Front Cover
Half Title Page
Title Page
Copyright Page
Dedication
About the Author
Preface
Acknowledgments
Brief Contents
Contents
Chapter 1 Roots of Applied Behavior Analysis
Learning Outcomes
Chapter Outline
The Usefulness of Explanations
Biophysical Explanations
Biochemical Explanations
The Usefulness of Biophysical and Biochemical Explanations
Developmental Explanations
Psychoanalytic Theory
A Stage Theory of Cognitive Development
The Usefulness of Developmental Explanations
Cognitive Explanations
The Usefulness of Cognitive Explanations
Behavioral Explanations
Positive Reinforcement
Negative Reinforcement
Punishment
Extinction
Antecedent Control
Other Learning Principles
The Task of the Behaviorist
The Usefulness of Behavioral Explanations
Historical Development of Behaviorism
Historical Precedents
Psychological Antecedents
Summary
Discussion Questions
Chapter 2 Responsible Use of Applied Behavior Analysis Procedures
Learning Outcomes
Chapter Outline
Concerns About Applied Behavior Analysis
Confusion with Other Procedures
Reaction to Controversial Procedures
Concerns About Coercion
Ethical Use of Applied Behavior Analysis Procedures
Treatment by a Competent Behavior Analyst (Van Houten et al., 1988)
Services Whose Overriding Goal is Personal Welfare (Van Houten et al., 1988)
Behavioral Assessment and Ongoing Evaluation (Van Houten et al., 1988)
A Therapeutic Environment (Van Houten et al., 1988)
Programs That Teach Functional Skills (Van Houten et al., 1988)
The Most Effective Treatment Procedures Available (Van Houten et al., 1988)
Accountability
Theory or Recipes?
Summary
Discussion Questions
Chapter 3 Preparing Behavioral Objectives
Learning Outcomes
Chapter Outline
Definition and Purpose
Pinpointing Behavior
Educational Goals
Establishing Goals
Components of a Behavioral Objective
State the Learner
State the Target Behavior
State the Conditions of Intervention
State Criteria for Acceptable Performance
Format for a Behavioral Objective
Expanding the Scope of the Basic Behavioral Objective
Hierarchy of Response Competence
Hierarchy of Levels of Learning
Learning Levels for the Learner with Limitations
Behavioral Objectives and the IEP
Summary
Discussion Questions
Chapter 4 Procedures for Collecting Data
Learning Outcomes
Chapter Outline
A Rationale
Choosing a System
Anecdotal Reports
Structuring an Anecdotal Report
Permanent Product Recording
Observational Recording Systems
Event Recording
Interval Recording and Time Sampling
Duration and Latency Recording
Duration Recording
Latency Recording
How Can All This Be Done?
Technology for Data Collection
Summary of Data Collection Systems
Reliability
Factors That May Affect Data Collection and Interobserver Agreement
Summary
Discussion Questions
Chapter 5 Graphing Data
Learning Outcomes
Chapter Outline
The Simple Line Graph
Basic Elements of the Line Graph
Transferring Data to a Graph
Additional Graphing Conventions
Cumulative Graphs
Bar Graphs
Summary
Discussion Questions
Chapter 6 Single-Subject Designs
Learning Outcomes
Chapter Outline
Variables and Functional Relations
Basic Categories of Designs
Single-Subject Designs
Baseline Measures
Intervention Measures
Experimental Control
AB Design
Implementation
Graphic Display
Application
Advantages and Disadvantages
Reversal Design
Implementation
Graphic Display
Design Variations
Application
Advantages and a Disadvantage
Changing Criterion Design
Implementation
Graphic Display
Application
Advantage and Disadvantage
Multiple Baseline Design
Implementation
Graphic Display
Application
Advantages and Disadvantages
Alternating Treatments Design
Implementation
Graphic Display
Application
Advantages and Disadvantages
Multiple Treatments Design
Implementation
Graphic Display
Application
Advantages and Disadvantages
Evaluating Single-Subject Designs
Analysis of Results
Visual Analysis of Graphs
Ethical Considerations with Single-Subject Design
Action Research and Single-Subject Design Tools
Components of Action Research
Single-Subject Design Parallels and Contributions
Example of an Action Research Study
Summary
Discussion Questions
Chapter 7 Determining the Function of Behavior
Learning Outcomes
Chapter Outline
Behavior and Its Function
The Behavior Support Plan
Functional Behavior Assessment and Behavior Support Plan
Settings for Conducting Functional Analysis
Brief Functional Analysis
Positive Behavior Support
Summary
Discussion Questions
Chapter 8 Arranging Consequences That Increase Behavior
Learning Outcomes
Chapter Outline
Positive Reinforcement
Choosing Effective Reinforcers
Making Reinforcers Contingent
Making Reinforcement Immediate
Types of Reinforcers
Contracting
Variations in Administration of Reinforcers
Group Contingencies and Peer Mediation
Schedules of Reinforcement
Negative Reinforcement
Inadvertent Use
Appropriate Means of Escape
Using Negative Reinforcement for Instruction
Natural Reinforcement
Summary
Discussion Questions
Chapter 9 Arranging Consequences That Decrease Behavior
Learning Outcomes
Chapter Outline
Procedural Alternatives for Behavior Reduction
Level I: Reinforcement-Based Strategies
Differential Reinforcement of Lower Rates of Behavior
Differential Reinforcement of Other Behaviors
Differential Reinforcement of Alternative Behavior and Incompatible Behavior
Noncontingent Reinforcement
Level II: Extinction
Delayed Reaction
Increased Rate
Controlling Attention
Extinction-Induced Aggression
Spontaneous Recovery
Imitation or Reinforcement by Others
Limited Generalizability
Sensory Extinction
Punishment
Level III: Removal of Desirable Stimuli
Response-Cost Procedures
Time-Out Procedures
Level IV: Presentation of Aversive Stimuli
Types of Aversive Stimuli
Disadvantages of Aversive Stimuli
Overcorrection
Restitutional Overcorrection
Positive-Practice Overcorrection
Summary
Discussion Questions
Chapter 10 Differential Reinforcement: Antecedent Control and Shaping
Learning Outcomes
Chapter Outline
Antecedent Influences on Behavior
Differential Reinforcement for Stimulus Control
Principles of Discrimination
Discrimination Training
Prompts
Rules as Verbal Prompts
Instructions as Verbal Prompts
Hints as Verbal Prompts
Self-Operated Verbal Prompts
Visual Prompts
Modeling
Physical Guidance
Other Tactile Prompts
Fading
Most-to-Least Prompting
Graduated Guidance
Time Delay
Least-to-Most Prompting
Effectiveness of Methods for Fading Prompts
Effective Prompting
Teaching Complex Behaviors
Task Analysis
Chaining
How to Manage Teaching Chains
Differential Reinforcement for Shaping
Summary
Discussion Questions
Chapter 11 Providing for Generalization of Behavior Change
Learning Outcomes
Chapter Outline
Generalization
Stimulus Generalization
Maintenance
Response Generalization
Programming for 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
Summary
Discussion Questions
Chapter 12 Teaching Students to Manage Their Own Behavior
Learning Outcomes
Chapter Outline
A Common Experience
Preparing Students to Manage Their Own Behavior
Goal Setting
Self-Monitoring
Self-Evaluation
Self-Reinforcement
Self-Punishment
Self-Instruction
Self-Management for Special Populations
Self-Management for Learners with Severe Disabilities
Self-Management for Learners with Mild Disabilities
Self-Management for Students at Risk
Summary
Discussion Questions
Chapter 13 Putting It All Together
Learning Outcomes
Chapter Outline
Stimulus Control
Physical Arrangement
Time Structure
Instructional Structure
Verbal Structure
Specificity
Economy
Consequences
Rules and Procedures
Teacher Characteristics
A Look into Learning Environments
Remember Miss Harper?
Ms. Mitchellβs Self-Contained Class
Ms. Washingtonβs Resource Room
Who Needs ABA?
A Schoolwide Positive Behavior Support System
Mr. Boydβs Math Classes
Ms. Michaels Has It in the Bag
Summary
Discussion Idea
Glossary
References
Name Index
Subject Index
