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10 9
8 7 6
5 4 3
2 1 ISBN-10:
0-13-265610-8
ISBN-13:
978-0-13-265610-8
Preface
The
purpose of this instructor’s manual is to provide instructor’s who are using
Alberto and Troutman’s Applied Behavior
Analysis for Teachers, 9th Edition supplementary activities and resources
for their lectures and assignments. Each of the chapters in this manual
corresponds with the chapters in the text. Each chapter in this manual contains
the following:
§ Chapter
objectives: Contains
instructional objectives pertaining to the chapter. These objectives may be
used in the development of a course syllabus.
§ Chapter
summary and outline:
Contains a brief summary of the text chapter and a basic content outline
§ In-class
activities: These are
suggested activities to include in class lectures. Corresponding slides and/or
materials are also identified for their use in class.
§ Homework
assignments: Each
chapter contains suggestions for corresponding homework assignments for
students that supplement chapter content and lecture information. These
assignments are designed as a supplement to class readings and lectures.
§ Videos,
Internet resources, Additional resources: These are teacher and/or student resources that provide
additional information or practice using concepts presented in the text.
§ PowerPoint
Slides: PowerPoint
slides are provided that highlight major concepts provided in each chapter.
§ Handouts: Chapters also contain corresponding
handouts that may be used for student homework assignments or review.
§ Test
Questions: Finally,
each chapter in this manual concludes with a bank of test questions that may be
used for assessing student learning. Corresponding answers for each test may be
found at the end of this manual.
Table of Contents
Page
Chapter
1 ………………………………………………………………… 1
In class
activities…………………………………………………. 2
Homework assignments and Resources
…………………………. 4
Handouts……………………..…………………………………… 5
Test Questions …………………………………………………… 7
Chapter
2 ………………………………………………………………… 13
In class activities
………………………………………………… 14
Homework assignments and Resources
…………………………. 14
Test Questions …………………………………………………… 15
Chapter
3 ………………………………………………………………… 20
In class activities
………………………………………………… 21
Homework assignments and Resources
…………………………. 22
Handouts ……………………..…………………………………… 23
Test Questions …………………………………………………… 24
Chapter
4 ………………………………………………………………… 29
In class activities
………………………………………………… 30
Homework assignments and Resources
…………………………. 31
Handouts ……………………..…………………………………… 33
Test Questions …………………………………………………… 38
Chapter
5 ………………………………………………………………… 44
In class activities
………………………………………………… 45
Homework assignments and Resources
…………………………. 45
Handouts ………………………………………………………… 46
Test Questions …………………………………………………… 51
Chapter
6 ………………………………………………………………… 58
In class activities
………………………………………………… 60
Homework assignments and Resources
…………………………. 61
Handouts ………………………………………………………… 62
Test Questions …………………………………………………… 64
Chapter
7 ………………………………………………………………… 71
In class activities ………………………………………………… 72
Homework assignments and Resources
…………………………. 72
Handouts ………………………………………………………… 74
Test Questions …………………………………………………… 75
Chapter
8 ………………………………………………………………… 81
In class activities
………………………………………………… 82
Homework assignments and Resources
…………………………. 83
Handouts ………………………………………………………… 84
Test Questions …………………………………………………… 85
Chapter
9 ………………………………………………………………… 91
In class activities
………………………………………………… 92
Homework assignments and Resources
…………………………. 93
Test Questions …………………………………………………… 94
Chapter
10 ………………………………………………………………… 100
In class activities
………………………………………………… 102
Homework assignments and Resources
…………………………. 102
Test Questions …………………………………………………… 104
Chapter
11 ………………………………………………………………… 110
In class activities
………………………………………………… 111
Homework assignments and Resources
…………………………. 111
Test Questions
…………………………………………………… 112
Chapter
12 ………………………………………………………………… 118
In class activities
………………………………………………… 119
Homework assignments and Resources
…………………………. 119
Test Questions …………………………………………………… 120
Chapter
13 ………………. ……………………………………………… 126
In class activities
…………………………………………………. 127
Homework assignments………………
………………………….. 127
Test Questions
…………………………………………………… 128
Test
Key…………………………………………………………………… 130
|
| Chapter 1 |
Roots of Applied Behavior
Analysis
Chapter Objectives
After reading this chapter,
students will have an understanding of:
- The criteria required for identifying
explanations of behavior that are useful and meaningful
- The historical development of applied behavior
analysis
- The contributions of physicians, psychiatrists,
scientists, and psychologists in the study of human behavior
- The impact
different interpretations of human behavior have influenced practitioners
and teachers
Chapter Summary and Outline
This chapter discusses the
requirements for meaningful and useful explanations of human behavior. It then
describes several interpretations of human behavior that have influenced large
numbers of practitioners, including teachers. The discussion includes tracing
the historical development of a way of understanding and predicting human
behavior called applied behavior analysis. The chapter concludes by providing
several examples of applied behavior analysis in action.
I.
The Usefulness of
Explanations
Ø
Why are
explanations for behavior important?
Ø
What requirements
must be met in order to make an explanation useful?
·
Inclusiveness
·
Verifiability
·
Predictive
Utility
·
Parsimony
II.
Biophysical and
Biochemical Explanations
Ø
How have
theorists searched for explanations for human behavior within the physical
structure of the body?
·
Biophysical
Explanations (Genetic and Hereditary Effects)
·
Biochemical
Explanations (Brain Damage)
Ø
Usefulness of
Biophysical and Biochemical Explanations
III.
Developmental
Explanations
Ø
What theories
attempt to explain behavior based on fixed, innate developmental sequences?
·
Psychoanalytic
Theory
·
A Stage Theory of
Cognitive Development
Ø
The Usefulness of
Developmental Theories
IV.
Cognitive Explanation
Ø
What theory
attempts to explain behavior based on people’s perception of reality?
·
Gestalt
Psychology
Ø
The Usefulness of
Cognitive Theory
V.
Behavioral
Explanation
Ø
What principles
does the behaviorist apply to explain the development of both typical and
atypical human behavior?
·
Positive
Reinforcement
·
Negative
Reinforcement
·
Punishment
·
Extinction
·
Antecedent
Control
·
Other Learning
Principles
Ø
The Task of the
Behaviorist
Ø
The Usefulness of
the Behavioral Explanation
VI.
Historical
Development of Behaviorism
Ø
Where did
behaviorism originate?
Ø
Historical
Precedents
Ø
Psychological
Antecedents
1. Respondent
Conditioning
·
Ivan Pavlov
2. Associationism
·
Edward Thorndike
3. Behaviorism
·
John Watson
4. Operant
Conditioning
·
B.F. Skinner
VII.
Summary
VIII.
Discussion
Questions
In Class Activities
|
Activity
|
Resource
|
|
Provide an overview of the
chapter.
|
Slide 1.2:
Overview of Chapter 1
|
|
Define the terms inclusive,
verifiable, predictive utility, and parsimony.
|
Slide 1.3:
Usefulness Criteria
|
|
Provide an overview of the
biophysical explanation of human behavior; introduce dominant and recessive
genetic inheritance.
|
Slide 1.4:
Biophysical and Biochemical Explanation
of
Human Behavior
|
|
Describe how dominant
genetic traits are passed from parents to their child.
|
Slide 1.5:
Dominant Genetic Inheritance
|
|
Describe how recessive
genetic traits are passed from parents to their child.
|
Slide 1.6:
Recessive Genetic Inheritance
|
|
Provide an overview of
biochemical explanation of human behavior.
|
Slide 1.7:
Biophysical and Biochemical Explanation of
Human Behavior
|
|
Discuss the usefulness of
the biophysical and biochemical explanation of human behavior using the
criteria inclusiveness, verifiability, predictive utility, and parsimony.
|
Slide 1.8:
Usefulness of Biophysical and Biochemical
Explanation of Human Behavior
|
|
Introduce the second
explanation of human behavior, developmental explanation. Briefly discuss the
two developmental theories that address human behavior.
|
Slide 1.9:
Developmental Explanation of Human
Behavior
|
|
Show video on Sigmund
Freud.
|
Biography-Sigmund Freud (1997). VHS. A & E Home Video. 58 min.
|
|
Describe Jean Piaget’s
Stage Theory of Cognitive Development. Define assimilation, accommodation,
and equilibration.
|
Slide 1.9:
Developmental Explanation of Human Behavior
|
|
Activity
|
Resource
|
|
Show video on Jean Piaget.
|
Piaget’s Developmental
Theory: An Overview. (1989). VHS.
San Luis Obispo, CA: Davidson Films Inc. 25 min.
|
|
Compare and contrast the
Psychoanalytic Theory and Stage Theory of Cognitive Development.
|
Slide 1.10:
A Comparison of Freudian and
Piagetian Theories
Handout 1.1:
A Comparison of Freudian and
Piagetian Theories
|
|
Discuss the usefulness of
the developmental explanation of human behavior using the criteria of
inclusiveness, verifiability, predictive utility, and parsimony.
|
Slide 1.11:
Usefulness of Developmental Explanation
of
Human Behavior
|
|
Define how Gestalt
psychology has influenced education. Ask students to summarize what useful
information they may gain from cognitive information about their students.
|
Slide 1.12:
Cognitive Explanation of Human Behavior
|
|
Discuss the usefulness of
the cognitive explanation of human behavior using the criteria of inclusiveness,
verifiability, predictive utility, and parsimony.
|
Slide 1.13:
Usefulness of Cognitive Explanation of
Human
Behavior
|
|
Identify the fourth
explanation of human behavior, the behavioral explanation. Discuss the focus of a behavioral explanation
of human behavior.
|
Slide 1.14:
Behavioral Explanations of Human
Behavior:
|
|
Discuss and define the
following important concepts in the behavioral explanation: positive
reinforcement, negative reinforcement, punishment, extinction, antecedent
control, stimulus control, setting events, modeling, and shaping.
|
Slide 1.15 to 1.16:
Important Concepts of Behavioral
Explanation
|
|
Discuss the usefulness of
the behavioral explanation of human behavior using the criteria of
inclusiveness, verifiability, predictive utility, and parsimony.
|
Slide 1.17:
Usefulness of Behavioral Explanation of
Human
Behavior
|
|
Review the 4 theoretical
explanations of human behavior using the criteria of inclusiveness,
verifiability, predictive utility, and parsimony.
|
Slide 1.18:
Usefulness of Explanations of Human
Behavior
Handout 1.2:
Usefulness of Explanations of
Human Behavior
|
|
Discuss the historical
development of behaviorism from respondent conditioning through to operant
conditioning.
|
Slide 1.19 to 1.20:
Historical Development of
Behaviorism
|
|
Show videos of B.F. Skinner
|
|
|
Define the term applied
behavior analysis.
|
Slide 1.21:
Applied Behavior Analysis
|
|
Discuss the 7
characteristics of research that is classified as applied behavior analysis
by Baer, Wolf, & Risely (1968).
|
Slide 1.22:
7 Characteristics of Research to Qualify
as
Applied Behavior Analysis
|
Homework Assignments
Ø
Have students
observe a young child and identify the developmental stage at which the
observed child is functioning according to Freud and Piaget
Ø
Write a 1-2
paragraph example and explanation of the following sentence: “Learning occurs
as a result of the consequences of behavior.”
Ø
Have students
research instructional strategies teachers use to establish stimulus
control. Strategies include: antecedent
cues, picture prompts, and auditory prompts.
Ø
Have students
review a study found in the Journal of
Applied Behavior Analysis. Ask students to identify the behavior targeted
for change, the intervention used by the investigator(s), and whether a
functional relation between the two was established. Have students present
their findings in class.
Video Resources
Ø
B.F. Skinner:
A Fresh Appraisal (1999). VHS. San
Luis Obispo, CA: Davidson Films Inc. 40 min.
Ø
Biography-Sigmund
Freud (1997). VHS. A & E Home
Video. 58 min.
Ø
His Own Best
Subject: A Visit to B.F. Skinner’s Basement (2000). VHS. San Luis Obispo, CA: Davidson Films Inc. 20 min.
Ø
Piaget’s
Developmental Theory: An Overview
(1989). VHS. San Luis Obispo, CA: Davidson Films Inc. 25 min.
Additional Text Resources
Beilin, H., & Pufall, P. (1992). Piaget’s theory: Prospects and possibilities.
Hillsdale, NJ: Lawrence Erlbaum Associates.
Morris, E.K., & Todd, J.T. (Eds) (1995). Modern perspectives on B.F. Skinner and
Contemporary Behaviorism. Westport, CT: Greenwood Press.
Nye, R. (1992). The
legacy of B.F. Skinner: Concepts and perspectives, controversies and
misunderstandings. Stamford, CT: Wadsworth.
Handouts
|
A Comparison of Freudian and
Piagetian Theories
|
Freud’s
Psychoanalytic Theory
|
Piaget’s
Theory of Cognitive Development
|
||
|
AGE
|
STAGE
|
AGE
|
STAGE
|
|
Birth to 2
years
|
Oral Stage:
Gratification centered around the mouth
|
Birth to 1
½ years
|
Sensorimotor Intelligence: Infant is preoccupied with differentiating himself
from the rest of the world and establishing
representations of objects
|
|
2 to 4
years
|
Anal Stage:
Child derives gratification from withholding and controlling feces. This
corresponds with toilet training.
|
1 ½ to 4
or 5 years
|
Preoperational Thought-Representational Thinking: The child develops language, however is still
unable to take another person’s point of view.
|
|
4 to 6
years
|
Phallic Stage: Gratification centers around genitalia. Child becomes attached to
parent of the opposite sex and develops hostility to parent of the same sex.
|
5 to 7
years
|
Preoperational Thought-Intuitional Thinking: Child begins to understand conservation, attends to
more than one aspect of an object at a time, and understands reversibility of
some operations.
|
|
6 years to
puberty
|
Latency Stage: Child identifies with the parent of the same sex and play primarily
with other children of the same sex in sex-stereotyped activities
|
7 to 11
years
|
Concrete Operations: Organizes perceptions and symbols; able to classify
along several dimensions simultaneously; cannot solve abstract problems.
|
|
Puberty
|
Genital Stage: Child becomes interested in members of the opposite sex.
|
12 years
to Adult
|
Formal Operations: Deals with abstractions, hypothetical situations,
and can think logically
|
|
Usefulness of Explanations of Human Behavior
Theoretical
Explanation
|
Inclusiveness
|
Verifiability
|
Predictive
Utility
|
Parsimony
|
|
Biophysical/Biochemical
|
Poor
|
Fair
|
Poor
|
Poor
|
|
Developmental
|
Good
|
Poor
|
Fair
|
Poor
|
|
Cognitive
|
Good
|
Poor
|
Poor
|
Poor
|
|
Behavioral
|
Fair
|
Good
|
Good
|
Good
|
Chapter
1 Test Questions
Roots of Applied Behavior Analysis
True-False Questions
1-1. Developmental theories verify and prove that
inappropriate and maladaptive behavior can be explained by a failure to reach
or pass a particular stage.
1‑2. Certain
genetic characteristics may increase the probability of certain behavioral
characteristics.
1‑3. According
to the psychoanalytic theory, most people fixate at a certain stage thus becoming
overeaters, smokers, verbally abusive and/or anal-retentive.
1‑4. Gestalt
psychology's emphasizes humans imposing structure on their environment and
seeing relationships rather than individual objects or events as separate
entities.
1‑5. John Watson first distinguished operant from
respondent conditioning.
1-6. A parsimonious
explanation of behavior includes explanations distant from
observed behavior and
its relationship to the environment.
1-7. The Gestalt psychology cognitive explanation for
behavior meets the criterion of inclusiveness, predictive utility, and
parsimony for explaining behavior.
1-8. Biophysical explanations of behavior include
theories based on genetic or hereditary factors.
1-9. Freud’s Psychoanalytic
Theory provides a strong cognitive explanation of behavior.
1-10. Developmental theories are difficult to verify
and prove that the causes of behavior may be attributed to passage through a
certain developmental stage.
1-11. Gestalt psychology emphasizes that learning is a
process of imposing structure on perceived information.
1-12. Reflexive behaviors that are not under voluntary
control are associated with operant conditioning.
1-13. Behaviors that are voluntary in nature rather
than reflexive are usually associated with operant conditioning.
1-14. Applied behavior analysis may be defined as the
process of applying behavioral principles to improve behaviors while
simultaneously evaluating whether noted changes may be attributed to the
application of those principles.
Multiple Choice Questions
1‑15. In explaining behavior, a useful theory must
be:
a. inclusive and justifiable
b. inclusive, verifiable, and justifiable
c. verifiable, exclusive, and predictable
d. inclusive, verifiable, have predictive utility,
and be parsimonious
1‑16. Information concerning a child's brain
damage:
a. can be useful in the teacher's selection of
behavior management techniques
b. helps teachers determine who should be in
school and who should not
c. can cause teachers to have low expectations
of students and give them excuses
not to teach
d.
none of the above
1‑17. A genuine scientific explanation must:
a. be inclusive of all behaviors
b. predict one behavior to the exclusion of all
other behaviors
c. a and b
d. none of the above
1‑18. A
relationship among events in which the rate of a behavior’s occurrence
increases when some environmental condition is removed is:
a. differential reinforcement
b. reinforcement
c. positive reinforcement
d. negative reinforcement
1‑19. To the behaviorist, punishment occurs only
when:
a. the preceding behavior decreases
b. the preceding behavior increases
c. both a and b
d. neither a or b
1‑20. The focus of the behavioral approach is:
a. observing and predicting
b. facilitating behavior change
c. recording and verifying aberrant behaviors
d. all of the above
1‑21. Pairing stimuli so that an unconditioned
stimulus elicits a response is known as all of
the
following EXCEPT:
a. Pavlovian
b. classical
c. respondent conditioning
d. shaping
1-22. “Jack can’t learn because he has Down syndrome”
is an example of what explanation of behavior?
a.
biophysical explanation
b.
developmental explanation
c.
cognitive explanation
d.
behavioral explanation
1‑23. An antecedent stimulus is:
a. an event occurring before the behavior is
performed
b. an event occurring after the behavior is
performed
c. a and b
d. none of the above
1‑24. To qualify as a behavior, something must be:
a. observable
b. quantifiable
c. a and b
d. none of the above
1‑25. Behaviorists are LEAST concerned with the
following:
a. functional relation
b. observable behaviors
c. present events
d. past events
1-26. For an explanation of
behavior to be “verifiable” it must
a.
account for a substantial quantity of behavior
b. provide reliable answers about what people are
likely to do under certain circumstances
c.
provide the simplest explanation
d.
be testable
1‑27. Operant conditioning deals with __________
behaviors.
a. emotional
b. trained
c. reflexive
d.
voluntary
1-28. When a previously
reinforced behavior is no longer reinforced and its rate of
occurrence
decreases, what behavioral principle is being used?
a.
Punishment
b.
Positive Reinforcement
c.
Positive Punishment
d.
Extinction
1-29. When a student is given a pleasant consequence
to a behavior and it results in an increase in the behavior’s rate of
occurrence, what behavioral principle is being used?
a.
Negative Reinforcement
b.
Positive Reinforcement
c.
Punishment
d.
Stimulus control
1-30. An event is described as ________ if the rate of
occurrence of a preceding behavior decreases.
a.
Negative Reinforcement
b.
Positive Reinforcement
c.
Shaping
d.
Punishment
1-31. What is known as a
“demonstration of behavior”?
a.
Modeling
b.
Shaping
c.
Positive Reinforcement
d.
Operant Conditioning
1-32. The behavior principle
that describes a relationship between behavior and an
antecedent
stimulus rather than behavior and its consequences are known as:
a.
Stimulus control
b.
Respondent conditioning
c.
The Law of Effect
d.
Principle of Parsimony
1-33. For an explanation of
behavior to have predictive utility it must
a.
account for a substantial quantity of behavior
b.
be testable
c.
provide the simplest explanation
d.
provide reliable answers about what people are likely to do under certain
circumstances
1-34. The Law of Effect is
associated with what behavioral principle?
a. Reinforcement
b. Extinction
c.
Punishment
d.
Antecedent prompting
1-35. For an explanation of
behavior to be parsimonious, it must
a.
account for a substantial quantity of behavior
b.
be testable
c.
provide the simplest explanation
d. provide reliable answers about what people are
likely to do under certain circumstances
1-36. Who is associated or
responsible for the use of the term “behaviorism?”
a.
Skinner
b.
Watson
c.
Darwin
d.
Pavlov
1-37 _________ conditioning deals with behaviors
that are voluntary rather than
reflexive.
a.
Operant
b.
Respondent
c.
Reflexive
d.
Overactive
1-38. What is the major
purpose of applied behavior analysis?
a. to provide a process of systematically applying
specific principles to facilitate behavior change
b. to provide a systematic means of determining
whether changes in behavior may be attributed to the application of behavioral
principles.
c.
none of the above
d.
both a and b
1-39. Which of the following is NOT one of the
criteria set forth by Baer, Wolf, and Risley (1968) as the qualifications for
research to be considered applied behavior analysis:
a. the behavior must be socially important
b. the behavior must be objectively defined
c.
a functional
relation must be demonstrated
d. must be an aberrant behavior
1-40. Which of the following influenced the
behaviorist movement?
a. cognitivism
b. functionalism
c. constructivism
d. none of the above
1-41. John
was scheduled to take a spelling test each Friday. His mother told him if he
received 90% correct or better for three out of four spelling test he would get
to buy a new video game. His mother was employing which of the following
behavioral techniques?
a. punishment
b. negative reinforcement
c.
shaping
d. positive reinforcement
1-42. Which of the following is attributed with
the Stage Theory of Development?
a. Jean Piaget
b. Sigman Freud
c.
Ivan Pavlov
d. B. F. Skinner
1-43. Ms.
Sims was having difficulty getting Tia to sit during morning circle. She
decided that she would reinforce Tia’s attempts to sit during circle time. She
began by reinforcing Tia when she was standing next to her chair, then when she
had one knee on her chair. She continued this process until Tia remained seated
during morning circle time. Ms. Sims employed which the following behavioral
techniques?
a. modeling
b. shaping
c.
positive
reinforcement
d. negative reinforcement
1-44. Operant behaviors are ______ voluntarily, whereas respondent
behaviors are ________ by stimuli.
a. elicited, occasioned
b. emitted, elicited
c.
occasioned,
emitted
d. none of the above
1-45. Circumstances which temporarily alter the power of a
reinforcer are known as _________.
a. models
b. negative reinforcers
c.
setting events
d. positive reinforcers
1-46. Theorists
who explain human behavior based on physical influences employ which of the
following explanations?
a. cognitive
b. biophysical
c. cognitive
d. behavioral
1-47. Which of the following theorists is credited with classical
conditioning?
a. B.F. Skinner
b. Jean Piaget
c. Ivan Pavlov
d. none of the
above
1-48. ____________ is the process of using successive approximations
to teach a new behavior or skill.
a. stimulus control
b. shaping
c. modeling
d.
generalization
Short Answer Questions
1‑49. What is meant by
extinguishing a behavior?
1-50. List three qualifications research must have in
order to be considered Applied Behavior Analysis.
1‑51. What is meant by
stimulus control?
1‑52. Define and give an
example of modeling.
.
Essay
*1-53. Discuss how Skinner’s
distinguishing of operant from respondent conditioning impacted the study of
applied
behavior
analysis.
*1-54. As a behaviorist working in a school of
teachers who believe very strongly in developmental theory, how
would
you convince them that a behavioral approach may be more appropriate for some
of their students?
* 1-55. Based on the criteria set forth by the
usefulness explanation of human behavior (inclusiveness, verifiability,
predictive
utility, and parsimony) compare and contrast behaviorism with one of the
following proposed explanations of human behavior: biophysical, developmental,
or cognitive.
* 1-56. Define and differentiate between positive
reinforcement, negative reinforcement, and punishment. Give an
example
of each.
*1-57 List and discuss the contributions put forth
by three behaviorists and explain how their contributions
furthered
the field of behaviorism.
Test Answer Key
Chapter 1: Roots of Applied Behavior Analysis
1-1. False 1-11. True 1-21. D
1-31. A 1-41. D
1-2. True 1-12. False 1-22. A 1-32. A 1-42. A
1-3. True 1-13. True 1-23. A 1-33. D 1-43. B
1-4. True 1-14. True 1-24. C
1-34. A 1-44. B
1-5. False 1-15. D 1-25. D 1-35. C 1-45. C
1-6. False 1-16. C 1-26. D
1-36. B 1-46. B
1-7. False 1-17. C 1-27. D
1-37. A
1-47. C
1-8. True 1-18. D 1-28. D 1-38. B 1-48. B
1-9. False 1-19. A 1-29. B
1-39. D
1-10. True 1-20. D 1-30. D
1-40. D
Short Answer Questions
(Please note that these are
just suggestions for key concepts that should be included in the responses.)
1-49. Extinguishing a behavior means to no longer
provide reinforcement for a behavior that previously was
reinforced
and as a result the rate of the occurrence of the behavior is reduced.
1-50. Three qualifications for research to be
considered Applied Behavior Analysis: (a) must change socially
important
behaviors, (b) must be observable and quantifiable behaviors, and (c) must
provide
evidence
of a clear functional relation.
1-51. Stimulus control is the relation between an
antecedent and a behavior which causes or occasions a
behavior
to occur.
1-52. Modeling is demonstration of a behavior.
Example: A teacher walks a student
through solving a math
problem
by completing each step of the problem solving process while talking through
each step.
Essay Questions
(Please note that these are
just suggestions for key concepts that should be included in the responses.)
1-53. Skinner’s discrimination between respondent
and operant conditioning and effects of the field of Applied
Behavior
Analysis:
·
movement from
examining reflexive behaviors (respondent conditioning) to voluntary behaviors
(operant conditioning)
·
focus on
establishment of functional relations between behaviors and consequences
·
Skinner’s focus
on operant conditioning led to the establishment of early principles of human
behavior and the use of these principles to change human behavior resulting in
the focus on behavior modification
·
Application of
behavior modification principles in real life settings led to the beginning of
Applied Behavior Analysis
1-54. The developmental theory focuses on where a
student may function within a developmental sequence, but
does
not provide any information for changing the behavior or moving the student
through the developmental sequence. However, the behavioral theory focuses on
using behavioral principles to change a behavior while establishing a
functional relation.
1-55.
|
|
|
|
|
|
|
Theoretical Explanation
|
Inclusiveness
|
Verifiability
|
Predictive Utility
|
Parsimony
|
|
Behavioral
|
(Fair) Focus
on observable and quantifiable behaviors but also have examined more complex
behaviors such as verbal language
|
(Good)
Behaviorist suggests a theory and then attempt to verify the theory
through experimental investigation.
|
(Good) Focus
is on behavior change with clear explanation on the process for behavior
change.
|
(Good) Behavior is described in terms of observable,
verifiable, and functional relation.
|
|
Biophysical/Biochemical
|
(Poor) While
some behaviors can be explained through this theoretical explanation, only a
small part of human behavior can be explained through this approach.
|
(Fair) Some
explanations verifiable (e.g., Down Syndrome can be verified by examining
chromosomes).
|
(Poor)
Evidence of a biophysical or biochemical disorder does not automatically
mean a particular behavior will always be present.
|
(Poor)
Not always parsimonious and may provide teachers with an excuse not
to teach.
|
|
Developmental
|
(Good) Inclusive and explains human behavior.
|
(Poor)
Although can verify certain behaviors at particular ages, does not
prove a casual relationship.
|
(Fair) While
predicting some behaviors, does not predict or explain all behaviors and does
not provide information concerning conditions that predict an individual’s
behavior in a specific circumstance.
|
(Poor) Not
the most parsimonious explanation. The simplest explanation for an
individual’s behavior is not always explained by referring to developmental
stages.
|
|
Cognitive
|
(Good)
Accounts for most of human behavior, including social and intellectual
behaviors.
|
(Poor) All
processes take place internally and provide no way to confirm existence.
|
(Poor)
Limited predictive utility. For example, a constructivist viewpoint is
that students construct their own learning which does not provide predictive
utility for explaining human behavior.
|
(Poor) Neither intellectual nor social areas are
explanations necessary to understanding or predicting behavior.
|
1-56. Positive reinforcement:
·
Definition: A behavior when followed by a consequence
increases the likelihood of the rate of occurrence of the behavior.
·
Example: Zoe wants to gain her teachers attention.
When she raises her hand her teacher walks over to Zoe and begins to engage her
in conversation, the attention of the teacher upon Zoe raising her hand increases
the likelihood that Zoe will raise her hand again to gain her teacher’s
attention.
Negative reinforcement:
·
Definition: A behavior when followed by the removal of an
environmental condition or reduced intensity increases the likelihood of
the rate of the occurrence of the behavior.
·
Example: John’s mother is constantly nagging him to
complete his homework when he gets home from school. John completes his
homework and his mother’s nagging stops increasing in the likelihood that he
will complete his homework when he gets home from school.
Punishment:
·
Definition: A behavior when followed by a consequence
reduces the likelihood of rate of the occurrence of the behavior
·
Example: Sara yells out in class. As result of her
yelling out during class, she is not allowed to eat lunch with her friends,
which results in Sara not yelling out in class.
1-57. Three behaviorists and their contributions
to the field:
·
Ivan Pavlov
o
Respondent
conditioning
·
Edward Thorndike
o
Associations
between situations and responses
o
The Law of Effect
and Exercise
·
John Watson
o
Coined phrase
“behaviorism”
o
Focused on direct
observation
·
B.F. Skinner
o
Operant
conditioning
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