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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 | |