Incorporating Applied Behavior Analysis into the General Education Classroom (Springer Texts in Education)

✍ Scribed by Jennifer Quigley (editor), Mindy J. Cassano (editor), Julie A. Ackerlund Brandt (editor)

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 211
• Category: Library

✦ Synopsis

This user-friendly textbook addresses the relevance of Applied Behavior Analysis (ABA) within the general education setting. Oftentimes, ABA is thought of as only applicable to those with autism spectrum disorder and other developmental disorders. In contrast, the application of ABA principles is appropriate for any socially significant problem, such as those that arise daily in the general education setting. This book will help educators, through individual and group interventions, decrease maladaptive behavior in their classrooms and to increase the focus on the curriculum.
This book not only summarizes the basics of ABA technologies and methodologies but provides readers with:
• Materials tailored to be used with any student by general education practitioners, teachers, and clinicians• Specific examples to ease the application of these technologies and curriculums• Templates to be individualized to each reader’s needs• A focus on the functionality and applicability of these programs
Written in layman’s terms and broken down into categories of basic concepts and school-wide implementation, general educators will not only learn about ABA applications in education but will have clear examples of how to bridge the gap between understanding and application.

✦ Table of Contents

Introduction
Reference
Contents
Part IIntroduction and Basic Concepts
1 Introduction to Foundations of Behavior Change Strategies Applicable in the General Education Classroom
1.1 Overview
1.2 Introduction to Applied Behavior Analysis
1.3 Seven Dimensions of ABA
1.4 Applied Behavior Analysis in the Classroom
1.5 Operant Learning in Applied Behavior Analysis (ABA)
1.5.1 Reinforcement and Punishment
1.6 Summary
References
2 Determining Behavior Change
2.1 Overview
2.2 Operational Definitions
2.3 Objective Goals
2.4 Data Collection
2.4.1 Interval Recording
2.4.2 Rate
2.4.3 Duration
2.5 Context Within Data Collection
2.6 Data Assessment
2.7 Summary
Appendix
Materials and Templates: Data Sheets
References
3 Functional Behavior Assessment in General Education Classrooms
3.1 Overview
3.2 Indirect Assessment
3.3 Direct Assessment
3.3.1 The ABCs
3.4 Functions of Behavior
3.4.1 Attention Function
3.4.2 Tangible Function
3.4.3 Escape Function
3.4.4 Automatic Function
3.5 Implementation of an FBA
3.6 Summary
Appendix
References
4 Antecedent Interventions: Proactive Strategies for Changing Behavior
4.1 Overview
4.2 Implementation and Application
4.3 Motivating Operations (MO) Definitions and Examples
4.4 Stimulus Control
4.5 Increasing Compliance
4.5.1 High-Probability Response Sequence
4.5.2 Antecedent Exercise
4.5.3 Providing Choices
4.5.4 Visual Schedules
4.5.5 Foreshadowing and Countdowns
4.5.6 Setting Events
4.6 Summary
References
5 Getting the Behavior You Want Using Reinforcement
5.1 Getting the Behavior You Want Using Reinforcement
5.1.1 Increasing Behaviors
5.2 Implementation
5.2.1 Replacing Behaviors
5.3 Summary
5.4 Application: Reinforcers Need to Be Worth It
5.4.1 Attention as a Reinforcer
5.4.2 Strength of Reinforcers
5.5 Preference Versus Reinforcement
5.6 Summary
References
Part IIGroup Systems
6 Positive Behavior Intervention System
6.1 Overview
6.2 PBIS Framework in Schools-SW-PBIS
6.2.1 Tier 1
6.2.2 Tier 2
6.2.3 Tier 3
6.3 Implementation
6.4 Application
6.4.1 Tier 1 Supports
6.4.2 Tier 2 Supports
6.5 Summary
References
7 Group Contingencies
7.1 Overview
7.1.1 Benefits and Challenges
7.2 Three Types of Group Contingencies
7.2.1 Independent Group Contingency
7.2.2 Dependent Group Contingency
7.2.3 Interdependent Group Contingency
7.3 Implementation of Group Contingency
7.3.1 Application of Group Contingency
7.4 Summary
Appendix A: Independent Group Contingency
Appendix B: Dependent Group Contingency Example
Appendix C: Interdependent Group Contingency Example
References
8 Fluency
8.1 Overview
8.2 Learning Phases
8.2.1 Concept Activity
8.2.2 Concept Activity Review
8.3 Application of Fluency Timings
8.3.1 Measurement Materials
8.3.2 One-Minute Timings
8.3.3 Alternative Timings
8.3.4 Analyzing Fluency
8.3.5 Fluency Aims
8.3.6 More Than just Timings
8.4 Concluding Thoughts on Fluency
Appendix
References
9 Equivalence Based Instruction
9.1 Overview
9.1.1 Equivalence-Based Instruction
9.2 Application
9.3 Implementation
9.4 Summary
Appendix 1: Sample MTS Stimulus Cards
Appendix 2: Sample Stimulus Groups and MTS Train/Test Sequence
Appendix 3: MTS Data Sheet
References
10 Direct Instruction
10.1 Overview
10.1.1 What Is Direct Instruction?
10.1.2 Why Should Teachers Use Direct Instruction?
10.1.3 Direct Instruction Is Based on Behavior Analytic Research
10.1.4 Direct Instruction Implementation
10.2 Application
10.2.1 Components of Direct Instruction
10.2.2 Sample Direct Instruction Programs
10.2.3 Direct Instruction Implementation
10.3 Application
10.3.1 Criticisms of Direct Instruction
10.4 Summary
References
11 Precision Teaching
11.1 Overview
11.2 Precision Teaching Principles
11.2.1 Pinpoint+
11.2.2 Accuracy Pairs and Fair Pair Rule
11.2.3 Basic Chart Elements
11.2.4 Celeration = Learning
11.3 Precision Teaching and Education
11.4 Implementation
11.4.1 Pinpoint+ The Behavior
11.4.2 Set an Aim
11.4.3 Count and Teach
11.4.4 Develop a Learning Picture
11.5 Applications of Precision Teaching
11.6 Summary/Conclusion
11.7 How to Learn More
References
12 TAGteach
12.1 Overview
12.2 Implementation
12.3 Application
12.3.1 Materials Needed
12.3.2 Procedures
12.4 Summary
References
13 Personalized System of Instruction
13.1 Overview
13.1.1 Key Components of PSI
13.2 Implementation
13.2.1 Measuring Effectiveness
13.2.2 Computer-Aided Personalized System of Instruction (CAPSI)
13.2.3 PSI and Physical Education
13.3 Application
13.4 Summary
Appendix
References
Part IIISuccessful Integration of ABA into  School Systems
14 The Early Start Denver Model (ESDM)
14.1 Overview
14.1.1 Denver Early Start Model
14.2 The Development of ESDM
14.2.1 Main Principles of ESDM
14.3 Implementation of ESDM
14.3.1 Assessment
14.3.2 Incorporating ESDM Within a Group Setting
14.3.3 Classroom Set-Up
14.3.4 Classroom Schedule
14.4 Behavior Management Techniques
14.5 Summary
Appendix 1: Examples of Goals and Teaching Steps
Appendix 2: Example Individual Data Sheet
Appendix 3: Example Group Data Sheet
References
15 Morningside Model of Generative Instruction
15.1 Overview
15.2 Effective Educational Program
15.2.1 History
15.3 Curriculum
15.3.1 Problem Solving Model
15.4 System of Instruction
15.4.1 Generativity and Contingency Adduction
15.4.2 Instructional Design and Implementation
15.4.3 Critical Thinking, Reasoning, and Self-Regulated Decision Making
15.4.4 Program Placement and Modification
15.4.5 Classroom Organization and Management
15.5 Application
15.5.1 Training and Resources
15.6 Summary
References
16 Comprehensive Application of Behavior Analysis to Schooling (CABAS®)
16.1 Overview
16.2 The CABAS® Model
16.2.1 Teaching as a Science
16.2.2 CABAS® Ranks (Training Modules)
16.3 Implementation
16.3.1 The Learn Unit
16.3.2 Data Collection and Graphing
16.3.3 Advanced CABAS® Components
16.4 Application to General Education
16.4.1 Preschool Settings
16.4.2 Public School Settings
16.5 Summary
Appendices
Appendix 1
Appendix 2
References