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