Behavior Analysis in Education: Focus on Measurably Superior Instruction / Edition 1

Behavior Analysis in Education: Focus on Measurably Superior Instruction / Edition 1

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Cengage Learning

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Behavior Analysis in Education: Focus on Measurably Superior Instruction / Edition 1

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.

Product Details

ISBN-13: 9780534222604
Publisher: Cengage Learning
Publication date: 02/04/1994
Series: Special Education Ser.
Pages: 385
Product dimensions: 7.58(w) x 9.56(h) x 0.83(d)

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 Education—H. 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 Education—Samuel M. Deitz. 5. ''''Mainstreaming'''' Applied Behavior Analysis Principles and Procedures into a Preservice Training Program for General Education Teachers—Larry Maheady, Gregory F. Harper, Barbara Mallette, and Melinda Karnes. 6. Developmentalism''s Impediments to School Reform: Three Recommendations for Overcoming Them—J. E. Stone. PART THREE: EARLY CHILDHOOD INTERVENTION. 7. Social Context, Social Validity, and Program Outcome in Early Intervention—Scott R. McConnell. 8. Contextualism and Applied Behavior Analysis: Implications for Early Childhood Education for Children with Disabilities—Samuel L. Odom and Thomas G. Haring. 9. Communication Interventions: The Challenges of Across-the-Day Implementation—Howard Goldstein, Louise Kaczmarek, and Nancy Hepting. 10. Helping Preschoolers from Low-Income Backgrounds Make Substantial Progress in Readings Through Direct Instruction—Paul Weisberg. 11. Children Prenatally Exposed to Alcohol and Cocaine: Behavioral Solutions—Vikki 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 Pauli—Edward J. Kameenui. 13. The Measure of a Teacher—R. Douglas Greer. 14. The Morningside Model of Generative Instruction—Kent R. Johnson and T. V. Joe Layng. 15. Teaching Children with Learning Problems—Ron Van Houten. 16. The Opportunity to Respond and Academic Performance Revisited: A Behavioral Theory of Developmental Retardation and Its Prevention—Charles R. Greenwood, Betty Hart, Dale Walker, and Todd Risley. 17. Ecobehavioral Assessment of Bilingual Special Education Settings: The Opportunity to Respond—Carmen Arrega-Mayer, Judith J. Carta, and Yolanda Tapia. 18. Toward Instructional Process Measurability: An Interbehavioral Field Systems Perspective—Andrew Hawkins, Tom Sharpe, and Roger Ray. 19. Developing Competent Learners by Arranging Effective Learning Environments—Vicci Tucci and Daniel E. Hursh. 20. START Tutoring: Designing, Training, Implementing, Adapting, and Evaluating Tutoring Programs for School and Home Settings—April D. Miller, Patricia M. Barbetta, and Timothy E. Heron. 21. Three ''''Low-Tech'''' Strategies for Increasing the Frequency of Active Student Response During Group Instruction—William L. Heward. 22. Applied Behavior Analysis: An Insider''s Appraisal—Thomas C. Lovitt. PART FIVE: TRANSITION TO ADULTHOOD. 23. Teaching Generalized Skills to Persons with Disabilities—Carolyn Hughes. 24. Helping High-Risk Black College Students—Mark A. Jackson and Richard W. Malott.

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