Zoder-Martell, 2025 ©
RESEARCH METHODS FOR BEHAVIOR ANALYSIS | SPCE 630
Ball State University
Department Of Special Education
MA In Applied Behavior Analysis With And Emphasis In
Autism
Instructor: Amy Tanner, Phd, BCBA, Fall 2025
Location: Online Course
LBA
Sections: 630 811 Office Location: N/A
Email Address: Office Hours: Wednesday 700 PM
Eastern
Phone: 678-787-6409 Zoom Link:
Https://Us02web.Zoom.Us/J/*******686
COURSE INFORMATION
Course Title: SPCE 630: Research Methods For Behavior Analysis
Course Description: This Course Will Introduce Students To Various Methodologies Used In Special
Education With An Emphasis In Single Case Research As A Quantitative Method Of Analysis.
Students Will Learn About The Use Of Single Case Research To Explore Interventions And Impact On
Behavior With A Focus On People With Disabilities And Autism.
Prerequisites: Introduction To Applied Behavior Analysis (SPCE 609), ABA For Teachers (SPCE
604), Or Permission Is Required. Students Are Expected To Have Learned Foundational Concepts Of
ABA;
Acquired Basic Competence In Behavioral Assessment And Practical Application Of Behavioral
Principles To Improve Socially Significant Behavior; And Be Skilled At Applying Behavior Change
Technology In Collaboration With Other Professionals.
Course Modality / Structure: This Class Will Be Conducted As An Online Learning Course.
This Will Include Examinations, Written Assignments, And Video Lectures. There Are 16
Modules In The Course Content Modules That Have Been Developed For The Course. These
Modules Include All Required And Recommended Materials. The Modules Are Completed
Asynchronously; However, Your Instructor Is Available To Meet With You To Help Teach The
Content.
Course Length: During The Fall And Spring Semesters, This Course Is Offered Across A 16-Week
Semester Or 8-Week Semester (Sections 850-869). During The Summer Semester, This Course Is
Offered Across A 10- Week Semester. During The Abbreviated Semesters, You Will Complete More
Than One Module Per Week. It’s Important To Pay Careful Attention To The Course Calendar.
Course Time Commitment: Please Be Advised That This Is A Very Complex Subject Matter That
Requires A Significant Dedication Of Time. This Is A Rigorous Course With Extensive Reading. This
Is A 3-Hour Class, Which Means A Minimum Of 9 To 10 Hours Per Week Should Be Dedicated To
The Course. Some Weeks May Require Up To 20 Hours. All Of The Reading And Materials To Be
Reviewed Must Be Mastered Early In The
, Zoder-Martell, 2025 ©
1
, Zoder-Martell, 2025 ©
Week Assigned So That You Can Complete The Required Assignments. You Are Highly
Encouraged To Attend Weekly Office Hours With Your Instructor.
Course Expectations: Course Expectations Reflect Those Of A Graduate Level Class. Graduate
Students Are Expected To Actively Participate In All Course Activities And Complete Assignments In
A Timely Manner. You Are Expected To Utilize All Resources In A Way That Result In Mastery And
Fluency With Course Materials And That Will Allow You To Develop The Skills Necessary To Provide
Appropriate Supports As A Behavior Analyst In The Future.
COURSE GOALS AND LEARNING OUTCOMES
This Course Serves To Develop Students’ Competence In The Application Of Single-Case Research
Methods In Behavioral Research. The Design Of Scientifically Credible Applied Research Will Be
Emphasized.
PROGRAM LEARNING OBJECTIVES
The Following Program Learning Objectives Are Addressed:
PLO3: Gain Knowledge And Understanding Of Different Forms Of Measurement, Data
Display And Interpretation Of Data Related To Targeted Interventions And Experimental
Designs
PLO4: Develop Competence In Implementing And Interpreting Single-Case Experimental Designs
That Demonstrate Functional Relations Between Interventions And Target Behaviors
PLO14: Pass The Examination To Become A Board Certified Behavior Analysts (BCBA) Through The
Behavior Analyst Certification Board (BACB).
COURSE OBJECTIVES
At The End Of This Course, The Student Will Be Able To:
Course Objectives (CO)
Foundations Of Behavior Analytic Science
CO Student Outcome BACB TCO
CO-1 Describe The Goals Of Behavior Analysis As A Science A-01
CO-2 Explain The Philosophical Assumptions Underlying The A-02
Science Of Behavior.
CO-3 Discriminate Scientific From Non-Scientific Approaches D-04, D-05
In Educational Research.
Literature Evaluation And Scientific Writing
CO-4 Access, Review, And Evaluate Scholarly Literature In D-06, E-03
Behavior Analysis.
CO-5 Identify The Components Of A Research Article, Including D-06
The Abstract, Literature Review, Methods, Results, And
CO-6 Discussion.
Critique The Clarity, Structure, And Rigor Of Published D-06
Special Education Research Reports
CO-7 Accurately Apply APA Formatting In Academic Writing
, Zoder-Martell, 2025 ©
Ethical Considerations
CO-8 Identify And Describe The BACB Ethical Guidelines E-01, E-03
Relevant To Behavior Analytic Research.
Measurement, Data Collection, Reliability, And Validity
CO-9 Identify And Differentiate Independent And Dependent D-01
VariablesRationales For Conducting Comparative,
CO-10 Identify D-08
Component, And Parametric Analyses
CO-11 Identify And Differentiate Between Continuous C-05. C-06
And Discontinuous Measurement
CO-12 Select Appropriate Measurement Systems C-09
CO-13 Evaluate The Strengths And Weaknesses Of Various C-03, C-04,
Behavior Measurement Systems C-05, C-06,
C-09
CO-14 Explain The Concepts Of Reliability And Validity As They C-08, D-02,
Apply To Measurement And SCRD D-03
CO-15 Identify Appropriate Measurement Scales Used In D-06
Research Reports And Evaluate Their Validity And
CO-16 Reliability
Define Treatment Integrity And Develop Procedures C-12
For Systematically Monitoring It.
CO-17 Distinguish Between Internal And External Validity. D-2
Identify Threats To Internal Validity (E.G., History, D-3
Research Maturation)
Design Logic And Application
CO-15 Describe The Logic And Principles Underlying D-04, D-05
Scientifically Credible Single-Case Research Designs.
CO-16 Evaluate The Conditions Under Which Single-Case D-04, D-05
Intervention Research Is Appropriate.
CO-17 Describe The Advantages Of Single-Case Research D-04, D-05
Designs For Making Causal Inferences
CO-18 Recognize The Strengths, Limitations, And Unresolved D-04, D-05
Issues Associated With Both Single-Case And Group
Research
Data Analysis AndDesigns
Evaluation
CO-19 Describe And Apply Traditional Single-Case Designs D-07
(E.G., Reversal, Multiple Baseline, Alternating
Treatments) And Combine Elements To Address
CO-20 Complex
Select AndResearch Questions.
Implement Appropriate Single-Case D-09
Designs To Address Applied Research Questions
CO-21 Graph Data Using Conventions For Single-Case D-06, C-10
Experimental Designs
CO-22 Interpret Data From Single-Case Designs With Attention To D-06
Level, Trend, Variability, Overlap, Consistency, And
CO-23 Immediacy
Describe Visual And Statistical Techniques For Analyzing C-10, C-11,
And Aggregating Data From Single-Case Intervention D-06
Studies
RESEARCH METHODS FOR BEHAVIOR ANALYSIS | SPCE 630
Ball State University
Department Of Special Education
MA In Applied Behavior Analysis With And Emphasis In
Autism
Instructor: Amy Tanner, Phd, BCBA, Fall 2025
Location: Online Course
LBA
Sections: 630 811 Office Location: N/A
Email Address: Office Hours: Wednesday 700 PM
Eastern
Phone: 678-787-6409 Zoom Link:
Https://Us02web.Zoom.Us/J/*******686
COURSE INFORMATION
Course Title: SPCE 630: Research Methods For Behavior Analysis
Course Description: This Course Will Introduce Students To Various Methodologies Used In Special
Education With An Emphasis In Single Case Research As A Quantitative Method Of Analysis.
Students Will Learn About The Use Of Single Case Research To Explore Interventions And Impact On
Behavior With A Focus On People With Disabilities And Autism.
Prerequisites: Introduction To Applied Behavior Analysis (SPCE 609), ABA For Teachers (SPCE
604), Or Permission Is Required. Students Are Expected To Have Learned Foundational Concepts Of
ABA;
Acquired Basic Competence In Behavioral Assessment And Practical Application Of Behavioral
Principles To Improve Socially Significant Behavior; And Be Skilled At Applying Behavior Change
Technology In Collaboration With Other Professionals.
Course Modality / Structure: This Class Will Be Conducted As An Online Learning Course.
This Will Include Examinations, Written Assignments, And Video Lectures. There Are 16
Modules In The Course Content Modules That Have Been Developed For The Course. These
Modules Include All Required And Recommended Materials. The Modules Are Completed
Asynchronously; However, Your Instructor Is Available To Meet With You To Help Teach The
Content.
Course Length: During The Fall And Spring Semesters, This Course Is Offered Across A 16-Week
Semester Or 8-Week Semester (Sections 850-869). During The Summer Semester, This Course Is
Offered Across A 10- Week Semester. During The Abbreviated Semesters, You Will Complete More
Than One Module Per Week. It’s Important To Pay Careful Attention To The Course Calendar.
Course Time Commitment: Please Be Advised That This Is A Very Complex Subject Matter That
Requires A Significant Dedication Of Time. This Is A Rigorous Course With Extensive Reading. This
Is A 3-Hour Class, Which Means A Minimum Of 9 To 10 Hours Per Week Should Be Dedicated To
The Course. Some Weeks May Require Up To 20 Hours. All Of The Reading And Materials To Be
Reviewed Must Be Mastered Early In The
, Zoder-Martell, 2025 ©
1
, Zoder-Martell, 2025 ©
Week Assigned So That You Can Complete The Required Assignments. You Are Highly
Encouraged To Attend Weekly Office Hours With Your Instructor.
Course Expectations: Course Expectations Reflect Those Of A Graduate Level Class. Graduate
Students Are Expected To Actively Participate In All Course Activities And Complete Assignments In
A Timely Manner. You Are Expected To Utilize All Resources In A Way That Result In Mastery And
Fluency With Course Materials And That Will Allow You To Develop The Skills Necessary To Provide
Appropriate Supports As A Behavior Analyst In The Future.
COURSE GOALS AND LEARNING OUTCOMES
This Course Serves To Develop Students’ Competence In The Application Of Single-Case Research
Methods In Behavioral Research. The Design Of Scientifically Credible Applied Research Will Be
Emphasized.
PROGRAM LEARNING OBJECTIVES
The Following Program Learning Objectives Are Addressed:
PLO3: Gain Knowledge And Understanding Of Different Forms Of Measurement, Data
Display And Interpretation Of Data Related To Targeted Interventions And Experimental
Designs
PLO4: Develop Competence In Implementing And Interpreting Single-Case Experimental Designs
That Demonstrate Functional Relations Between Interventions And Target Behaviors
PLO14: Pass The Examination To Become A Board Certified Behavior Analysts (BCBA) Through The
Behavior Analyst Certification Board (BACB).
COURSE OBJECTIVES
At The End Of This Course, The Student Will Be Able To:
Course Objectives (CO)
Foundations Of Behavior Analytic Science
CO Student Outcome BACB TCO
CO-1 Describe The Goals Of Behavior Analysis As A Science A-01
CO-2 Explain The Philosophical Assumptions Underlying The A-02
Science Of Behavior.
CO-3 Discriminate Scientific From Non-Scientific Approaches D-04, D-05
In Educational Research.
Literature Evaluation And Scientific Writing
CO-4 Access, Review, And Evaluate Scholarly Literature In D-06, E-03
Behavior Analysis.
CO-5 Identify The Components Of A Research Article, Including D-06
The Abstract, Literature Review, Methods, Results, And
CO-6 Discussion.
Critique The Clarity, Structure, And Rigor Of Published D-06
Special Education Research Reports
CO-7 Accurately Apply APA Formatting In Academic Writing
, Zoder-Martell, 2025 ©
Ethical Considerations
CO-8 Identify And Describe The BACB Ethical Guidelines E-01, E-03
Relevant To Behavior Analytic Research.
Measurement, Data Collection, Reliability, And Validity
CO-9 Identify And Differentiate Independent And Dependent D-01
VariablesRationales For Conducting Comparative,
CO-10 Identify D-08
Component, And Parametric Analyses
CO-11 Identify And Differentiate Between Continuous C-05. C-06
And Discontinuous Measurement
CO-12 Select Appropriate Measurement Systems C-09
CO-13 Evaluate The Strengths And Weaknesses Of Various C-03, C-04,
Behavior Measurement Systems C-05, C-06,
C-09
CO-14 Explain The Concepts Of Reliability And Validity As They C-08, D-02,
Apply To Measurement And SCRD D-03
CO-15 Identify Appropriate Measurement Scales Used In D-06
Research Reports And Evaluate Their Validity And
CO-16 Reliability
Define Treatment Integrity And Develop Procedures C-12
For Systematically Monitoring It.
CO-17 Distinguish Between Internal And External Validity. D-2
Identify Threats To Internal Validity (E.G., History, D-3
Research Maturation)
Design Logic And Application
CO-15 Describe The Logic And Principles Underlying D-04, D-05
Scientifically Credible Single-Case Research Designs.
CO-16 Evaluate The Conditions Under Which Single-Case D-04, D-05
Intervention Research Is Appropriate.
CO-17 Describe The Advantages Of Single-Case Research D-04, D-05
Designs For Making Causal Inferences
CO-18 Recognize The Strengths, Limitations, And Unresolved D-04, D-05
Issues Associated With Both Single-Case And Group
Research
Data Analysis AndDesigns
Evaluation
CO-19 Describe And Apply Traditional Single-Case Designs D-07
(E.G., Reversal, Multiple Baseline, Alternating
Treatments) And Combine Elements To Address
CO-20 Complex
Select AndResearch Questions.
Implement Appropriate Single-Case D-09
Designs To Address Applied Research Questions
CO-21 Graph Data Using Conventions For Single-Case D-06, C-10
Experimental Designs
CO-22 Interpret Data From Single-Case Designs With Attention To D-06
Level, Trend, Variability, Overlap, Consistency, And
CO-23 Immediacy
Describe Visual And Statistical Techniques For Analyzing C-10, C-11,
And Aggregating Data From Single-Case Intervention D-06
Studies
