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| Each chapter concludes with “ | |
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| Summary” and “ | |
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| References.” | |
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| Preface | |
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| Applied Behavior Analysis: Definition and Theory | |
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| Applied Behavior Analysis versus Behavior Modification | |
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| Definition of Applied Behavior Analysis (ABA) | |
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| Historical Foundations of Applied Behavior Analysis | |
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| Criticisms of Applied Behavior Analysis | |
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| Ethical Use of Applied Behavior Analysis | |
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| The Big Picture | |
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| Developing an Applied Behavior Analysis Intervention | |
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| Selecting Goals and Objectives | |
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| Integrating Three Entry Points | |
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| Evaluating the Effectiveness of ABA | |
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| Extending the Benefits of ABA | |
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| Behavioral Objectives | |
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| Long-Term Goals versus Short-Term Objectives versus Instructional Objectives | |
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| Features of an Instructional Objective | |
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| Selecting Relevant and Reasonable Long-Term Goals, Short-Term Objectives, and Procedures | |
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| Issues in Writing Instructional Objectives | |
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| Errors in Writing Instructional Objectives | |
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| Using Antecedent Control Techniques | |
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| Antecedent Control Defined | |
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| Antecedent Control Techniques | |
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| Increasing Appropriate Behavior through Related Personal Characteristics | |
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| Importance of Social Skills | |
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| Defining Social Skills | |
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| Social Skills Curriculum | |
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| Age of Appropriateness | |
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| Assessment of Social Skills | |
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| Social Skill Development Procedures | |
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| Influencing Emotional Characteristics | |
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| Emotional Learning | |
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| Operant versus Respondent Learning | |
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| Learned and Unlearned Emotional Responses | |
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| Development of Emotional Responses | |
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| Strength and Persistence of Emotional Reaction | |
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| Developing Alternative Emotional Responses | |
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| Emotional Development Strategies | |
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| Emotional Reduction Strategies | |
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| Establishing Positive Emotions | |
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| Increasing Appropriate Behavior through Consequence Control | |
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| Behavior Potential = Expectancy and Value of Reinforcement | |
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| Reinforcement | |
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| Identifying Reinforcers | |
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| Social Reinforcement | |
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| Token Reinforcers | |
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| Contingency Contracting | |
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| Activity Reinforcers | |
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| Enhancing the Effectiveness of Reinforcement Programs | |
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| Positive Approaches to Decreasing Inappropriate Behavior | |
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| Stimulus Change | |
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| Differential Reinforcement of Incompatible Behaviors (DRI) | |
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| Differential Reinforcement of Alternative Behaviors (DRA) | |
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| Differential Reinforcement of Other Behaviors (DRO) | |
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| Differential Reinforcement of Low (DRL) and Diminishing (DRD) Rates of Behavior | |
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| Extinction | |
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| Decreasing Inappropriate Behavior Using Punishment | |
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| The Doctrine of Least Restrictive Alternative | |
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| Punishment Defined | |
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| Classification of Punishment | |
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| Response Cost | |
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| Time-Out from Positive Reinforcement | |
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| Overcorrection | |
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| Presentation of Aversive Stimuli (PAC) | |
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| Working with Large Groups | |
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| Group Contingencies | |
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| Levels Systems | |
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| Data Collection | |
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| Anecdotal Recording | |
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| Antecedent Behavior Consequence (ABC) Recording | |
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| Frequency and Rate Recording | |
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| Recording Permanent Products | |
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| Task Analysis Recording | |
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| Duration and Latency Recording | |
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| Interval Recording | |
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| Time Sampling | |
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| Technology in Recording | |
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| Reliability | |
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| Procedures for Evaluating Reliability | |
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| Graphing | |
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| Methods of Graphic Display | |
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| Interpreting Graphic Displays | |
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| A Sample Analysis of Graphed Data | |
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| Single-Case Experimental Designs | |
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| Case Study Methodology | |
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| Reversal Designs | |
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| Multiple Baseline Designs | |
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| Changing Criterion Design | |
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| Multielement Designs | |
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| Generalizing and Maintaining Changes in Student Behavior: Part I — ExternalAgents | |
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| Definitions | |
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| Techniques for Promoting Generalization | |
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| Factors that Limit Generalization | |
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| Generalizing and Maintaining Changes in Student Behavior: Part 2 — Internal Agents | |
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| Definition | |