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Course Criteria
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3.00 Credits
Orients students to the concepts, processes and scientific principles of behavior on which the field of applied behavior analysis was founded. Topics of study will include the history and defining features of applied behavior analysis as well as the role of basic principles in producing socially meaningful behavior change (positive and negative reinforcement, punishment, discriminative control of behavior and motivating operations). Prerequisite, 280/201 if the course is to count toward the concentration or minor. Open only to participants in the Cooperative Educational Program at the New England Center for Children. The Department.
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3.00 Credits
An introduction to key concepts, methods and ethical considerations associated with behavioral assessment. Objectives will include teaching students to distinguish between idiographic and norm-referenced assessment approaches, to conduct pertinent behavioral assessments (preference assessments, functional assessments and skills assessments), and to incorporate assessment outcomes with treatment selection and design in accordance with contemporary best practices in the field of applied behavior analysis. Prerequisite, 280/201 if the course is to count toward the concentration or minor. Open only to participants in the Cooperative Educational Program at the New England Center for Children. The Department.
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3.00 Credits
An analysis of the anatomical, physiological and chemical changes that occur in the nervous system as a function of experience and development. Laboratory work includes intracellular and extracellular recording from muscle cells and neurons. Three hours of class and three hours of laboratory. (Oral Presentations.) Prerequisite, 205 or Biology 102 or 115. (Same as Neuroscience 330 and Biology 330.) Maximum enrollment, 18. Weldon.
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3.00 Credits
Basic principles that govern the interaction of animals and humans with the environment, with emphasis on applied topics. These include Pavlovian and instrumental conditioning, schedules of reinforcement, and applications with children with special needs. Recommended for students who may be considering clinical applications that use applied behavior analysis, such as Hamilton's Cooperative Educational Program with the New England Center for Children. Emphasis on research methods. (Writing-intensive.) Prerequisite, 280/201. Three hours of class and two hours of laboratory for the first half of the course. Not open to students who have taken 250. Maximum enrollment, 18. Vaughan.
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3.00 Credits
Examines the evolutionary history of humans and the extent to which it affects current behavior. In addition to surveying the field of evolutionary psychology, this course explores the history of Homo sapiens by drawing from findings in anthropology. Topics include the mechanisms of evolution, archaeological and fossil evidence, primate behavior, human mating behavior, altruism and evolutionary medicine. Prerequisite, 280/201. Not open to students who have taken 236. (Same as Anthropology 343.) Frederick.
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3.00 Credits
Study of the social cognitive neuroscience of language, with emphasis on how the brain processes verbal and non-verbal information for the purpose of communication. Analysis of neuroimaging data related to real-world language use. Three hours of lecture and three hours of laboratory. (Quantitative and Symbolic Reasoning.) (Oral Presentations.) Prerequisite, 201, and either 205 or 232. (Same as Neuroscience 347.) Maximum enrollment, 20. Skipper.
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3.00 Credits
A foundation in etiological, diagnostic, ethical and treatment-related considerations affecting services for individuals with autism and other disabilities. Topics of study will include current data on causal variables, issues in early identification and a survey of evidence-based models of treatment, outcome evaluation, and effective systems support for individuals with pervasive developmental disabilities. Prerequisite, 280/201 if the course is to count toward the concentration or minor. Open only to participants in the Cooperative Educational Program at the New England Center for Children. The Department.
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3.00 Credits
An introduction to the science of child behavior and the principles of child growth and development from conception to early adulthood. Focuses on integrating the physical, cognitive, social and emotional domains of development. Includes an experiential component whereby students will work with children or adolescents in an applied setting (e.g., child care center or school). (Oral Presentations.) Prerequisite, 280/201. Burr.
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3.00 Credits
An overview of the theoretical orientations, treatment approaches and empirical literature in the field of counseling psychology. Examines the mechanisms by which counseling interventions facilitate personal and interpersonal functioning with a focus on emotional, social, educational, vocational and developmental concerns. Prerequisite, 280/201. Not open to students who have taken 234. Walden.
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3.00 Credits
The study of the influence of social contexts on thoughts, feelings and behavior. Topics include social cognition, stereotyping and prejudice, self-esteem maintenance, attitudes and persuasion, helping behavior and aggression. Emphasis on experimental research methodology. (Oral Presentations.) Prerequisite, 280/201. Not open to students who have taken 216. Borton.
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