Behavior Analysis in Education: Focus on Measurably Superior Instruction / Edition 1by Ralph Gardner, John O. Cooper, Diane M. Sainato
Pub. Date: 02/04/1994
Publisher: Cengage Learning
This reader summarizes the major issues, trends, and findings found in behavior analysis in education literature. The contributors are leaders in the behavior analytic field, and their chapter-length treatment of topics, such as the Future of Behavior Analysis in Education, Early Childhood Interventions, and Promoting Applied Behavior Analysis, provides a volume… See more details below
This reader summarizes the major issues, trends, and findings found in behavior analysis in education literature. The contributors are leaders in the behavior analytic field, and their chapter-length treatment of topics, such as the Future of Behavior Analysis in Education, Early Childhood Interventions, and Promoting Applied Behavior Analysis, provides a volume that allows the professor to cover a range of topics which emphasize measurably superior instruction.
Table of Contents
PART ONE: TWO VIEWS OF THE FUTURE OF BEHAVIOR ANALYSIS IN EDUCATION. 1. Measurably Superior Instruction Means Close, Continual Contact with the Relevant Outcome Data. Revolutionary!Don Bushell, Jr., and Donald M. Baer. 2. A Selectionist View of the Future of Behavior Analysis in EducationH. S. Pennypacker. PART TWO: PROMOTING APPLIED BEHAVIOR ANALYSIS. 3. Measurably Superior Instructional Methods: Do We Need Selling and Marketing?Carl Binder. 4. The Insignificant Impact of Behavior Analysis on Education: Notes from a Dean of EducationSamuel M. Deitz. 5. ''''Mainstreaming'''' Applied Behavior Analysis Principles and Procedures into a Preservice Training Program for General Education TeachersLarry Maheady, Gregory F. Harper, Barbara Mallette, and Melinda Karnes. 6. Developmentalism''s Impediments to School Reform: Three Recommendations for Overcoming ThemJ. E. Stone. PART THREE: EARLY CHILDHOOD INTERVENTION. 7. Social Context, Social Validity, and Program Outcome in Early InterventionScott R. McConnell. 8. Contextualism and Applied Behavior Analysis: Implications for Early Childhood Education for Children with DisabilitiesSamuel L. Odom and Thomas G. Haring. 9. Communication Interventions: The Challenges of Across-the-Day ImplementationHoward Goldstein, Louise Kaczmarek, and Nancy Hepting. 10. Helping Preschoolers from Low-Income Backgrounds Make Substantial Progress in Readings Through Direct InstructionPaul Weisberg. 11. Children Prenatally Exposed to Alcohol and Cocaine: Behavioral SolutionsVikki F. Howard, Betty F. Williams, and T. F. McLaughlin. PART FOUR: SCHOOL-AGE CHILDREN. 12. Measurably Superior Instructional Practices in Measurably Inferior Times: Reflections on Twain and PauliEdward J. Kameenui. 13. The Measure of a TeacherR. Douglas Greer. 14. The Morningside Model of Generative InstructionKent R. Johnson and T. V. Joe Layng. 15. Teaching Children with Learning ProblemsRon Van Houten. 16. The Opportunity to Respond and Academic Performance Revisited: A Behavioral Theory of Developmental Retardation and Its PreventionCharles R. Greenwood, Betty Hart, Dale Walker, and Todd Risley. 17. Ecobehavioral Assessment of Bilingual Special Education Settings: The Opportunity to RespondCarmen Arrega-Mayer, Judith J. Carta, and Yolanda Tapia. 18. Toward Instructional Process Measurability: An Interbehavioral Field Systems PerspectiveAndrew Hawkins, Tom Sharpe, and Roger Ray. 19. Developing Competent Learners by Arranging Effective Learning EnvironmentsVicci Tucci and Daniel E. Hursh. 20. START Tutoring: Designing, Training, Implementing, Adapting, and Evaluating Tutoring Programs for School and Home SettingsApril D. Miller, Patricia M. Barbetta, and Timothy E. Heron. 21. Three ''''Low-Tech'''' Strategies for Increasing the Frequency of Active Student Response During Group InstructionWilliam L. Heward. 22. Applied Behavior Analysis: An Insider''s AppraisalThomas C. Lovitt. PART FIVE: TRANSITION TO ADULTHOOD. 23. Teaching Generalized Skills to Persons with DisabilitiesCarolyn Hughes. 24. Helping High-Risk Black College StudentsMark A. Jackson and Richard W. Malott.
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