Applied Behavior Analysis for Teachers (8th Edition) by Alberto, Paul A. -- Read -- Imperial Library of Trantor

Index

1 R OOTS OF A PPLIED B EHAVIOR A NALYSIS

Biophysical Explanations Biochemical Explanations The Usefulness of Biophysical and Biochemical Explanations Psychoanalytic Theory A Stage Theory of Cognitive Development The Usefulness of Developmental Explanations The Usefulness of Cognitive Explanations Positive Reinforcement Negative Reinforcement Punishment Extinction Antecedent Control Other Learning Principles The Task of the Behaviorist The Usefulness of Behavioral Explanations Historical Precedents Philosophical and Psychological Antecedents

The Usefulness of Explanations Developmental Explanations Cognitive Explanations Behavioral Explanations Historical Development of Behaviorism Summary Key Terms Discussion Questions

2 P REPARING B EHAVIORAL O BJECTIVES

Pinpointing Behavior Establishing Goals Identify the Learner Identify the Target Behavior Identify the Conditions of Intervention Identify Criteria for Acceptable Performance Hierarchy of Response Competence Hierarchy of Levels of Learning Learning Levels for the Learner with Limitations The Individual Transition Plan The Behavioral Intervention Plan

Definition and Purpose Educational Goals Components of a Behavioral Objective Format for a Behavioral Objective Expanding the Scope of the Basic Behavioral Objective Behavioral Objectives and the IEP Summary Key Terms Discussion Questions

3 P ROCEDURES FOR C OLLECTING D ATA

Structuring an Anecdotal Report Event Recording Interval Recording and Time Sampling Duration Recording Latency Recording

A Rationale Choosing a System Anecdotal Reports Permanent Product Recording Observational Recording Systems Duration and Latency Recording How Can All This Be Done? Summary of Data Collection Systems Reliability Factors That May Affect Data Collection and Interobserver Agreement Summary Key Terms Discussion Questions

4 G RAPHING D ATA

Basic Elements of the Line Graph Transferring Data to a Graph

The Simple Line Graph Additional Graphing Conventions Cumulative Graphs Bar Graphs Summary Key Terms Discussion Questions

5 S INGLE -S UBJECT D ESIGNS

Baseline Measures Intervention Measures Experimental Control Implementation Graphic Display Design Application Advantages and Disadvantages Implementation Graphic Display Design Variations Research Application Teaching Application Advantages and a Disadvantage Implementation Graphic Display Research Application Teaching Application Advantage and Disadvantage Implementation Graphic Display Research Applications Teaching Application Advantages and Disadvantages Implementation Graphic Display Research Application Teaching Application Advantages and Disadvantages Implementation Graphic Display Research Application Teaching Application Advantages and Disadvantages Analysis of Results Visual Analysis of Graphs Components of Action Research Single-subject Design Parallels and Contributions Example of an Action Research Study

Variables and Functional Relations Basic Categories of Designs Single-Subject Designs AB Design Reversal Design Changing Criterion Design Multiple Baseline Design Alternating Treatments Design Changing Conditions Design Evaluating Single-Subject Designs Action Research and Single-Subject Design Tools Summary Key Terms Discussion Questions

Comparative Accuracy Positive Behavior Support

Behavior and Its Function The Behavior Support Plan Development of a Behavior Support Plan Summary Key Terms Discussion Questions

7 A RRANGING C ONSEQUENCES T HAT I NCREASE B EHAVIOR

Choosing Effective Reinforcers Making Reinforcers Contingent Making Reinforcement Immediate Types of Reinforcers Group Contingencies and Peer Mediation Schedules of Reinforcement Inadvertent Use Appropriate Means of Escape Using Negative Reinforcement for Instruction

Positive Reinforcement Contracting Variations in Administration of Reinforcers Negative Reinforcement Natural Reinforcement Summary Key Terms Discussion Questions

8 A RRANGING C ONSEQUENCES T HAT D ECREASE B EHAVIOR

Differential Reinforcement of Lower Rates of Behavior Differential Reinforcement of Other Behaviors Differential Reinforcement of Alternative Behavior and Incompatible Behavior Noncontingent Reinforcement Delayed Reaction Increased Rate Controlling Attention Extinction-Induced Aggression Spontaneous Recovery Imitation or Reinforcement by Others Limited Generalizability Sensory Extinction Response-Cost Procedures Time-Out Procedures Types of Aversive Stimuli Disadvantages of Aversive Stimuli Restitutional Overcorrection Positive-Practice Overcorrection

Procedural Alternatives for Behavior Reduction Level I: Reinforcement-Based Strategies Level II: Extinction Punishment Level III: Removal of Desirable Stimuli Level IV: Presentation of Aversive Stimuli Overcorrection Summary Key Terms Discussion Questions

9 D IFFERENTIAL R EINFORCEMENT: A NTECEDENT C ONTROL AND S HAPING

Discrimination Training Rules as Verbal Prompts Instructions as Verbal Prompts Hints as Verbal Prompts Self-Operated Verbal Prompts Visual Prompts Other Tactile Prompts Decreasing Assistance Graduated Guidance Time Delay Increasing Assistance Effectiveness of Methods for Fading Prompts Effective Prompting Task Analysis Chaining How to Manage Teaching Chains

Antecedent Influences on Behavior Differential Reinforcement for Stimulus Control Principles of Discrimination Prompts Modeling Physical Guidance Fading Teaching Complex Behaviors Differential Reinforcement for Shaping Summary Key Terms Discussion Questions

10 P ROVIDING FOR G ENERALIZATION OF B EHAVIOR C HANGE

Stimulus Generalization Maintenance Response Generalization Train and Hope Sequentially Modify Introduce to Natural Maintaining Contingencies Train Sufficient Exemplars Train Loosely Use Indiscriminable Contingencies Program Common Stimuli Mediate Generalization and Train to Generalize

Generalization Training Generalization Summary Key Terms Discussion Questions

11 T EACHING S TUDENTS TO M ANAGE T HEIR O WN B EHAVIOR

Goal Setting Self-Recording of Data Self-Evaluation Self-Punishment Self-Instruction

A Common Experience Preparing Students to Manage Their Own Behavior Self-Management for Learners with Severe Disabilities Self-Management for Learners with Mild Disabilities Self-Management for Students at Risk Summary Key Terms Discussion Questions

12 R ESPONSIBLE U SE OF A PPLIED B EHAVIOR A NALYSIS P ROCEDURES

Confusion with Other Procedures Reaction to Controversial Procedures Concerns About Coercion A Therapeutic Environment Services Whose Overriding Goal Is Personal Welfare Treatment by a Competent Behavior Analyst Programs That Teach Functional Skills Behavioral Assessment and Ongoing Evaluation The Most Effective Treatment Procedures Available

Concerns About Applied Behavior Analysis Ethical Use of Applied Behavior Analysis Procedures Accountability Theory or Recipes? Summary Key Terms Discussion Questions

13 P UTTING I T A LL T OGETHER

Physical Arrangement Time Structure Instructional Structure Verbal Structure Specificity Economy Consequences Rules and Procedures Teacher Characteristics Remember Miss Harper? Ms. Mitchell’s Self-Contained Class Ms. Washington’s Resource Room Who Needs Behavior Mod? Mr. Boyd’s Math Classes Ms. Michaels Has It in the Bag

Stimulus Control A Look into Learning Environments Summary Discussion Questions G LOSSARY R EFERENCES N AME I NDEX S UBJECT I NDEX