Preface |
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xii | |
Introduction: The Science of Learning and the Technology of Education |
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xiv | |
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UNIT 1 The Behavioral Strategy |
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Introduction to Everyday Behavior Analysis |
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1 | (14) |
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1 | (9) |
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1 | (1) |
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1 | (2) |
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The Growth of Behavior Analysis |
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3 | (2) |
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What Is Behavior Analysis? |
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5 | (1) |
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The Problem with Using Private Events to Explain Behavior |
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6 | (1) |
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The Principle of Public Events |
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6 | (1) |
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7 | (1) |
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8 | (1) |
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8 | (1) |
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8 | (1) |
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9 | (1) |
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10 | (3) |
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Defining Behavior Analysis |
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10 | (2) |
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Principle of Public Events |
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12 | (1) |
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The First Strategy for Solving Human Problems |
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13 | (1) |
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13 | (1) |
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13 | (2) |
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14 | (1) |
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Definitions of Everyday Behaviors |
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15 | (20) |
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15 | (14) |
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15 | (3) |
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18 | (1) |
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The Problem with Self-Reports |
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19 | (3) |
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The Principle of Direct Observation |
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22 | (2) |
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24 | (1) |
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Behavior Analysis Examples |
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24 | (3) |
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27 | (1) |
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28 | (1) |
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28 | (1) |
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29 | (4) |
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What Behavior Analysis Studies |
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29 | (1) |
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Specifying What to Observe |
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29 | (1) |
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Approaches to Observing Behavior |
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30 | (2) |
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The First Tactic of the Behavioral Strategy |
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32 | (1) |
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32 | (1) |
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33 | (2) |
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33 | (2) |
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Methods for the Observation of Everyday Behaviors |
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35 | (26) |
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35 | (14) |
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Outcome Recording for Behaviors That Leave Unique Results |
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35 | (3) |
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Event Recording for Uniform Behaviors |
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38 | (2) |
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Interval Recording for Nonuniform Behaviors |
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40 | (2) |
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Time Sample Recording for Sampling a Behavior |
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42 | (3) |
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45 | (1) |
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Behavior Analysis Examples |
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45 | (2) |
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47 | (1) |
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47 | (2) |
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49 | (1) |
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49 | (8) |
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Recording Based on Results |
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50 | (1) |
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Recording Instances of Behavior |
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51 | (1) |
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Recording Behavior during Continuous Intervals |
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52 | (2) |
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Recording Behavior during Discontinuous Intervals |
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54 | (2) |
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56 | (1) |
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56 | (1) |
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57 | (4) |
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57 | (4) |
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Reliability and Validity of Everyday Observations |
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61 | (24) |
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61 | (11) |
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61 | (1) |
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62 | (1) |
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Computing Trial Reliability |
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62 | (3) |
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Computing Frequency Reliability |
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65 | (1) |
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65 | (1) |
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Social Validity of Behavioral Definitions |
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66 | (2) |
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68 | (1) |
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Behavior Analysis Examples |
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68 | (1) |
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69 | (1) |
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70 | (2) |
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72 | (1) |
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72 | (9) |
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Measuring Observer Agreement |
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72 | (1) |
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Assumptions about Reliability |
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73 | (2) |
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75 | (2) |
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New versus Old Behavioral Definitions |
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77 | (1) |
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Does the Behavioral Definition Make Sense? |
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78 | (2) |
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80 | (1) |
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80 | (1) |
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81 | (4) |
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81 | (4) |
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Experimental Designs for Studying Everyday Behavior |
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85 | (24) |
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85 | (11) |
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85 | (1) |
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86 | (1) |
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Ruling Out Alternative Explanations |
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86 | (1) |
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The Principle of Single-Subject Experiments |
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87 | (1) |
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88 | (1) |
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89 | (1) |
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90 | (2) |
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92 | (1) |
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92 | (1) |
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Behavior Analysis Examples |
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93 | (1) |
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94 | (1) |
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95 | (1) |
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95 | (1) |
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96 | (9) |
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Fundamentals of Experimental Design |
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96 | (1) |
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Making a Useful Experiment |
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97 | (1) |
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98 | (1) |
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99 | (1) |
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Using Many Behaviors or Persons |
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100 | (2) |
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Telling the Difference between Designs |
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102 | (1) |
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103 | (1) |
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104 | (1) |
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105 | (4) |
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105 | (4) |
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Visual Analysis of Behavioral Experiments |
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109 | (38) |
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109 | (15) |
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The Principle of Visual Analysis |
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109 | (2) |
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The Four Steps of Visual Analysis |
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111 | (4) |
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Visual Analysis of Comparison Designs |
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115 | (2) |
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Visual Analysis of Reversal Designs |
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117 | (2) |
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Visual Analysis of Multiple-Baseline Experiments |
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119 | (1) |
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120 | (1) |
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Behavior Analysis Examples |
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120 | (2) |
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122 | (1) |
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123 | (1) |
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123 | (1) |
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124 | (18) |
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Principle of Visual Analysis |
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124 | (1) |
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Are the Conditions Divided? |
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125 | (3) |
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Are the Conditions Stable? |
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128 | (4) |
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Visual Analysis of Comparison Design |
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132 | (4) |
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Visual Analysis of Reversal and Multiple-Baseline Designs |
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136 | (3) |
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139 | (1) |
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140 | (2) |
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142 | (5) |
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142 | (5) |
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Review of Behavioral Methods |
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147 | (12) |
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147 | (5) |
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The Five Tactics of the Behavioral Strategy |
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148 | (2) |
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150 | (1) |
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150 | (1) |
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150 | (1) |
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151 | (1) |
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152 | (1) |
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152 | (3) |
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152 | (3) |
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155 | (4) |
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155 | (4) |
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UNIT 2 The Reinforcement Strategy |
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Reinforcement of Everyday Behaviors |
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159 | (20) |
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159 | (12) |
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159 | (1) |
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Definition of Reinforcement |
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159 | (2) |
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The Variety of Reinforcers |
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161 | (1) |
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162 | (1) |
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163 | (1) |
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164 | (1) |
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What Behaviors Can Be Reinforced? |
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165 | (1) |
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Unknown: What Is Not a Reinforcer |
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165 | (1) |
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166 | (1) |
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Behavior Analysis Examples |
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166 | (1) |
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167 | (2) |
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169 | (2) |
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171 | (1) |
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171 | (4) |
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171 | (1) |
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Events That Precede Behavior |
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172 | (1) |
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Events That Don't Increase Behavior |
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172 | (1) |
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173 | (1) |
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Telling Someone What to Do |
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174 | (1) |
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174 | (1) |
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175 | (1) |
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175 | (4) |
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175 | (4) |
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Extinction of Everyday Behaviors |
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179 | (14) |
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179 | (7) |
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179 | (1) |
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180 | (2) |
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182 | (1) |
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183 | (1) |
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Behavior Analysis Examples |
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183 | (1) |
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184 | (1) |
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185 | (1) |
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185 | (1) |
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186 | (3) |
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Reducing the Rate of Behavior |
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186 | (1) |
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187 | (1) |
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What Happens Right after Starting Extinction |
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188 | (1) |
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188 | (1) |
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188 | (1) |
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189 | (4) |
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189 | (4) |
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Differential Reinforcement of Everyday Behavior |
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193 | (20) |
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193 | (9) |
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Defining Differential Reinforcement |
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193 | (1) |
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Uses of Differential Reinforcement |
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194 | (2) |
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Misuses of Differential Reinforcement |
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196 | (1) |
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Reducing Behavior with Differential Reinforcement |
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197 | (1) |
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197 | (1) |
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Behavior Analysis Examples |
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197 | (2) |
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199 | (1) |
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199 | (3) |
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202 | (1) |
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202 | (6) |
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The Elements of Differential Reinforcement |
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202 | (2) |
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Are the Behaviors Different? |
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204 | (1) |
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205 | (1) |
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Practice Identifying Differential Reinforcement |
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206 | (1) |
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207 | (1) |
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207 | (1) |
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208 | (5) |
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208 | (5) |
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Shaping Everyday Behaviors |
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213 | (18) |
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213 | (11) |
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214 | (1) |
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215 | (1) |
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Shaping Shooting an Arrow |
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215 | (1) |
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Overcoming Shyness and Other Problems |
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216 | (2) |
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218 | (1) |
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218 | (1) |
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219 | (1) |
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219 | (1) |
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Behavior Analysis Examples |
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219 | (2) |
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221 | (1) |
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222 | (1) |
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223 | (1) |
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224 | (4) |
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A Procedure for Creating New Behavior |
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224 | (1) |
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225 | (2) |
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Tactic #4 in the Reinforcement Strategy |
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227 | (1) |
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227 | (1) |
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228 | (3) |
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228 | (3) |
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231 | (16) |
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231 | (8) |
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The Effect of Contingency on Effectiveness |
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231 | (2) |
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The Effect of Immediacy on Effectiveness |
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233 | (1) |
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The Effect of Size on Effectiveness |
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233 | (1) |
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The Effect of Deprivation on Effectiveness |
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234 | (1) |
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Comparison of the Four Principles |
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235 | (1) |
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236 | (1) |
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Behavior Analysis Examples |
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236 | (1) |
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237 | (1) |
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237 | (1) |
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238 | (1) |
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239 | (4) |
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The Principle of Contingency |
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239 | (1) |
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The Principle of Immediacy |
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239 | (1) |
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240 | (1) |
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The Principle of Deprivation |
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241 | (1) |
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Telling the Principles Apart |
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241 | (1) |
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Tactic #5 in the Reinforcement Strategy |
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242 | (1) |
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242 | (1) |
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243 | (4) |
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243 | (4) |
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247 | (18) |
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247 | (8) |
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247 | (3) |
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250 | (1) |
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Advantages of Ratio Schedules |
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251 | (1) |
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The Disadvantages of Ratio Schedules |
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252 | (1) |
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252 | (1) |
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Behavior Analysis Examples |
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253 | (1) |
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254 | (1) |
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254 | (1) |
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255 | (1) |
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255 | (7) |
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256 | (1) |
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Defining Fixed-Ratio Schedules |
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256 | (1) |
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257 | (1) |
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Response Patterns in Ratio Schedules |
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258 | (1) |
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259 | (1) |
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Two Drawbacks of Ratio Schedules |
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260 | (1) |
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261 | (1) |
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261 | (1) |
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262 | (3) |
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262 | (3) |
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Interval Schedules of Reinforcement |
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265 | (16) |
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265 | (8) |
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Definition of Fixed-Interval Reinforcement |
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265 | (2) |
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Definition of Variable-Interval Schedule |
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267 | (1) |
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Advantages and Disadvantages of Interval Schedules |
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268 | (1) |
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Comparison of Basic Intermittent Schedules |
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268 | (1) |
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269 | (1) |
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269 | (1) |
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Behavior Analysis Examples |
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269 | (1) |
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270 | (1) |
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270 | (2) |
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272 | (1) |
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273 | (5) |
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Elements of Fixed-Interval Schedules |
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273 | (1) |
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Elements of the Variable-Interval Schedule |
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274 | (2) |
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Advantages and Disadvantages of Interval Schedules |
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276 | (1) |
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277 | (1) |
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277 | (1) |
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278 | (3) |
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278 | (3) |
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281 | (14) |
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281 | (7) |
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281 | (1) |
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281 | (1) |
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Reinforcement Is Everywhere |
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282 | (1) |
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Reinforcement Works in Every Age and Culture |
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283 | (1) |
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Reinforcement Works with All Behavior |
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284 | (1) |
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The Reinforcement Strategy |
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284 | (1) |
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The Ethics of Reinforcement |
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285 | (1) |
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286 | (1) |
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286 | (1) |
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286 | (2) |
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288 | (1) |
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288 | (5) |
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A Set of Review Questions |
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288 | (2) |
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Another Set of Review Questions |
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290 | (3) |
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293 | (2) |
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293 | (2) |
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UNIT 3 The Stimulus Control Strategy |
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Stimulus Discrimination and Everyday Behavior |
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295 | (24) |
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295 | (10) |
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295 | (1) |
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296 | (1) |
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Simple Examples of Discrimination Training |
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297 | (1) |
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Realistic Examples of Discrimination Training |
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298 | (2) |
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Establishing Stimulus Control |
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300 | (1) |
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301 | (1) |
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Behavior Analysis Examples |
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301 | (2) |
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303 | (1) |
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304 | (1) |
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304 | (1) |
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305 | (11) |
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Narrowing Stimulus Control |
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305 | (1) |
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Stimuli Associated with Reinforcement |
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306 | (1) |
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Stimuli Associated with Extinction |
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307 | (1) |
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308 | (1) |
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Summary of Discrimination Training |
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309 | (1) |
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Discrimination Training versus Differential Reinforcement |
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310 | (1) |
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Complex Examples of Discrimination Training |
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311 | (2) |
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Research Examples of Discrimination Training |
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313 | (1) |
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314 | (1) |
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315 | (1) |
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316 | (3) |
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316 | (3) |
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Generalization Training of Everyday Behaviors |
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319 | (20) |
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319 | (10) |
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Definition of Generalization Training |
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319 | (1) |
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The Train-and-Hope Method |
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320 | (2) |
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322 | (1) |
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The Similar-Stimuli Method |
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323 | (1) |
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Generalization of Extinction |
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324 | (1) |
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324 | (1) |
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325 | (1) |
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Behavior Analysis Examples |
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325 | (1) |
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326 | (2) |
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328 | (1) |
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328 | (1) |
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329 | (5) |
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Elements of Generalization Training |
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329 | (1) |
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330 | (1) |
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Generalization Training versus Discrimination Training |
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331 | (2) |
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Tactic #2 in the Stimulus Control Strategy |
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333 | (1) |
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333 | (1) |
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334 | (5) |
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334 | (5) |
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339 | (18) |
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339 | (9) |
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339 | (1) |
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340 | (1) |
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340 | (2) |
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342 | (3) |
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345 | (1) |
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Behavior Analysis Examples |
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345 | (1) |
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346 | (1) |
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346 | (1) |
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347 | (1) |
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348 | (4) |
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Prompts for Discrimination |
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348 | (1) |
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Prompts for Generalization |
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349 | (1) |
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Using Prompts in Education |
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350 | (1) |
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Fading Versus Programming |
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351 | (1) |
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351 | (1) |
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352 | (1) |
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352 | (5) |
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352 | (5) |
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Imitation and Instructions |
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357 | (18) |
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357 | (8) |
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Definition of Imitation Training |
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357 | (1) |
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Uses of Imitation Training |
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357 | (1) |
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358 | (1) |
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Definition of Instructional Training |
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358 | (1) |
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Uses of Instructional Training |
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359 | (1) |
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Generalized Instruction-Following |
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360 | (1) |
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Imitation and Instructions Combined |
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360 | (1) |
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Imitation and Instructional Training Are Efficient |
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360 | (1) |
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361 | (1) |
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Behavior Analysis Examples |
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361 | (1) |
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362 | (1) |
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363 | (2) |
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365 | (1) |
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365 | (6) |
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365 | (2) |
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367 | (1) |
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Imitation versus Instructional Training |
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368 | (1) |
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Research on Use of Instructions |
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369 | (1) |
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370 | (1) |
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370 | (1) |
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371 | (4) |
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371 | (4) |
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Conditioned Reinforcers and Everyday Situations |
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375 | (20) |
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375 | (10) |
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Definition of Primary and Secondary Reinforcer |
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375 | (2) |
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Definition of Generalized Reinforcers |
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377 | (3) |
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Comparison of Different Types of Reinforcers |
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380 | (1) |
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380 | (1) |
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381 | (1) |
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Behavior Analysis Examples |
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381 | (2) |
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383 | (1) |
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384 | (1) |
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384 | (1) |
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385 | (6) |
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385 | (1) |
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386 | (1) |
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Reinforcers That Usually Work |
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387 | (2) |
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Responses That Occur Together |
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389 | (2) |
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391 | (1) |
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391 | (1) |
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391 | (4) |
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391 | (4) |
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Review of Stimulus Control |
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395 | (12) |
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395 | (6) |
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The Stimulus Control Strategy |
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397 | (1) |
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Stimulus Control and Other Cognitive Behaviors |
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398 | (1) |
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399 | (1) |
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400 | (1) |
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400 | (1) |
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401 | (3) |
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401 | (3) |
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404 | (3) |
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404 | (3) |
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UNIT 4 The Aversive Control Strategy |
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Punishment by Contingent Stimulation |
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407 | (20) |
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407 | (10) |
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407 | (1) |
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408 | (1) |
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409 | (1) |
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Everyday Use of Punishers |
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410 | (1) |
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Giving Punishment Is Reinforcing |
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411 | (1) |
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Social Validity of Punishment |
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412 | (1) |
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Analogues between Punishment and Reinforcement |
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412 | (1) |
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413 | (1) |
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Behavior Analysis Examples |
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413 | (1) |
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414 | (1) |
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415 | (1) |
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416 | (1) |
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417 | (6) |
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417 | (1) |
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Another Way to Reduce Behaviors |
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418 | (1) |
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When Is a Procedure Punishment? |
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419 | (1) |
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420 | (1) |
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Discriminative Stimuli for Punishment |
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421 | (1) |
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Similarities with Other Procedures |
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421 | (1) |
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422 | (1) |
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422 | (1) |
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423 | (4) |
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423 | (4) |
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Punishment by Contingent Withdrawal |
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427 | (16) |
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427 | (7) |
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Definition of Punishment by Contingent Withdrawal |
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427 | (1) |
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Uses of Punishment by Contingent Withdrawal |
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428 | (1) |
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428 | (1) |
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429 | (1) |
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Adding Punishment to Reinforcement |
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430 | (1) |
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Punishment Applies to Making a Response |
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430 | (1) |
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Who Decides What Is Undesirable Behavior? |
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430 | (1) |
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431 | (1) |
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Behavior Analysis Examples |
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431 | (1) |
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432 | (1) |
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433 | (1) |
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434 | (5) |
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Decreasing Behavior by Withdrawing Events |
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434 | (1) |
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435 | (2) |
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Non-Occurrence and Non-Punishment |
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437 | (1) |
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Punishment by Contingent Withdrawal versus Extinction |
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437 | (1) |
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438 | (1) |
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438 | (1) |
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439 | (4) |
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439 | (4) |
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443 | (20) |
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443 | (10) |
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Definition of Negative Reinforcement |
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443 | (1) |
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Uses of Escape and Avoidance |
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444 | (2) |
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How to Respond to Coercive Behavior |
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446 | (2) |
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Analogues between Positive and Negative Reinforcement |
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448 | (2) |
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450 | (1) |
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Behavior Analysis Examples |
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450 | (1) |
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451 | (1) |
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451 | (2) |
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453 | (1) |
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453 | (7) |
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Using the Termination or Prevention of Events |
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453 | (1) |
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Negative Reinforcement versus Punishment |
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454 | (1) |
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Behaviors That Terminate or Prevent Events |
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455 | (2) |
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457 | (1) |
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Analogues between Positive and Negative Reinforcement |
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458 | (1) |
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459 | (1) |
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459 | (1) |
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460 | (3) |
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460 | (3) |
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Review of Aversive Control |
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463 | (15) |
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463 | (4) |
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Four Types of Contingencies |
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463 | (1) |
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The Aversive Control Strategy |
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463 | (1) |
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Reducing the Need for Aversive Control |
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464 | (1) |
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Functional Analysis of Undesirable Behavior |
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465 | (1) |
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466 | (1) |
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467 | (1) |
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467 | (1) |
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467 | (8) |
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468 | (2) |
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Some More Review Questions |
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470 | (3) |
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Some More Review Questions |
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473 | (2) |
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475 | (3) |
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|
475 | (1) |
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Some More Review Questions |
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|
476 | (2) |
References |
|
478 | (14) |
Answer Key |
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492 | (13) |
Class Quizzes |
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505 | (152) |
Name Index |
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657 | (6) |
Subject Index |
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663 | |