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Designing Teaching Strategies An Applied Behavior Analysis Systems Approach

ISBN-10: 0123008506
ISBN-13: 9780123008503
Edition: 2002
List price: $115.00 Buy it from $98.75
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Description: The US Dept. of Education, in conjunction with the US Dept. of Health and Human Services, recently unveiled a $50 million effort to expand research on early childhood cognitive development. A key issue identified requiring more information and  More...

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Book details

List price: $115.00
Copyright year: 2002
Publisher: Elsevier Science & Technology Books
Publication date: 7/17/2002
Binding: Hardcover
Pages: 363
Size: 6.00" wide x 9.00" long x 0.75" tall
Weight: 1.782

The US Dept. of Education, in conjunction with the US Dept. of Health and Human Services, recently unveiled a $50 million effort to expand research on early childhood cognitive development. A key issue identified requiring more information and research was the education and professional development of educators. Along these lines, Doug Greer has prepared a book discussing how best to teach, how to design functional curricula, and how to support teachers in using state-of-the-art science instruction materials. The book provides important information both to trainers of future teachers, current teachers, and to supervisors and policy makers in education. To trainers there is information on how to motivate, mentor, and instruct in-service teachers to use the best scientifically based teaching strategies and tactics. To in-service teachers, there is information on how to provide individualized instruction in classrooms with multiple learning and behavior problems, school interventions to help prevent vandalism and truancy, and how curricula and instruction can be designed to teach functional repetoirs rather than inert ideas. To policy makers and supervisors, the book discusses how to determine the effectiveness of curricular innitiatives toward meeting mandated standards in national assessments. Doug Greer was recently awarded the Fred S. Keller Award for Distinguished Contributions to Education by APA for the research and application of the material covered in this book. School programs incorporating the material used in this book have produced 4-7 times more learning outcomes for students than control and baseline educational programs (see www.cabas.com) The book provides research-based and field-tested procedures for: * Teaching students of all ability levels ranging from preschool to secondary school * How to teach special education students in the context of a regular classroom * Best practices for all teachers to teach more effectively * Means of monitoring and motivating teachers' practices

Preface
Advanced Applications of Applied Behavior Analysis to Teaching
Teaching as Applied Behavior Analysis: a Professional Difference
A Definition of Teaching and Pedagogy
Dynamic Nature of Teaching
Teaching as a Scientifically Based Profession
Prerequisite Repertoires for the Audience of This Text
Characteristic Practices of Teaching as Applied Behavior Analysis
The Organization of the Text
The Components of Teaching as Advanced Applications of Applied Behavior Analysis
A Reconceptualization of the Analysis and Organization of Curricula from the Perspective of Behavior Selection and the Concepts of Verbal Behavior
An Organizational and Professional Support System to Teach and Support Expert Pedagogy and Curricular Design
References
The Learn Unit: a Natural Fracture of Teaching
A Measure for Teaching
The Basic Unit of Pedagogy
The Research Base
Analyses of the Components of the Student's Three-Term Contingency in the Learn Unit
The Role of S[superscript d]
The Response Component
Reinforcement and Corrections
The Three-Term Contingency
The Presence and Absence of Learn Units in Educational Practice
Learn Units and Programmed Instruction
Scripted Instructions, Guided Notes, and Learn Units
Incidence of Learn Units in Common Practice
Choice of the Term
Other Literature on Operant Episodes
The Converging Literature
Student Progress and Changes in the Location and Frequency of Learn Units
The Learn Unit as an Analytic Tool
Functions of Learn Units
References
The Repertoires of Teachers Who are Behavior Analysts
The Repertoires of the Teacher as Strategic Scientist
The Contingency-Shaped Repertoires of Teaching
The Vocabulary of the Science and Its Role in a Strategic Science of Teaching
The Verbally Mediated Repertoire and Its Role in a Strategic Science of Teaching
References
The Strategic Analysis of Instruction and Learning
Verbally Mediated Repertoires
The Decision Tree
Strategic Questions
Identifying Instructional Problems Using Visual Displays of Student Response to Instruction
Learn Unit Analysis Decision
Strategic Questions to Ask about Prerequisite Repertoires
Strategic Questions to Ask about Motivational Conditions and Settings
Antecedent Control
Response Parameters
Strategic Questions about Postcedents (Consequences)
Summary of Applications of the Verbally Mediated Repertoire
References
Teacher Repertoires for Students from Prelistener to Early Reader Status
The Target Instructional Stages That Determine Teaching Repertoires
Sample Instructional Goals for the Learning Stages for Foundational Communication
Listener and Instructional Control Stage
Speaker Behavior (Speaker Stage)
The Conversational Exchange Stage
Self-Talk Stage (Speaker as Own Listener)
The Early Reader Stage: First Steps to Textural Control
Why Learn Units Are So Teacher-Intensive
Teaching Operations Needed
Managing Individualized Instruction in a Classroom Setting: What to Do with the Other Students
Individualized Interactions between Teacher and Student
Tacting the Events in the Classroom as a Scientist: Toward Analytic Expertise
Examples of Tactic Selection Operations
Summary
References
Teaching Practices for Students with Advanced Repertoires of Verbal Behavior (Reader to Editor of Own Written Work)
Repertoires for 2000
Design and Teaching Operations for Academic Literacy
Teaching Operations and Curriculum Design for Fluent Reading
Personalized System of Instruction
Tutoring
Combining Curriculum with PSI, Tutoring, and Self-Management
Teaching Operations for Fluent Mathematical Computation and the Component Skills of Thinking
The Teaching Operation and Classroom Design Operations to Promote Effective Writing Repertoires
The Teaching Repertoires and Classroom Design Operations to Promote Self-Editing Repertoires
Design and Teaching Operations for Discipline-Based Problem Solving
Learner-Controlled Instruction and Time Management
A Comprehensive Token Economy/Point System
An Exemplar Sequence for Teaching Self-Management
Design and Teaching Operations for Expanding the Students' Community of Reinforcers
Summary
Tactics for Teaching Advanced Verbal Repertoires
References
Functional Repertoires: Curricula from the Perspective of Behavior Selection and Verbal Behavior
Behavioral Selection and the Content of Curriculum
Behavior Selection and Curriculum Analysis
Functions versus Structure
The Functions of Academic Responses
Curriculum Design for Complex Human Behavior
Contributions of Verbal Behavior to Curriculum Design
Spontaneous Verbal Behavior
Speaker versus Listener Behavior
Writer versus Reader Behaviors
Editing Functions
Verbally Mediated versus Contingency-Shaped Behavior
Verbally Mediated Behavior
Intraverbal Behavior
Conversational Units of Verbal Behavior
Individual versus Group Instruction: A Functional Perspective
Learning to Function in Group Problem Solving
Natural Fractures in the Educational Curriculum
Summary and Conclusions
References
Writing and Designing Curricula
Curricula as Repertoires
Modes of Curriculum
Basic Academic Literacy
Self-Management/Self-Instruction
Problem-Solving Instruction
Enlarged Community of Reinforcers
Writing Programs of Instruction in Scripted or Automated Formats
Automated Programmed Instruction
Writing as a Problem-Solving Repertoire
The Writer as Reader: A Self-Editing Function
The Learn Units of Writing
Generic Measurement Criteria for Establishing the Mastery of Instructional Objectives
Programming for Individualization and Independence with Groups of Students
Independent Reader Classroom Design
The Self-Contained Classroom
Delivery
Subject-Matter-Specific Classrooms
Preindependent Reader Classrooms
Group Instruction as Goals
Progressive Independence Hierarchy
Summary
References
Organizational Behavior Analysis: A Support System for Expert Pedagogy and Curricular Design
Teaching and Mentoring Teachers
Supportive Training and Supervision of Teachers in the Classroom
Training New and Less Experienced Teachers
TPRA Observation Procedures
Objectives and Learn Units
Analysis of Instructional Decisions
Teaching, Maintaining, and Expanding Teacher Repertoires through PSI-Based Procedures
Teaching Verbal Behavior about the Science
Components of Modules for Classroom Performance
Daily Performance of All Students
Supervisory Repertoire: Critical Operations and Self Monitoring
Supervisor Modules
Collegial Relationships through Organizational Behavior Analysis
Deployment of Supervisory Staff
The Politics of Change
References
The School Psychologist and Other Supportive Personnel: A Contemporary Behavioral Perspective
Treatment of "Bad Behavior"
What is Bad Behavior?
Parent Education
Academic Weaknesses: The Parents' Role
Parenting Groups
Teaching Students Behavioral Skills
Assisting in the Inclusion Process
Observing the Target Classroom and School
Rate Calculations
Learn Units
Rate Determination
Assisting Related Services Personnel
Assisting Teachers to Become Strategic Scientists of Instruction
Portfolio and Inventory Assessments: Archival Records
Selecting or Designing Inventories of Repertoires
School Survival Skills
Social Skills
Emotional/Affective Repertoire
Norm-Referenced and Projective Tests
Summary
References
Glossary
Index

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