Applied Behavior Analysis for Teachers

by Alberto, Paul; Troutman, Anne C.

• ISBN13: 9780130797605
• ISBN10: 013079760X
• Edition: 5th
• Format: Paperback
• Copyright: 1999-01-01
• Publisher: Prentice Hall

Summary

This market-leading book helps students understand and use behavior management concepts in the classroom. The sequence of chapters follows that of an actual behavior analysis; actual data recording sheets, charts, and tables are provided. The text covers identifying target behavior, collecting data, experimental design, arranging antecedents and consequences, and generalizing behavior change. Users love the book's sense of humor and appreciate the talent the authors have for describing complicated information in a clear and appealing manner.

Table of Contents

1 Roots of Applied Behavior Analysis	1	(34)
The Usefulness of Explanations	2	(1)
Biophysical Explanations	3	(5)
Genetic and Hereditary Effects	3	(2)
Biochemical Explanations	5	(1)
Brain Damage	6	(1)
The Usefulness of Biophysical Explanations	6	(2)
Developmental Explanations	8	(5)
Psychoanalytic Theory	9	(1)
A Stage Theory of Cognitive Development	10	(1)
Stage Theories and Intelligence	11	(1)
The Usefulness of Developmental Theories	11	(2)
Cognitive Explanation	13	(5)
The Usefulness of Cognitive Theory	16	(2)
Behavioral Explanation	18	(6)
Positive Reinforcement	19	(1)
Negative Reinforcement	19	(1)
Punishment	19	(1)
Extinction	20	(1)
Stimulus Control	20	(1)
Other Learning Principles	20	(1)
The Task of the Behaviorist	21	(1)
The Usefulness of Behavioral Explanation	21	(3)
Historical Development of Behaviorism	24	(11)
Historical Precedents	25	(1)
Philosophical and Psychological Antecedents	26	(1)
Respondent Conditioning	27	(1)
Associationism	28	(1)
Behaviorism	29	(1)
Operant Conditioning	29	(2)
Summary	31	(1)
Discussion Questions	32	(3)
2 Responsible Use of Applied Behavior Analysis Procedures	35	(24)
Concerns About Applied Behavior Analysis	36	(4)
Confusion with Other Procedures	36	(2)
Reaction to Controversial Procedures	38	(1)
Concerns about Coercion	38	(2)
Ethical Use of Applied Behavior Analysis Procedures	40	(9)
A Therapeutic Environment	42	(2)
Services Whose Overriding Goal Is Personal Welfare	44	(1)
Treatment by a Competent Behavior Analyst	45	(1)
Programs That Teach Functional Skills	46	(1)
Behavioral Assessment and Ongoing Evaluation	47	(1)
The Most Effective Treatment Procedures Available	48	(1)
Accountability	49	(5)
Theory or Recipes	54	(1)
Summary	54	(1)
Discussion Questions	55	(4)
3 Preparing Behavioral Objectives	59	(34)
Definition and Purpose	60	(3)
Pinpointing Behavior	62	(1)
Educational Goals	63	(16)
Establishing Goals	63	(3)
Components of a Behavioral Objective	66	(6)
Identify Criteria for Acceptable Performance	72	(2)
Format for a Behavioral Objective	74	(5)
Expanding the Scope of the Basic Behavioral Objective	79	(7)
Hierarchy of Response Competence	79	(3)
Hierarchy of Levels of Learning	82	(3)
Learning Levels for the Learner with Limitations	85	(1)
Behavioral Objectives and the IEP	86	(3)
Summary	89	(1)
Discussion Questions	90	(3)
4 Procedures for Collecting Data	93	(48)
A Rationale	94	(1)
Choosing A System	95	(5)
Anecdotal Reports	100	(3)
Structuring an Anecdotal Report	101	(2)
Permanent Product Recording	103	(3)
Observational Recording Systems	106	(22)
Event Recording	106	(11)
Interval Recording and Time Sampling	117	(8)
Variations on the Collection Sheet	125	(3)
Duration and Latency Recording	128	(4)
Duration Recording	128	(1)
Latency Recording	129	(3)
Reliability	132	(1)
Factors That May Affect Data Collection and Interobserver Agreement	133	(2)
Summary	135	(1)
Discussion Questions	135	(6)
5 Graphing Data	141	(22)
The Simple Line Graph	142	(14)
Basic Elements of the Line Graph	142	(3)
Transferring Data to A Graph	145	(11)
Additional Graphing Conventions	156	(1)
Cumulative Graphs	157	(1)
Bar Graphs	158	(3)
Summary	161	(1)
Discussion Questions	161	(2)
6 Single-Subject Designs	163	(56)
Variables and Functional Relationships	164	(1)
Basic Categories of Designs	165	(5)
Single-Subject Designs	166	(1)
Baseline Measures	167	(3)
Intervention Measures	170	(1)
Experimental Control	170	(1)
AB Design	170	(5)
Implementation	171	(1)
Graphic Display	171	(1)
Design Application	172	(1)
Advantages and Disadvantages	173	(2)
Reversal Design	175	(5)
Implementation	175	(2)
Graphic Display	177	(1)
Design Variations	177	(1)
Research Application	177	(2)
Teaching Application	179	(1)
Advantages and a Disadvantage	180	(1)
Changing Criterion Design	180	(6)
Implementation	180	(2)
Graphic Display	182	(1)
Research Application	182	(2)
Teaching Application	184	(1)
Advantage and Disadvantage	184	(2)
Multiple Baseline Design	186	(11)
Implementation	187	(1)
Graphic Display	187	(1)
Research Applications	188	(7)
Teaching Application	195	(1)
Advantages and Disadvantages	195	(2)
Alternating Treatments Design	197	(7)
Implementation	198	(1)
Graphic Display	199	(2)
Research Application	201	(1)
Teaching Application	202	(2)
Advantages and Disadvantages	204	(1)
Changing Conditions Design	204	(5)
Implementation	205	(1)
Graphic Display	205	(1)
Research Application	205	(2)
Teaching Application	207	(2)
Advantages and Disadvantages	209	(1)
Evaluating Single-Subject Designs	209	(4)
Statistical Analysis	209	(1)
Visual Inspection of Graphs	209	(4)
Summary	213	(1)
Discussion Questions	214	(5)
7 Arranging Consequences That Increase Behavior	219	(58)
Positive Reinforcement	222	(1)
Choosing Effective Reinforcers	223	(41)
Making Reinforcers Contingent	226	(1)
Making Reinforcement Immediate	227	(1)
Types of Reinforcers	227	(20)
Contracting	247	(4)
Variations in Administration of Reinforcers	251	(4)
Group Contingencies and Peer Pressure	255	(1)
Schedules of Reinforcement	256	(8)
Negative Reinforcement	264	(4)
Natural Reinforcement	268	(1)
Summary	269	(1)
Discussion Questions	270	(7)
8 Arranging Consequences That Decrease Behavior	277	(56)
Procedural Alternatives for Behavior Reduction	279	(1)
Level I: Strategies of Differential Reinforcement	280	(10)
Differential Reinforcement of Lower Rates of Behaviors	280	(3)
Differential Reinforcement of Other Behaviors	283	(3)
Differential Reinforcement of Incompatible Behaviors and Alternative Behaviors	286	(4)
Level II: Extinction	290	(7)
Delayed Reaction	291	(1)
Increased Rate	291	(2)
Controlling Attention	293	(1)
Extinction-Induced Aggression	293	(1)
Spontaneous Recovery	293	(1)
Imitation or Reinforcement by Others	294	(1)
Limited Generalizability	294	(3)
Punishment	297	(1)
Level III: Removal of Desirable Stimuli	298	(9)
Response-Cost Procedures	298	(2)
Time-Out Procedures	300	(7)
Level IV: Presentation of Aversive Stimuli	307	(14)
Usefulness of Aversive Stimuli	308	(2)
Types of Aversive Stimuli	310	(4)
Disadvantages of Aversive Stimuli	314	(2)
Overcorrection	316	(5)
Summary	321	(1)
Discussion Questions	322	(11)
9 Differential Reinforcement: Stimulus Control and Shaping	333	(36)
Differential Reinforcement for Stimulus Control	334	(19)
Principles of Discrimination	335	(1)
Discrimination Training	336	(1)
Concept Formation	337	(1)
Prompts	338	(4)
Modeling	342	(2)
Physical Guidance	344	(1)
Fading	344	(1)
Decreasing Assistance	345	(2)
Graduated Guidance	347	(1)
Time Delay	348	(1)
Increasing Assistance	349	(1)
Effectiveness of Methods for Fading Prompts	350	(2)
Effective Prompting	352	(1)
Teaching Complex Behaviors	353	(8)
Task Analysis	353	(4)
Chaining	357	(2)
Backward Chaining	359	(1)
Forward Chaining	360	(1)
Total Task Presentation	360	(1)
Differential Reinforcement for Shaping	361	(4)
Summary	365	(1)
Discussion Questions	366	(3)
10 Functional Assessment and Analysis	369	(32)
The Need for Another Strategy	370	(7)
Discovering the Function a Behavior Serves	371	(1)
Antecedent Conditions Functionally Related to Inappropriate Behavior	372	(2)
Obscure Consequences Functionally Related to Behavior	374	(3)
Stage One: Functional Assessment	377	(10)
Informant Assessment	377	(5)
Direct Observation Assessment	382	(5)
Stage Two: Functional Analysis Procedures	387	(9)
Reversal Design	389	(1)
Multi-Element Design	390	(2)
Settings for Conducting Functional Analysis	392	(2)
Functional Equivalency Training	394	(2)
Summary	396	(1)
Discussion Questions	397	(4)
11 Providing for Generalization of Behavior Change	401	(36)
Generalization	403	(5)
Stimulus Generalization	405	(2)
Maintenance	407	(1)
Response Generalization	407	(1)
Training Generalization	408	(21)
Train and Hope	409	(2)
Sequentially Modify	411	(3)
Introduce to Natural Maintaining Contingencies	414	(3)
Train Sufficient Exemplars	417	(4)
Train Loosely	421	(1)
Use Indiscriminable Contingencies	422	(3)
Program Common Stimuli	425	(4)
Mediate Generalization and Train to Generalize	429	(1)
Summary	429	(1)
Discussion Questions	430	(7)
12 Teaching Students to Manage Their Own Behavior	437	(24)
A Common Experience	439	(2)
Preparing Students to Manage Their Own Behavior	441	(15)
Goal Setting	441	(1)
Self-Recording of Data	442	(3)
Self-Evaluation	445	(1)
Self-Reinforcement	445	(4)
Self-Punishment	449	(2)
Self-Instruction	451	(5)
Summary	456	(1)
Discussion Questions	456	(5)
13 Putting It All Together	461	(24)
Stimulus Control	462	(7)
Physical Arrangement	462	(2)
Time Structure	464	(1)
Instructional Structure	465	(1)
Verbal Structure	466	(2)
Teacher Characteristics	468	(1)
A Look Into Learning Environments	469	(15)
Summary	484	(1)
Discussion Questions	484	(1)
Appendix: Professional Resolutions Regarding the Avoidance of Aversive Behavioral Intervention	485	(8)
Glossary	493	(6)
Author Index	499	(8)
Subject Index	507