rubric presented below.
Reflection is an opportunity to construct knowledge and meaning from your work. It is one of the most
valuable activities you will perform in this course. Consider the following suggestions when you are
crafting your responses in the online journal. I will be looking for evidence of these suggestions to
assess the quality of your reflections.
Your reflections should be written during the session in which they are being addressed. Keep in mind
that the main purpose of this exercise is to help you construct meaning and self-assess your progress.
Your reflections should be thorough and thoughtful. Support your ideas by using examples, readings,
experiences from your own knowledge base, other course work, etc. Your reflections should be within
a range of 250-500 typed words (no longer, please). Your reflections should address the question or
problem. Take advantage of this unique opportunity to examine your thinking and learning. Make sure
your reflections have depth and reflect critical thinking, analysis, and synthesis. Your reflections
should be complete and free of grammatical or structural errors. Only the instructor and each
individual student can view your journal entry. Do not copy or use another person’s words when
constructing your journal entry.
10. Video Journal/Reaction Assignment
30 Points
Your study abroad course has provided you with an exciting and unique opportunity to apply the
concepts of the course to real life situations through visiting a geographic area that is culturally
Course Syllabus Page 7 of 21
different from your own. The video journal will be completed after returning home and will be
compromised of your thoughts, reactions, and learning experienced gained during your visit. While the
video journal will contain your own personal experience, it should also include references from the
course content (particularly the Long-Nguyen text) and your new understanding of that content based
on your visit. You should also include how the study abroad experience has impacted your growth as a
future professional though the service projects included in your visit. The video should be 15 to 20
minutes in length and should be uploaded into a box.com account created specifically for this course.
11. Service Learning Objectives/Project
50 Points
Out Liaison in South Africa will be working with the Department Chair to determine how we can best be
of service to the sites we will visit. It is our intent to adopt these sites as a department in order to
provide ongoing service in a distance format as well as future visits. Since this study abroad trip has yet
to be approved, we have not determine how we can best be of service. The details will be detailed
once the course has been improved and will include, but not limited to workshop presentations,
volunteer work and donation of supplies.
12. International Travel Registration 25 Points
Professional Contribution and Behavioral Comportment
Students are expected to comport themselves professionally, at all times and with all individuals,
including peers, faculty, guest speakers, and Israeli officials. Students are expected to hear and
incorporate feedback, even if uncomfortable and challenging.
Integrity
All students agree to abide by an honor code whereby all work submitted in this course requires
students’ adherence to the honesty and integrity of their academic performance and the Student
Handbook. Please take special note that students remain responsible for submitting work that is
genuinely theirs. No part of their examinations or papers may be shared with other students in this
class or with other students in future classes. Additionally, no students may refer to examinations or
papers from previous classes. All assignments that are a byproduct of academic dishonesty will
receive, at minimum, a zero on the assignment.
Required Texts:
1. American Psychological Association (2010).
Publication manual of the American
Psychological Association (6th ed.).
Washington, D.C.: American Psychological
Association.
2. Bailey, J. S. & Burch, M. R. (2011). Ethics for
behavior analysts: 2nd Expanded Edition. New
York: Routledge.
3. Welfel, E. R. (2013). Ethics in counseling and
psychotherapy: standards, research, and
emerging issues (5th ed.). Belmont, CA:
Brooks/Cole, Cengage Learning.
4. Long-Nguyen, S (2008). RobbinsWhat If?: Short
Stories to Spark Diversity Dialogue. Nicholas
Brealey America
Required Readings on eReserve
ISBN: 978-1433805615
$28.95
ISBN: 978-0415880299
$125.00
ISBN: 978-0840028587
$153.95
ISBN-10: 0891062750
$14.45
Course Syllabus Page 8 of 21
Link to e-Reserve: http://csopp.docutek.com/eres/default.aspx Password: AB547.
Topic 1: Ethics in ABA: History & Background
Mattaini, M. A. (2001). Editorial: The science of behavior and human rights. Behavior and Social Issues,
11, 1-3.
Miron, N. B. (1968). Issues and implications of operant conditioning: The primary ethical consideration.
Hospital and Community Psychiatry, 19, 226-228.
Skinner, B. F. (1978). The ethics of helping people. In B. F. Skinner (Ed.), Reflections on behaviorism
and society (pp. 33-47). Englewood Cliffs, NJ: Prentice-Hall, Inc.
South African Government web site: http://www.gov.za/
Topic 2: Responsible Conduct of a Behavior Analyst
BACB Professional Disciplinary Standards (2012). Retrieved from
http://www.bacb.com/index.php?page=85#pd
Campbell, C. D., & Gordon, M. C. (2003). Acknowledging the inevitable: Understanding multiple
relationships in rural practice. Professional Practice: Research and Practice, 34, 430-434.
Halleck, S. L. (1974). Legal and ethical aspects of behavior control. American Journal of Psychiatry,
131, 381-385.
Ghezzi, P., & Rehfeldt, R. (1994). Competence. In L. J. Hayes, G. J. Hayes, S. C. Moore, & P. M.
Ghezzi, (Eds.), Ethical issues in developmental disabilities (pp. 81-88). Reno, NV: Context Press.
Dawson, M. (2004). The misbehaviour of behaviourists: Ethical challenges to the autism-ABA industry.
Retrieved August 15, 2007, from www.sentex.net/~nexus23/naa_03.html.
Morris E. K. (2009). A case study in the misrepresentation of applied behavior analysis in autism: The
Gernsbacher lectures. The Behavior Analyst, 32, 205-240.
Topic 3 & 4: Responsibility to Clients
Bannerman, D. J., Sheldon, J. B., Sherman, J. A., & Harchik, A. E. (1990). Balancing the right to
habilitation with the right to personal liberties: The rights of people with developmental
disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis,
23, 79-89.
Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I.
(1988). The right to effective behavioral treatment. Journal of Applied Behavior Analysis, 21,
381-384.
Barret, B. H., Beck, R., Binder, C., Cook, D. A., Engelmann, S., Greer, R. D., Kyrklund, S. J., Johnson,
K. R., Maloney, M., McCorkle, N., Vargas, J. S., and Watkins, C. L. (1990). Statement on
Students' Right to Effective Education. Retrieved from
http://www.abainternational.org/ABA/statements/education.asp.
Bijou, S. (1994). Ethical issues concerning persons with developmental disabilities: A developmental
perspective. In L. J. Hayes, G. J. Hayes, S. C. Moore, & P. M. Ghezzi, (Eds.), Ethical issues in
developmental disabilities (pp. 69-75). Reno, NV: Context Press.
DeJong, G., & Batavia, A. I. (1989). Societal duty and resource allocation for persons with severe
tramatic brain injury. Journal of Head Trauma Rehabilitation, 4, 1-12.
Winkler, R. C. (1977). What types of sex-role behavior should behavior modifiers promote? Journal of
Applied Behavior Analysis, 10, 549-552.
Reker & Lovaas (1974) Behavioral treatment of deviant sex-role behaviors in a male child JABA 7, 173190. http://www.gov.za/
South African Government web site: http://www.gov.za/
Topic 5 & 6: Behavioral Assessment & Intervention
Barrish, I. J. (1974). Ethical issues and answers to behavior modification. Corrective and Social
Psychiatry and Journal of Behavior Technology Methods and Therapy, 20, 30-37.
C.A.R.E (Center for Autism and Research Education web site:
http://www.thecarecentre.co.za/contact.html
Lindsey, P. (1996). The right to choose: Informed consent in the lives of adults with mental
retardation and developmental disabilities. Education and Training in Mental Retardation and
Developmental Disabilities, 31, 171-176.
Kay & Vise (2005) Helping Parents separate the wheat from the chaff: Putting autism treaments to the
Course Syllabus Page 9 of 21
test. In Jacobson, Foxx & Mullick’s Controversial Therapies for Developmental Disabilities: Fad,
Fashion and Science in Professional Practice. Lawrence Erlbaum Assoc Mahway NJ
Sturmey (2005) Ethical Dilemmas and the most effective therapy. In Jacobson, Foxx & Mullick’s
Controversial Therapies for Developmental Disabilities: Fad, Fashion and Science in Professional
Practice. Lawrence Erlbaum Assoc Mahway NJ
Richards (2003). Ch 22 The Central Role of Informed Consent in Ethical Treatment and Research with
Children in W. O’Donohue & K Ferguson’s Handbook of Professional Ethics for Psychologists
Sage Publications Thousand Oaks CA
Statement on Facilitated Communication. (1995). Retrieved from
http://www.abainternational.org/ABA/statements/FC.asp.
Linden, PM ((2012) Children with Autism Disorder receiving Applied Behaviour Analysis Therapy:
Parents’ experiences. Master’s thesis retrieved from
http://search.aol.com/aol/search?enabled_terms=&q=research+applied+behavior+analysis+south+afric
a&s_it=wscreen50-bb&page=2&oreq=30fce04c12ec47129adcb9fbbffc1234&v_t=wscreen50-bb
Topic 7: Behavior Reduction Techniques
Baer, D. M. (1970). A case for the selective reinforcement of punishment. In C. Neuringer & J. L.
Michael (Eds.), Behavior modification in clinical psychology (pp. 243-249). New York: Appleton.
Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J. L., Albin,
R. W., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science.
Journal of Positive Behavior Interventions, 4, 4-16, 20.
Foxx, R. M. (2003). The treatment of dangerous behavior. Behavioral Interventions, 18, 1-21.
Green, G. (1990). Least restrictive use of reductive procedures: Guidelines and competencies. In A. C.
Repp & N. N. Singh (Eds.), Perspectives on the use of nonaversive and aversive interventions
for persons with developmental disabilities (pp. 479-493). Sycamore, IL: Sycamore Publishing
Company.
Hanley, G. P., Piazza, C. C., Fisher, W. W., & Maglieri, K. A. (2005). On the effectiveness of and
preference for punishment and extinction components of function-based interventions. Journal
of Applied Behavior Analysis, 38, 51-65.
Hector Pieterson Memorial and Museam web site:
http://www.gauteng.net/attractions/entry/hector_pieterson_memorial_and_museum/
Schroeder, S. R., Oldequist, A., & Rojahn, J. (1990). A conceptual framework for judging the
humaneness and effectiveness of behavioral treatment. In A. C. Repp & N. N. Singh (Eds.),
Perspectives on the use of nonaversive and aversive interventions for persons with
developmental disabilities (pp. 103-118). Sycamore, IL: Sycamore Publishing Company.
Statement on Restraint and Seclusion. (2010). Retrieved from
http://www.abainternational.org/ABA/statements/RestraintSeclusion.asp .
Topic 8: The Behavior Analyst as a Teacher, Supervisor, and Organizational Consultant
Apartheid Museum web site: http://www.apartheidmuseum.org/
Brodhead, M.T. & Higbee, T.S. (2012). Teaching and maintaining ethical behavior in a professional
organization. Behavior Analysis in Practice, 5, 82-88.
Handelsman, M. M. (1986). Problems with ethics training by “osmosis.” Professional Psychology:
Research and Practice, 17, 371-372.
Newman, B. (1992). Can/should we teach morality? In The Reluctant Alliance: Behaviorism and
Humanism (pp. 55-70). Buffalo, NY: Prometheus Books.
Lattal & Clark (2005) Ch 7 & 8 Setting the stage for ethical behavior Parts one and two. (pp. 149-184).
Ethics at Work.
Topic 9: Ethics in Research and Publication
Malott, R. W. (2002). Notes from a radical behaviorist: Is it morally defensible to use the
developmentally disabled as guinea pigs? Behavior and Social Issues, 11, 105-106.
National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research
(1979). The Belmont Report: Ethical Principles and Guidelines for the Protection of Human
Course Syllabus Page 10 of 21
Subjects of Research, Washington DC. Department of Health, Education, and Welfare.
Retrieved September 1, 2008, from
http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.html
Rosenthal, R. (1994). Science and ethics in conducting, analyzing, and reporting psychological
research. Psychological Science, 5, 127- 134.
Follette WC, Davis, D, & Kemmelneier, M. (2003) Ideals and Realities in the Development and Practice
of Informed Consent (Ch 13) in W. O’Donohue & K Ferguson’s Handbook of Professional Ethics
for Psycholgists Sage Publications Thousand Oaks CA
Hayes GJ (2003). Institutional Review Boards: Balancing Conflicting Values in Research in W. O’Donohue
& K Ferguson’s Handbook of Professional Ethics for Psychologists Sage Publications Thousand
Oaks CA
TCS IRB website: http://www.thechicagoschool.edu/content.cfm/institutional_review_board
Cover sheet instructions:
http://www.thechicagoschool.edu/resources/content/5/0/1/8/6/8/documents/irb_cover_instructions
.pdf
Topic 10: Responsibility to the Field and to Colleagues
Hansen, N. D., & Goldberg, S. (1999). Navigating the nuances: A matrix of considerations for ethicallegal dilemmas. Professional Psychology: Practice and Research, 30, 495-503.
Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., & Mulick, J. A. (2006). Positive behavior
support and applied behavior analysis. The Behavior Analyst, 29, 51-74.
Knapp, T. J. & Downs, D. L. (1977). Radical behaviorism and ethics: To train advocates or apologists. In
J. E. Krapfl & E. A. Vargas (Eds.), Behaviorism and ethics (pp. 307-317). Kalamazoo, MI.:
Behaviordelia.
Pipes, R.B., Holstein, J.E., & Aguirre, M.G. (2005). Examining the personal-professional distinction:
Ethics codes and the difficulty of drawing a boundary. American Psychologist, 60, 325-334.
Topic 11: Responsibility to Society
Skinner, B. F. (1986). Why we are not acting to save the world. In B.F. Skinner, Upon further reflection
(pp. 1-14). Upper Saddle River, NJ: Prentice Hall.
Rolider, A., & Axelrod, S (2005). The effects of “behavior-speak” on public attitudes toward behavioral
interventions: A cross-cultural argument for using conversational language to describe
behavioral interventions to the general public. In Heward, W.L, Heron, T. E., Neef, N. A.,
Peterson, S. M., Sainato, D. M., Cartledge, G., Gardner, R., Peterson, L. D., Hersh, S. B. & Dardig, J. C.
(2005). Focus on behavior analysis in education: Achievements, challenges, & opportunities.
(pp. 283-294). Columbus, OH: Merrill Prentice Hall.
Hersh, S. B. & Dardig, J. C. (2005). Focus on behavior analysis in education: Achievements, challenges,
& opportunities. (pp. 283-294). Columbus, OH: Merrill Prentice Hall.
Topic 12: Professional Skills
Martinez-Diaz, J. A, Freeman, T. R., Normand, M., & Heron, T. E. (2007). Ethical considerations for
applied behavior analysts. In J. O. Cooper, T. E. Heron, & W. L. Heward (Eds.), Applied
behavior analysis (pp. 658-678). Columbus, OH: Merrill Prentice Hall.
McGimsey, Greene, & Lutzker (1995) Competence in aspects of Behavioral Treatment and Consultation:
Implications for Service Delivery and Graduate Training. JABA 28 301-315.
Weiss & Shook (2010). Resources on training requirements for behavior analysts: The behavior analyst
certification board and autism special interest group consumer guidelines.
Reed & Reed (2008). Towards an understanding of evidence-based practice. Journal of Early and
Intensive Behavioral Intervention, 5, 20-29.
Zane, Davis, & Rossurm (2008). The cost of fad treatments in autism. Journal of Early and Intensive
Behavioral Intervention, 5, 44-56.
Green, G., & Johnston, J. M. (2009). Licensing behavior analysts: Risks and alternatives. Behavior
analysis in practice, 2(1), 59.
ABA in South Africa (2014). Retreived from
http://adventuresofalexanderandmommy.blogspot.com/2012/06/this-post-is-follow-up-to-myhopefully.html
Course Syllabus Page 11 of 21
Fong, EH and Tanaka, S (2013). Multicultural alliance of behavior analysis
standards for cultural competence in behavior analysis. International Journal of Behavioral
consultation and Therapy, 8 (2).
Topic 13: State and Federal Law
BCBA License/Certification Laws by state: http://www.bacb.com/index.php?page=100170
American Psychological Society Committee on Professional Practice and Standards (2003). Legal issues
in the practice of psychology. Professional Psychology: Research and Practice, 34, 595-600.
Tribbensee & Claiborn (2003) Ch 17 Confidentiality in psychotherapy and related contexts. In W.
O’Donohue & K Ferguson’s Handbook of Professional Ethics for Psychologists Sage Publications
Thousand Oaks CA.
Knapp & Vandecreek (1982). Tarasoff: Five years later. Professional Psychology, 13, 511-516.
Laws governing practice of psychology:
Resources for California:
State of California Board of Consumers & California Board of Psychology (2012). State laws and
regulations pertaining to the practice of psychology. Adobe file download.
Resources for Illinois:
Standards & Ethics:
http://www.illinoispsychology.org/ethics
Psychology Ethics Guidelines
http://www.illinoispsychology.org/ethical-guidelines
Legal Guidelines:
http://www.illinoispsychology.org/legal-guidelines
HIPPA:
http://www.illinoispsychology.org/HIPAA
Resources for Washington DC, Virginia, and Maryland:
http://www.dcregs.dc.gov/Gateway/ChapterHome.aspx?ChapterNumber=17-69
http://www.dhp.virginia.gov/Psychology/psychology_laws_regs.htm
Licensure of behavior analysts in Virginia: http://lis.virginia.gov/cgibin/legp604.exe?121+ful+CHAP0003
http://dhmh.maryland.gov/psych/SitePages/lawsregs.aspx
Resources for South Africa:
Ethical Issues Related to Psychological Testing in South Africa. Retrieved form
http://www.wwu.edu/culture/foxcroft.htm
Course Rubric
Program Competency
Evaluate the impact of diversity
issues on individuals and society
and demonstrate sensitivity and
Performance Level 1
(Novice)
Performance Level 2
(Internship)
Performance Level 3
(Entry-level)
Course Syllabus Page 12 of 21
competence while working with
diverse populations.
(Diversity)
R1 Assesses the impact of cultural
differences on goal selection and
accomplishment.
R2 Demonstrates sensitivity to
the unique needs of the client in
assessment and planning of
interventions.
R3 Determines effective solutions
to issues related to diversity.
Inconsistently assesses the
impact of cultural
differences on goal
selection and
accomplishment.
Inconsistently
demonstrates sensitivity
to the unique needs of the
client in assessment and
planning of interventions.
Assesses the impact of
cultural differences on
goal selection and
accomplishment half of
the time.
Demonstrates sensitivity
to the unique needs of the
client in assessment and
planning of interventions
half of the time.
Assesses the impact o
cultural differences o
goal selection and
accomplishment most
the time.
Demonstrates sensitivi
to the unique needs of t
client in assessment an
planning of interventio
most of the time.
Inconsistently determines
effective solutions to
issues related to diversity.
Determines effective
solutions to issues related
to diversity half of the
time.
Determines effective
solutions to issues relat
to diversity most of th
time.
ABA PLO 2 OUTCOMES RUBRIC
Program Competency
Evaluate and resolve ethical
dilemmas in accordance with
behavior-analytic and
psychological ethical guidelines.
(Professional Behavior)
R1 Determines the ethical codes
related to specific dilemmas.
R2 Accurately interprets ethical
guidelines.
R3 Determines solution(s) and/or
correct plan of action to address
ethical dilemmas.
Performance Level 1
(Novice)
Performance Level 2
(Internship)
Inconsistently determines
the ethical codes related
to specific dilemmas.
Determines the ethical
codes related to specific
dilemmas half the time.
Inconsistently interprets
ethical guidelines
accurately.
Inconsistently determines
solution(s) and/or correct
plan of action to address
ethical dilemmas.
Accurately interprets
ethical guidelines half the
time.
Determines solution(s)
and/or correct plan of
action to address ethical
dilemmas half the time.
Performance Level 3
(Entry-level)
Determines the ethica
codes related to specif
dilemmas most of the
time.
Accurately interprets
ethical guidelines most
the time.
Determines solution(s
and/or correct plan o
action to address ethic
dilemmas most of the
time.
Course Syllabus Page 13 of 21
Course Schedule
Week/
Unit
NOTE TO
FACULTY:
Week 1
(Units 1 and
2)
Week 2
(Units 3 and
4)
Week 3
(Units 5 and
6)
Topic
Learning
Outcomes
Readings
Assignments
Points /
Assessment
Method
Unit Title
Specify
Course
Learning
Outcome(s)
addressed,
with relevant
Module
Learning
Outcome(s).
Textbook
chapters,
eReserve articles,
and other
materials. Must be
in current APA
format.
Full details of each
assignment. Must
provide assignment
name,
requirements,
associated MLO,
and due date.
Points
available for
this
assignment;
name of
Grading rubric
or other tool.
BDS Module 1.5
DQT 1
Study Question 1
DQT 2
Literature Review
Activity
25
20
25
20
25
Introduction to
Ethics and
Professional
Issues
Responsibility
to Clients
Behavioral
Assessment &
Intervention
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
Readings:
Review the Syllabus
B&B Preface, Intro, Ch
1-3, Ch 4-6
APA Intro (pp. 1-4, 47)
ACA Preamble and
Purpose
Welfel (pp. 27-57, 5882)
Mattaini (2001)
Miron (1968)
Skinner (1978)
BACB Professional
Disciplinary Standards
(2012)
Campbell (2003)
Halleck (1974)
Ghezzi (1994)
Dawson (2004)
Morris (2009)
South Africa
Demographics
Long-Nguyen Ch 1
B & B: Ch 7
APA (2002)
ACA (2005)
Welfel (pp. 110-161)
Bannerman (1990)
Van Houten (1988)
Barret (1990)
Bijou (1994)
DeJong (1989)
Winkler (1977)
South African
Language and Culture
Long-Nguyen Ch 2
B&B Ch 8-9
APA Sections 9 and
10
ACA Section E
Barrish (1974)
Lindsey (1996)
Kay (2005)
Sturmey (2005)
Richards (2003)
Statement on
Facilitiated
Communication (1995)
South Africa Education
and Health
Long-Nguyen Ch 3
BDS Module 1.6
Class Leadership
Discussion DQT 3. DQT
4
Study Question 2
Literature Review
Activity
BDS Module 1.3
Class Leadership
Discussion DQT 5, DQT
6
Study Question 3
Literature Review
Activity
Critical Thinking Paper 1
25
20
25
25
25
20
25
25
50
Course Syllabus Page 14 of 21
Week/
Unit
NOTE TO
FACULTY:
Week 4
(Units 7 and
8)
Week 5
Units 9 and
10)
Week 6
(Units 11 and
12)
Topic
Learning
Outcomes
Readings
Assignments
Points /
Assessment
Method
Unit Title
Specify
Course
Learning
Outcome(s)
addressed,
with relevant
Module
Learning
Outcome(s).
Textbook
chapters,
eReserve articles,
and other
materials. Must be
in current APA
format.
Full details of each
assignment. Must
provide assignment
name,
requirements,
associated MLO,
and due date.
Points
available for
this
assignment;
name of
Grading rubric
or other tool.
BDS Module 1.2
Class Leadership
Discussion DQT 7.
DQT 8
Study Question 3
Literature Review
Activity
Mandatory Go to
Meeting with Site
1/Liaison
25
20
25
25
25
BDS Module 1.1
Class Leadership
Discussion DQT 9, DQT
10
Study Question 4
Critical Thinking Paper 2
Literature Review
Activity
25
20
25
50
25
BDS Module 1.4
Class Leadership
Discussion DQT 11,
DQT 12
Study Question 5
Ethics Challenge
Diversity Oath
Discussion
Literature Review
Activity
Mandatory Go to
Meeting with Site
2/Liaison
25
20
25
50
20
25
Behavior
Reduction
Techniques/
Role as
Teacher,
Supervisor
Consultant
Ethics in
Research and
Responsibility
to the Field
Responsibility
to Society and
Professional
Skills
1, 2, 3, 4
1 2, 3, 4
1, 2, 3, 4
B&B Ch 10
APA Sections 7
ACA Section F
Welfel Ch 14
Baer (1970)
Carr (2002)
Foxx (2003)
Green (1990)
Hanley (2005)
Schroeder (1990)
Statement on Restraint
and Seclusion (2010)
Brodhead (2012)
Handelsman (1986)
Newman (1992)
Lattal (2005)
South Africa Politics
Long-Nguyen Ch 9
Bailey Ch 12, 13, 15
APA Section 5, 1
(review)
ACA Section D
Welfel (pp. 315-337)
Malott (2002)
National Commission
(1979)
Rosenthal (1994)
Follette (2003)
Hayes (2003)
TCS IRB
Hansen (1999)
Johnston (2006)
Knapp (1977)
Pipes (2005)
South African
Economy
Long-Nguyen Ch 10
B&B Ch 14
ACA Section H
Skinner (1986)
Rolider (2005)
Hersh (2005)
Martinez-Diaz (2007)
McGimsey (1995)
Weiss (2010)
Reed (2008)
Zane (2008)
Green (2009)
ABA in South Africa
Long-Nguyen Ch 14
Course Syllabus Page 15 of 21
Week/
Unit
NOTE TO
FACULTY:
Week 7
(Units 13 and
14)
Week 8
Abroad
Topic
Learning
Outcomes
Readings
Assignments
Points /
Assessment
Method
Unit Title
Specify
Course
Learning
Outcome(s)
addressed,
with relevant
Module
Learning
Outcome(s).
Textbook
chapters,
eReserve articles,
and other
materials. Must be
in current APA
format.
Full details of each
assignment. Must
provide assignment
name,
requirements,
associated MLO,
and due date.
Points
available for
this
assignment;
name of
Grading rubric
or other tool.
B & B Ch 15
BCBA
License/Certifications
by state
APA, 34, 595-600
Tribbensee (2003)
Knapp (1982)
Long-Nguyen Ch 21
Class Leadership
Discussion DQT 13,
DQT 14
Study Question 6
Literature Review
Activity
South Africa News
Article/Critical Thinking
Paper
Professional
Development
Continued:
The Law and
Application of
Ethical
Principles
Application of
the Principles
of Professional
Ethics and the
Impact of
Diversity
1,2,3,4
1.2.3.4
N/A
Daily Journal
Video Journal/Reaction
Assignment
Service Learning Project
(Site 1)
Service Learning Project
(Site 2)
20
25
25
50
30
50
Week 9
Abroad
In-Country Timeline
***Subject to Change***
1 Sunday, 13 December
Arrivals
All participants arrive at OR Tambo International Airport and transfer
to Greenwood Manor (own expense)
6pm
Welcome Dinner and Meeting – Greenwood Manor Restaurant.
Attire: Casual
6 Keith Place, Pine Park,
Linden
Tel 011 888 1747
2 Monday, 14 December
7:15am
Site visit 1: CARE Centre
Attire: Business Casual
TAXI
4:30pm
TAXI
Return to guesthouse
40 Bompas Road,
Dunkeld, 2196
Gauteng
Tel 011 447 3824
Course Syllabus Page 16 of 21
Evening
Dinner at leisure (Restaurant at guesthouse OR order takeout meals)
3 Tuesday, 15 December
7:15 am
TAXI
Arrive at CARE Centre: Day 2 Site 1
Attire: Business Casual
Lunch
Lunch at Sikhumzi Restaurant, Soweto (included in fee)
TAXI
1:30 pm
Half day tour of downtown Johannesburg & Soweto.
TOUR BUS Hector Peterson Memorial & Mandela Visitors Centre
Attire: Casual
4pm
TOUR
BUS
6:15pm
7:30pm
40 Bompas Road,
Dunkeld, 2196
Gauteng
Tel 011 447 3824
Lebo, KTP Tours
Tel 011 0280 432
Daily Group Reflection
Dinner at Ponto de Mozambique Restaurant (within guesthouse)
(included in fee)
Followed by 1 hour Drumming activity led by “Drum Tribe” (included
in fee)
Romy / Shaun
082 602 3110
4 Wednesday, 16 December
9:30am
ATLAS
Attire: Business Casual
Depart guesthouse for Apartheid Museum. Do self-guided tour of
museum.
(included in fee)
Lunch at museum café (meal allowance)
Depart for CARE Centre.
Day 3 Site 1: CARE Centre
Service Learning Project
Lunch
12:30
1pm
4pm
Evening
Daily Group Reflection
Dinner at leisure
5 Thursday, 17 December
Day 4 Site 1: CARE Centre
Depart for the Lion Park (Lanseria)
40 Bompas Road,
Dunkeld, 2196 Gauteng
Tel 011 447 3824
Course Syllabus Page 17 of 21
Evening
Visit the Lion Park – for lunch at the café, a guided safari tour of the 200
hectare park, game viewing, and visiting the cub enclosure (included in
fee)
Return to guesthouse.
Daily Group Reflection
6 Friday, 18 December
ATLAS
8:30am
Depart for airport and travel to Cape Town
Arrive Cape Town and transport to hotel
Evening
Daily Group Reflection
7 Saturday, 18 December
TBD
2:30pm
Evening
Daily Group Reflection
Dinner at leisure
8 Sunday, 19 December
TBD
4pm
Evening
Return to guesthouse
At Leisure
9 Monday, 25 August
TAXI
9:00 am
11:00 am
12:15
Attire: Business Casual
Site visit 2: Service Learning Project
2:30pm
TAXI
Evening
Drop-off at Sandton Shopping Centre and Guesthouse
Afternoon at leisure.
At leisure
Farewell Lunch in Melville: Lucky Bean Restaurant (included in fee)
(Walking distance from Hotel Hope)
7th Street, Melville
(lower end)
Tel 011 482 5572
Course Syllabus Page 18 of 21
10 Tuesday, 26 August
Departures Transfer to Airport (own expense)
OR Tambo Airport
Late Assignments
No assignments will be accepted as late unless negotiated with the instructor at least 24 hours before
the assignment is due. The assignment grade may be reduced up to 10%. The decision rests with the
professor. No incompletes will be issued at the end of the semester. If a class is missed due to an
emergency or illness, assignments must be submitted no later than 48 hours after the original class
time, unless other arrangements are made with the instructor.
Feedback
The instructor will provide you with timely feedback within 48 hours of assignment submission for short
assignments and 72 hours for long assignments.
Confidentiality Requirement
In accordance with the American Psychological Association’s Ethical Principles of Psychologists and Code
of Conduct, reasonable precautions must be taken to protect confidential information.
“Psychologists do not disclose in their writings, lectures, or other public media confidential, personally
identifiable information concerning their client/patients, students, research participants,
organizational clients, or other recipients of their services that they obtained during the course of their
work, unless 1) they take reasonable steps to disguise the person or organization, 2) the person or
organization has consented in writing, of 3) there is legal authorization for doing so. (APA Ethics Code
2002, 4.07)
Students may and are often required to relate course content to real world and work
experiences. Whenever these experiences are brought into the learning process, students are to protect
the confidentiality and privacy of any persons or organizations included in their coursework. Students
shall not disclose any information about a person or an organization that enables their identity unless
otherwise approved or authorized as noted in the APA Ethics Code. Failure to adhere to this
requirement may result in referral to the Student Affairs Committee.
Phase III: Taking Action Beyond…
Students will complete a semester of academic study and a study abroad trip, then be encouraged to continue
their work and learning upon return. Phase III will not only offer students the space to reflect but also the
opportunity to meet with fellow students to discuss ways in which service to a similar local population could be
realized. Early in the course, students will be encouraged to form relationships with other students for support
through their travels in an unfamiliar land, re-entry into their local culture, and post trip action planning for
service continuation. Students will be asked upon return: “Now what?”
Grading
Grading Scale
A
94 – 100
A-
90 – 93
B+
88 – 89
B
83 – 87
B-
80 – 82
Course Syllabus Page 19 of 21
C
70 – 79
F
69 and below
If it is determined that a student is failing a core course or is demonstrating professional comportment
problems that warrant an Academic Development Plan, it is at the discretion of the Faculty Leader to
NOT allow a student to engage in the study abroad experience. If a student’s grade is a B- or lower as
of the last assignment prior to travel, the student will not be permitted to travel abroad.
Final course grades will be assigned as follows:
Institutional Policies from the Student Handbook
The Chicago School of Professional Psychology Policies are found in the TCSPP Catalog (Institutional,
Academic, Student Rights and Responsibilities, and Financial Aid and Student Account Policy sections):
http://catalog.thechicagoschool.edu/content.php?catoid=37&navoid=1706
POLICY
LINK
STATEMENT OF ACADEMIC INTEGRITY
ACCOMMODATION FOR STUDENTS
WITH DISABILITIES
STATEMENT OF COMMITMENT TO
DIVERSITY
USE OF COMPUTING RESOURCES
CONCERNS ABOUT ACADEMIC
PERFORMANCE AND PROFESSIONAL
COMPORTMENT
INCOMPLETE GRADE POLICY
PROFESSIONAL COMPORTMENT
RELIGIOUS ACCOMMODATIONS
(http://catalog.thechicagoschool.edu/content.php?catoid=37&navoid=170
7#Statement_of_Academic_Integrity)
(http://catalog.thechicagoschool.edu/content.php?catoid=37&navoid=170
6#Accommodation_for_Students_with_Disabilities)
http://catalog.thechicagoschool.edu/content.php?catoid=37&navoid=170
4#Statement_of_Commitment_to_Diversity
(http://catalog.thechicagoschool.edu/content.php?catoid=37&navoid=170
7#Use_of_Computing_Resources)
(http://catalog.thechicagoschool.edu/content.php?catoid=37&navoid=170
7#Concerns_about_Academic_Performance_and_Professional_Comport
ment_)
(http://catalog.thechicagoschool.edu/content.php?catoid=37&navoid=170
5#Incomplete_Grade_Policy)
(http://catalog.thechicagoschool.edu/content.php?catoid=37&navoid=170
7#Professional_Comportment)
(http://catalog.thechicagoschool.edu/content.php?catoid=37&navoid=170
6#Religious_Observance)
Recommended Best Practices
MILITARY ACCOMMODATION
While a policy is being drafted, TCSPP will treat the need for such absences to be on a par with the
institutional plan we have in place for religious accommodations.
Students are expected to notify their professor(s) in writing during the first two weeks of a semester (or as
far in advance as possible) of the dates when they will need to be away and with such notification in place
will work with their professor to agree on out of class assignments that can be undertaken to make up for
the missing class time. For online students, notification is required by the end of the first week of the 7week term. Timely notification according to the parameters set forth in this policy will allow time for
reasonable alternative arrangements convenient to both students and faculty to be made.
All such absences will be treated as excused absences.
Course Syllabus Page 20 of 21
ELECTRONIC COMMUNICATION ETIQUETTE
Learning and working online means that communication often lacks the benefit of visual support of body
language and tone of voice. This can easily lead to misunderstandings or unintentional offense.
Reviewing what is written in an email or posted in a discussion forum will serve to better support
successful online participation.
Students are advised to observe the below guidelines when participating in an online course or
communicating with others. Professional behavior is an institutional learning goal, and all are expected to
behave as professionals in all aspects of communication.

Be respectful, professional, and careful about what is said and how it is said.

Be aware of the image being projecting online. Use clear writing and good form.

As others cannot read nonverbal cues such as facial expressions or easily interpret the tone of
written communication, words and manners of expression must clearly indicate the intended
meaning. This is particularly important when using humor (e.g. sarcasm may not be apparent in
words alone).

Respect the time of others. Keep communication short and to the point. Also, be sure to stay on
topic.

With disagreeing with others, be polite and gracious.

On message boards or in discussion forums, use the subject line appropriately, employing
meaningful and succinct labels so that receivers may immediately grasp the topic being
advanced.

When someone else errs and/or does not follow proper protocol, consider whether it is necessary
to provide correction. If correction is in order, be polite and, if discretion is advised, address the
issue privately rather than in a public way.

Avoid using ALL CAPS, especially when you are disagreeing! This is perceived as shouting and is
considered rude.

Comply with copyright laws.

Be mindful of compatibility concerns. Be sure that files uploaded to online platforms can be
viewed by others.

Be aware of issues that might arise due to cultural and languages differences.

Do not to violate the privacy of others. Do not send commercial advertisements or SPAM to other
students, instructors, or staff.
Student Academic Supports and Resources
NATIONAL CENTER FOR ACADEMIC & DISSERTATION EXCELLENCE (NCADE)
A. Dissertation and Applied Research Project (ARP) Support
 Dissertation Support – Contact: [email protected]
(Writing, APA, Methodology, Editorial help with IRB, Copyediting, etc.)
 Applied Research Project Support– Contact: Your ARP Instructor
(Writing, APA, etc.)
B. Academic Success Programs - Contact: [email protected]
 Onboarding and Orientation
 Writing Assessment and Academic Writing Seminar
 One-on-one writing consultations (on-the-ground and online)
 Time management and learning style consultations
 Presentations on APA writing style and formatting
LIBRARY RESOURCES
Access to The Chicago School Library and additional resources is found at:
Course Syllabus Page 21 of 21
 http://chi.librarypass.org/
 http://la.librarypass.org/
 http://dc.librarypass.org/
Here patrons can access articles via the Search our Databases portal or search for books, test kits, and
videos via the Search our Catalog portal.
BOOKSTORE
Access to the bookstore is found at: http://thechicagoschool.textbookx.com.
IT SUPPORT
Students may contact HelpDesk at: 800-747-8367.
CANVAS SUPPORT
If you need help accessing your course and materials in the Canvas system, the following resources may
be of assistance:
1) Search the Canvas Guides which have a plethora of detailed videos, step-by-step instructions, and links:
http://guides.instructure.com/
2) Access the community user boards and discussions.
3) Ask HelpDesk:
a. Submit a ticket with your question or issue by filling out the form provided in the course.
b. Contact the Help Desk by phone: 800-747-8367.
c. Have a live IM chat with a HelpDesk representative.