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Applied Behavior Analysis in the Classroom

ISBN-10: 0205196837

ISBN-13: 9780205196838

Edition: 2nd 1998 (Revised)

Authors: Patrick Schloss, Maureen A. Schloss

List price: $167.00
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Description:

This text is a complete description of applied behavior analysis and how it can be used by pre-service or in-service educators with students displaying a range of excessive and deficit behaviors. It is written for professionals in both general and special education. In addition to traditional topics covered in other applied behavior analysis textbooks, this text devotes substantial attention to preventing problems through antecedent control, social skill development and emotional learning.
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Book details

List price: $167.00
Edition: 2nd
Copyright year: 1998
Publisher: Allyn & Bacon, Incorporated
Publication date: 12/19/1997
Binding: Paperback
Pages: 356
Size: 7.00" wide x 9.25" long x 0.75" tall
Weight: 1.188
Language: English

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