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Applied Behavior Analysis 3rd edition [Kõva köide]

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  • Formaat: Hardback, 912 pages, kõrgus x laius x paksus: 100x100x100 mm, kaal: 100 g
  • Ilmumisaeg: 01-Aug-2019
  • Kirjastus: Pearson
  • ISBN-10: 0134752554
  • ISBN-13: 9780134752556
Teised raamatud teemal:
Applied Behavior Analysis 3rd editionSuurem pilt
  • Formaat: Hardback, 912 pages, kõrgus x laius x paksus: 100x100x100 mm, kaal: 100 g
  • Ilmumisaeg: 01-Aug-2019
  • Kirjastus: Pearson
  • ISBN-10: 0134752554
  • ISBN-13: 9780134752556
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780134752556.html
Märksõnad:
This text provides an accurate, comprehensive, and contemporary description of applied behavior analysis in order to help readers acquire fundamental knowledge and skills

Applied Behavior Analysis provides a comprehensive, in-depth discussion of the field, offering a complete description of the principles and procedures for changing and analyzing socially important behavior. The 3rd Edition features coverage of advances in all three interrelated domains of the sciences of behaviortheoretical, basic research, and applied researchand two new chapters, Equivalence-based Instruction (Ch. 19) and Engineering Emergent Learning with Nonequivalence Relations (Ch. 20). It also includes updated and new content on topics such as negative reinforcement (Ch. 12), motivation (Ch. 16), verbal behavior (Ch. 18), functional behavioral assessment (Ch. 27), and ethics (Ch. 31). The content of the text is now connected to the BCBA® and BCABA® Behavior Analyst Task List, 5th Edition.
PART 1 INTRODUCTION AND BASIC CONCEPTS
1(46)
1 Definition and Characteristics of Applied Behavior Analysis
2(23)
Science: Basic Characteristics and a Definition
3(4)
A Brief History of Behavior Analysis
7(9)
Characteristics of Applied Behavior Analysis
16(3)
A Definition of Applied Behavior Analysis
19(4)
Summary
23(2)
2 Basic Concepts and Principles
25(22)
Behavior
26(1)
Environment
27(1)
Respondent Behavior
28(4)
Operant Behavior
32(9)
Recognizing the Complexity of Human Behavior
41(3)
Summary
44(3)
PART 2 SELECTING, DEFINING, AND MEASURING BEHAVIOR
47(76)
3 Selecting and Defining Target Behaviors
48(25)
Role of Assessment in Applied Behavior Analysis
48(2)
Assessment Methods Used by Behavior Analysts
50(9)
Assessing the Social Significance of Potential Target Behaviors
59(5)
Prioritizing Target Behaviors
64(3)
Defining Target Behaviors
67(3)
Setting Criteria for Behavior Change
70(1)
Summary
71(2)
4 Measuring Behavior
73(28)
Definition and Functions of Measurement in Applied Behavior Analysis
74(2)
Measurable Dimensions of Behavior
76(7)
Methods for Measuring Behavior
83(10)
Measuring Behavior by Permanent Products
93(3)
Measurement Tools
96(1)
Selecting a Measurement Method
97(1)
Summary
98(3)
5 Improving and Assessing the Quality of Behavioral Measurement
101(22)
Indicators of Trustworthy Measurement
102(1)
Threats to Valid Measurement
103(3)
Threats to Accurate and Reliable Measurement
106(2)
Assessing the Accuracy and Reliability of Behavioral Measurement
108(3)
Using Interobserver Agreement to Assess Behavioral Measurement
111(9)
Summary
120(3)
PART 3 EVALUATING AND ANALYZING BEHAVIOR CHANGE
123(128)
6 Constructing and Interpreting Graphic Displays of Behavioral Data
124(31)
Purpose and Benefits of Graphic Displays of Behavioral Data
125(2)
Graphs Used by Applied Behavior Analysts
127(13)
Constructing Line Graphs
140(5)
Interpreting Graphically Displayed Behavioral Data
145(7)
Summary
152(3)
7 Analyzing Behavior Change: Basic Assumptions and Strategies
155(16)
Concepts and Assumptions Underlying the Analysis of Behavior
156(2)
Components of Applied Behavior Analysis Experiments
158(4)
Steady State Strategy and Baseline Logic
162(6)
Summary
168(3)
8 Reversal and Multielement Designs
171(22)
Reversal Design
171(9)
Multielement Design
180(11)
Summary
191(2)
9 Multiple Baseline and Changing Criterion Designs
193(23)
Multiple Baseline Design
193(16)
Changing Criterion Design
209(4)
Summary
213(3)
10 Planning and Evaluating Applied Behavior Analysis Research
216(35)
Importance of the Individual Subject in Behavior Analysis Research
216(4)
Importance of Flexibility in Experimental Design
220(4)
Internal Validity: Controlling Potential Sources of Confounding in Experimental Design
224(6)
Social Validity: Assessing the Applied Value of Behavior Changes and the Treatments That Accomplish Them
230(7)
External Validity: Replicating Experiments to Determine the Generality of Research Findings
237(4)
Evaluating Applied Behavior Analysis Research
241(6)
Summary
247(4)
PART 4 REINFORCEMENT
251(74)
11 Positive Reinforcement
252(35)
Positive Reinforcement Defined
253(10)
Classifying Reinforcers
263(5)
Identifying Potential Reinforcers
268(12)
Control Procedures for Positive Reinforcement
280(2)
Using Reinforcement Effectively
282(3)
Summary
285(2)
12 Negative Reinforcement
287(14)
Definition of Negative Reinforcement
287(2)
Escape and Avoidance Contingencies
289(2)
Characteristics of Negative Reinforcement
291(1)
Applications of Negative Reinforcement
292(6)
Changes in Teacher and Caregiver Responding as a Function of Negative Reinforcement
298(1)
Ethical Considerations in Using Negative Reinforcement
299(1)
Summary
299(2)
13 Schedules of Reinforcement
301(24)
Intermittent Reinforcement
301(1)
Defining Basic Intermittent Schedules of Reinforcement
302(1)
Schedule Effects and Consistency of Performance
303(6)
Thinning Intermittent Reinforcement
309(1)
Variations on Basic Intermittent Schedules of Reinforcement
310(5)
Compound Schedules of Reinforcement
315(5)
Perspectives on Using Schedules of Reinforcement in Applied Settings
320(1)
Summary
321(4)
PART 5 PUNISHMENT
325(46)
14 Positive Punishment
326(26)
Definition and Characteristics of Punishment
327(4)
Factors That Influence the Effectiveness of Punishment
331(5)
Possible Side Effects and Problems with Punishment
336(2)
Positive Punishment Interventions
338(5)
Guidelines for Using Punishment
343(3)
Ethical Considerations Regarding the use of Punishment
346(3)
Concluding Perspectives
349(1)
Summary
350(2)
15 Negative Punishment
352(19)
Time-Out from Positive Reinforcement Defined
353(1)
Time-Out Tactics for Applied Settings
354(2)
Using Time-Out Effectively
356(5)
Response Cost Defined
361(4)
Response Cost Methods
365(1)
Using Response Cost Effectively
366(1)
Response Cost Considerations
367(1)
Summary
368(3)
PART 6 ANTECEDENT VARIABLES
371(40)
16 Motivating Operations
372(23)
Definition and Characteristics of Motivating Operations
373(5)
Distinguishing Between MOs and SDs
378(1)
Unconditioned Motivating Operations (UMOs)
379(2)
MOs for Punishment
381(1)
Multiple Effects of MOs
382(1)
Conditioned Motivating Operations (CMOs)
383(8)
Relevance of MOs to the Generality of Treatment Effects
391(1)
Relevance of MOs to Applied Behavior Analysis
391(1)
Summary
392(3)
17 Stimulus Control
395(16)
Stimulus Control: Basic Concepts and Processes
396(3)
Developing Stimulus Control
399(6)
Transferring Stimulus Control
405(4)
Summary
409(2)
PART 7 VERBAL BEHAVIOR
411(40)
18 Verbal Behavior
412(39)
Skinner's (1957) Analysis of Verbal Behavior
413(4)
The Verbal Operants and Listener Behavior in More Detail
417(13)
Listener Behavior
430(3)
Autoclitic Verbal Behavior
433(1)
Applications of Skinner's (1957) Analysis of Verbal Behavior
434(1)
Applications to Language Assessment and Intervention
435(9)
The Loss of Verbal Behavior
444(2)
Summary
446(5)
PART 8 DEVELOPING NEW BEHAVIOR
451(130)
19 Equivalence-based Instruction
452(45)
Research Foundations and Core Concepts
453(14)
Designing Equivalence-Based Instruction
467(14)
Applications and Generality
481(9)
Applications Stemming from Alternative Theoretical Approaches to Relational Responding
490(4)
Concluding Remarks
494(1)
Summary
494(3)
20 Engineering Emergent Learning with Nonequivalence Relations
497(30)
What are Nonequivalence Relations? Why do They Matter?
498(2)
The Vocabulary of Nonequivalence Relations
500(2)
Some Types of Nonequivalence Relations
502(5)
Theoretical Foundations
507(5)
Nonequivalence Relations and Big-Picture Psychological Constructs
512(5)
Derived Stimulus Relations and General Well-Being
517(7)
A Final Comment
524(1)
Summary
525(2)
21 Imitation, Modeling, and Observational Learning
527(13)
Imitation
527(6)
Modeling
533(3)
Observational Learning
536(2)
Summary
538(2)
22 Shaping
540(17)
Shaping Defined
541(3)
Shaping Across and Within Response Topographies
544(3)
Increasing Shaping Efficiency
547(1)
Clicker Training
548(1)
Emerging Applications of Shaping
549(2)
Shaping Guidelines
551(2)
Learning to Shape
553(2)
Summary
555(2)
23 Chaining
557(24)
Behavior Chain Defined
558(1)
Rationale for Chaining
559(1)
Establishing Behavior Chains with Task Analysis
559(4)
Behavior Chaining Methods
563(7)
Choosing a Chaining Method
570(1)
Disrupting and Breaking Behavior Chains
570(4)
Troubleshooting Chains
574(2)
Factors Affecting the Performance of Behavior Chains
576(2)
Summary
578(3)
PART 9 DECREASING BEHAVIOR WITH NONPUNISHMENT PROCEDURES
581(46)
24 Extinction
582(13)
Extinction Defined
583(2)
Extinction Procedures
585(1)
Secondary Effects of Extinction
586(3)
Variables Affecting Resistance to Extinction
589(1)
Using Extinction Effectively
590(2)
When Not to Use Extinction
592(1)
Summary
593(2)
25 Differential Reinforcement
595(18)
Differential Reinforcement Defined
596(1)
Differential Reinforcement of Alternative Behavior (DRA)
596(4)
Differential Reinforcement of Other Behavior (DRO)
600(6)
Differential Reinforcement of Low Rates of Responding (DRL)
606(5)
Summary
611(2)
26 Antecedent Interventions
613(14)
Defining and Classifying Antecedent Interventions
614(1)
Noncontingent Reinforcement
615(4)
High-Probability Instructional Sequence
619(2)
Functional Communication Training
621(2)
Default Interventions
623(2)
Summary
625(2)
PART 10 FUNCTIONAL ASSESSMENT
627(28)
27 Functional Behavior Assessment
628(27)
Functions of Behavior
628(2)
Role of Functional Behavior Assessment in Intervention and Prevention
630(1)
Overview of FBA Methods
631(10)
Conducting a Functional Behavior Assessment
641(2)
Case Examples Illustrating the FBA Process
643(9)
Summary
652(3)
PART 11 SPECIAL APPLICATIONS
655(58)
28 Token Economy, Group Contingencies, and Contingency Contracting
656(25)
Token Economy
656(8)
Group Contingencies
664(8)
Contingency Contracting
672(8)
Summary
680(1)
29 Self-Management
681(32)
The "Self" as Behavior Controller
681(1)
Self-Management Defined
682(3)
Applications, Advantages, and Benefits of Self-Management
685(5)
Antecedent-Based Self-Management Tactics
690(2)
Self-Monitoring
692(7)
Self-Administered Consequences
699(5)
Other Self-Management Tactics
704(3)
Suggestions for Effective Self-Management
707(3)
Behavior Changes Behavior
710(1)
Summary
711(2)
PART 12 PROMOTING GENERALIZED BEHAVIOR CHANGE
713(44)
30 Generalization and Maintenance of Behavior Change
714(43)
Generalized Behavior Change: Definitions and Key Concepts
715(6)
Planning for Generalized Behavior Change
721(2)
Strategies and Tactics for Promoting Generalized Behavior Change
723(26)
Modifying and Terminating Successful Interventions
749(2)
Guiding Principles for Promoting Generalized Outcomes
751(2)
Summary
753(4)
PART 13 ETHICS
757(29)
31 Ethical and Professional Responsibilities of Applied Behavior Analysts
758(28)
What Is Ethics and Why IS IT Important?
759(5)
Standards of Professional Practice for Applied Behavior Analysts
764(1)
Ensuring Professional Competence
765(4)
Ethical Issues in Client Services
769(6)
Coordinating with Other Professionals
775(1)
Social Media and New Technologies
776(2)
Advocating for the Client
778(2)
Conflict of Interest
780(1)
Creating a Culture of Ethical Practice
781(1)
Conclusion
782(1)
Summary
782(3)
Epilogue
785(1)
Glossary 786(18)
Bibliography 804(61)
Name Index 865(15)
Subject Index 880
About our authors John Cooper, Tim Heron and Bill Heward were faculty members at The Ohio State University for a combined 90 years. Together they trained special education classroom teachers and leadership personnel guided by the philosophical, scientific and technological principles of applied behavior analysis. The Ph.D. program in special education and applied behavior analysis that they and their colleagues developed at OSU was the first doctoral program accredited by the Association for Behavior Analysis International. John, Tim and Bill each received the Alumni Award for Distinguished Teaching, OSUs highest honor for teaching excellence. They are joint recipients of the Ellen P. Reese Award for Communication of Behavioral Concepts from the Cambridge Center for Behavioral Studies.

John O. Cooper, Ed.D., is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. His research and teaching interests include precision teaching, inner behavior, fluency building and verbal behavior. He is a past president of the Standard Celeration Society, past member of the Board of Directors for the Society for the Advancement of Behavior Analysis, and Applied Representative to the Executive Council and as Chairperson, Graduate Program Accreditation Committee of the Association for Behavior Analysis International.

Timothy E. Heron, Ed.D., is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. Tims research interests include tutoring systems, inclusion of students with disabilities in general education classrooms, consultation and self-correction instructional approaches. Tim is co-author of The Educational Consultant: Helping Professionals, Parents, and Students in Inclusive Classrooms, 4th Edition (with Kathleen Harris, 2001). Since 2000, Tim has been an active Federal Aviation Administration, Gold Seal Certified Flight Instructor; has authored the text Instrument Flying: 10 Indispensable Principles to Know and Remember; and continues to apply the principles and procedures of applied behavior analysis to the next generation of aviators.

William L. Heward, Ed.D., BCBA-D, is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. Bills interests include low-tech methods for increasing the effectiveness of group instruction and promoting the generalization and maintenance of newly learned skills. He has authored or co-authored 5 other books, including Exceptional Children: An Introduction to Special Education, 11th Edition (with Sheila Alber-Morgan and Moira Konrad, 2017), and Sign Here: A Contracting Book for Children and Their Parents (with Jill C. Dardig, 2016). A Fellow and Past President of the Association for Behavior Analysis International, Bill is a recipient of the Fred S. Keller Behavioral Education Award from Division 25 of the American Psychological Association and the Distinguished Psychology Department Alumnus Award from Western Michigan University.