Applied Behavior Analysis

Description

PART 1: INTRODUCTION AND BASIC CONCEPTS

1. Definition and Characteristics of Applied Behavior Analysis
2. Basic Concepts and Principles

PART 2: SELECTING, DEFINING, AND MEASURING BEHAVIOR

1. Selecting and Defining Target Behaviors
2. Measuring Behavior
3. Improving and Assessing the Quality of Behavioral Measurement

PART 3: EVALUATING AND ANALYZING BEHAVIOR CHANGE

1. Constructing and Interpreting Graphic Displays of Behavioral Data
2. Analyzing Behavior Change: Basic Assumptions and Strategies
3. Reversal and Multielement Designs
4. Multiple Baseline and Changing Criterion Designs
5. Planning and Evaluating Applied Behavior Analysis Research

PART 4: REINFORCEMENT

1. Positive Reinforcement
2. Negative Reinforcement
3. Schedules of Reinforcement

PART 5: PUNISHMENT

1. Positive Punishment
2. Negative Punishment

PART 6: ANTECEDENT VARIABLES

1. Motivating Operations
2. Stimulus Control

PART 7: VERBAL BEHAVIOR

1. Verbal Behavior

PART 8: DEVELOPING NEW BEHAVIOR

1. Equivalence-based Instruction
2. Engineering Emergent Learning with Nonequivalence Relations
3. Imitation, Modeling, and Observational Learning
4. Shaping
5. Chaining

PART 9: DECREASING BEHAVIOR WITH NONPUNISHMENT PROCEDURES

1. Extinction
2. Differential Reinforcement
3. Antecedent Interventions

PART 10: FUNCTIONAL ASSESSMENT

1. Functional Behavior Assessment

PART 11: SPECIAL APPLICATIONS

1. Token Economy, Group Contingencies, and Contingency Contracting
2. Self-Management

PART 12: PROMOTING GENERALIZED BEHAVIOR CHANGE

1. Generalization and Maintenance of Behavior Change

PART 13: ETHICS

1. Ethical and Professional Responsibilities of Applied Behavior Analysts

New and updated features of this title

• Seven chapters written by prominent scholars in behavior analysis supply students with first-hand accounts from experts in the field.
  • NEW: Chapter 19, Equivalence-based Instruction by Carol Pilgrim
  • NEW: Chapter 20, Engineering Emergent Learning with Nonequivalence Relations by Tom Critchfield and Ruth Anne Rehfeldt
  • UPDATED: Chapter 12, Negative Reinforcement by Brian Iwata and Richard Smith; Chapter 16, Motivating Operations by Jack Michael and Caio Miguel; Chapter 27, Functional Behavior Assessment by Nancy Neef and Stephanie Peterson; Chapter 18, Verbal Behavior by Mark Sundberg; and Chapter 31, Ethical and Professional Responsibilities of Applied Behavior Analysts by Jose Martinez-Diaz, Tom Freeman and Linda LeBlanc
• UPDATED: Text content is related to the new 5th Edition of the Behavior Analyst Certification Board, Inc^® BCABA^® and BCBA^® Task List, which specifies the knowledge and skills all behavior analysts should master. A chart at the beginning of each chapter identifies which items from the Task List are covered in that chapter. An Appendix lists the page numbers where the concepts, principles or procedures related to each item on the Task List appear.

Hallmark features of this title

• More than 2,700 citations to primary-source literature, including both classic and contemporary studies, increase students’ exposure to and appreciation for the field’s rich empirical and conceptual literature.
• A glossary of more than 500 technical terms and concepts helps students master the specialized vocabulary of applied behavior analysis.
• More than 150 graphs display original data from peer-reviewed research. These are often accompanied by detailed descriptions of the procedures used to collect the data represented, to help students see how the principles discussed are applied in action.

About our authors

John Cooper, Tim Heron and Bill Heward were faculty members at The Ohio State University for a combined 90 years. Together they trained special education classroom teachers and leadership personnel guided by the philosophical, scientific and technological principles of applied behavior analysis. The Ph.D. program in special education and applied behavior analysis that they and their colleagues developed at OSU was the first doctoral program accredited by the Association for Behavior Analysis International. John, Tim and Bill each received the Alumni Award for Distinguished Teaching, OSU’s highest honor for teaching excellence. They are joint recipients of the Ellen P. Reese Award for Communication of Behavioral Concepts from the Cambridge Center for Behavioral Studies.

John O. Cooper, Ed.D., is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. His research and teaching interests include precision teaching, inner behavior, fluency building and verbal behavior. He is a past president of the Standard Celeration Society, past member of the Board of Directors for the Society for the Advancement of Behavior Analysis, and Applied Representative to the Executive Council and as Chairperson, Graduate Program Accreditation Committee of the Association for Behavior Analysis International.

Timothy E. Heron, Ed.D., is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. Tim’s research interests include tutoring systems, inclusion of students with disabilities in general education classrooms, consultation and self-correction instructional approaches. Tim is co-author of The Educational Consultant: Helping Professionals, Parents, and Students in Inclusive Classrooms, 4th Edition (with Kathleen Harris, 2001). Since 2000, Tim has been an active Federal Aviation Administration, Gold Seal Certified Flight Instructor; has authored the text Instrument Flying: 10 Indispensable Principles to Know and Remember; and continues to apply the principles and procedures of applied behavior analysis to the next generation of aviators.

William L. Heward, Ed.D., BCBA-D, is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. Bill’s interests include “low-tech” methods for increasing the effectiveness of group instruction and promoting the generalization and maintenance of newly learned skills. He has authored or co-authored 5 other books, including Exceptional Children: An Introduction to Special Education, 11th Edition (with Sheila Alber-Morgan and Moira Konrad, 2017), and Sign Here: A Contracting Book for Children and Their Parents (with Jill C. Dardig, 2016). A Fellow and Past President of the Association for Behavior Analysis International, Bill is a recipient of the Fred S. Keller Behavioral Education Award from Division 25 of the American Psychological Association and the Distinguished Psychology Department Alumnus Award from Western Michigan University.

This text provides an accurate, comprehensive, and contemporary description of applied behavior analysis in order to help readers acquire fundamental knowledge and skills

Applied Behavior Analysis provides a comprehensive, in-depth discussion of the field, offering a complete description of the principles and procedures for changing and analyzing socially important behavior. The 3rd Edition features coverage of advances in all three interrelated domains of the sciences of behavior–theoretical, basic research, and applied research–and two new chapters, Equivalence-based Instruction (Ch. 19) and Engineering Emergent Learning with Nonequivalence Relations (Ch. 20). It also includes updated and new content on topics such as negative reinforcement (Ch. 12), motivation (Ch. 16), verbal behavior (Ch. 18), functional behavioral assessment (Ch. 27), and ethics (Ch. 31). The content of the text is now connected to the BCBA® and BCABA® Behavior Analyst Task List, 5th Edition.