This text is a complete description of applied behavior analysis and how it can be used by pre-service or in-service educators with students displaying a range of excessive and deficit behaviors. It is written for professionals in both general and special education. In addition to traditional topics covered in other applied behavior analysis textbooks, this text devotes substantial attention to preventing problems through antecedent control, social skill development and emotional learning.
Each chapter concludes with “Summary” and “References.” Preface. 1.Applied Behavior Analysis: Definition and Theory.
Applied Behavior Analysis versus Behavior Modification.
Definition of Applied Behavior Analysis (ABA).
Historical Foundations of Applied Behavior Analysis.
Criticisms of Applied Behavior Analysis.
Ethical Use of Applied Behavior Analysis. 2.The Big Picture.
Developing an Applied Behavior Analysis Intervention.
Selecting Goals and Objectives.
Integrating Three Entry Points.
Evaluating the Effectiveness of ABA.
Extending the Benefits of ABA. 3.Behavioral Objectives.
Long-Term Goals versus Short-Term Objectives versus Instructional Objectives.
Features of an Instructional Objective.
Selecting Relevant and Reasonable Long-Term Goals, Short-Term Objectives, and Procedures.
Issues in Writing Instructional Objectives.
Errors in Writing Instructional Objectives. 4.Using Antecedent Control Techniques.
Antecedent Control Defined.
Antecedent Control Techniques. 5.Increasing Appropriate Behavior through Related Personal Characteristics.
Importance of Social Skills.
Defining Social Skills.
Social Skills Curriculum.
Age of Appropriateness.
Assessment of Social Skills.
Social Skill Development Procedures. 6.Influencing Emotional Characteristics.
Operant versus Respondent Learning.
Learned and Unlearned Emotional Responses.
Development of Emotional Responses.
Strength and Persistence of Emotional Reaction.
Developing Alternative Emotional Responses.
Emotional Development Strategies.
Emotional Reduction Strategies.
Establishing Positive Emotions. 7.Increasing Appropriate Behavior through Consequence Control.
Behavior Potential = Expectancy and Value of Reinforcement.
Enhancing the Effectiveness of Reinforcement Programs. 8.Positive Approaches to Decreasing Inappropriate Behavior.
Differential Reinforcement of Incompatible Behaviors (DRI).
Differential Reinforcement of Alternative Behaviors (DRA).
Differential Reinforcement of Other Behaviors (DRO).
Differential Reinforcement of Low (DRL) and Diminishing (DRD) Rates of Behavior.
Extinction. 9.Decreasing Inappropriate Behavior Using Punishment.
The Doctrine of Least Restrictive Alternative.
Classification of Punishment.
Time-Out from Positive Reinforcement.
Presentation of Aversive Stimuli (PAC). 10.Working with Large Groups.
Levels Systems. 11.Data Collection.
Antecedent Behavior Consequence (ABC) Recording.
Frequency and Rate Recording.
Recording Permanent Products.
Task Analysis Recording.
Duration and Latency Recording.
Technology in Recording.
Procedures for Evaluating Reliability. 12.Graphing.
Methods of Graphic Display.
Interpreting Graphic Displays.
A Sample Analysis of Graphed Data. 13.Single-Case Experimental Designs.
Case Study Methodology.
Multiple Baseline Designs.
Changing Criterion Design.
Multielement Designs. 14.Generalizing and Maintaining Changes in Student Behavior: Part I — ExternalAgents.
Techniques for Promoting Generalization.
Factors that Limit Generalization. 15.Generalizing and Maintaining Changes in Student Behavior: Part 2 — Internal Agents.
Advantages of Self-Management Techniques.
Strategies for Teaching Self-Management Techniques.
The Influence of Self-Management on Generalization. 16.Working with Parents.
Barriers to Working Effectively with Parents.
Components in Parent Training.
Home- School Communication.
Outcomes Associated with Teacher-Parent Partnerships.
A Final Note. Glossary. Indexes.