Applied Behavior Analysis for Teachers
9th Edition
Published on 9. March 2012
Book
Paperback/Softback
480 pages
978-0-13-265597-2 (ISBN)
Description
Updated in a new ninth edition, this market-leading book provides comprehensive coverage of behavior management concepts and techniques and presents them in a versatile, practical, and accessible manner for teachers.
KEY TOPICS: The ninth edition uses classroom-based examples and practices firmly grounded in research. Content is presented in the order of decision-making by a teacher who has a student exhibiting challenging behavior in class or a college student who needs to execute a behavior-change project. The book covers identifying target behavior, collecting and graphing data, functional assessment, experimental design, arranging antecedents and consequences, and generalizing behavior change. The importance of ethical considerations in using applied behavior analysis in the classroom is now presented at the beginning of the book to highlight the importance of applying principles and practices responsibly.
Inservice teachers and special educators.
KEY TOPICS: The ninth edition uses classroom-based examples and practices firmly grounded in research. Content is presented in the order of decision-making by a teacher who has a student exhibiting challenging behavior in class or a college student who needs to execute a behavior-change project. The book covers identifying target behavior, collecting and graphing data, functional assessment, experimental design, arranging antecedents and consequences, and generalizing behavior change. The importance of ethical considerations in using applied behavior analysis in the classroom is now presented at the beginning of the book to highlight the importance of applying principles and practices responsibly.
Inservice teachers and special educators.
More details
Other editions
Previous edition
Book
09/2008
8th Edition
Pearson
€94.08
Article exhausted; check for reprint
Persons
Paul A. Alberto
After receiving his undergraduate degree from Hunter College in New York City he taught elementary aged students with intellectual disabilities in the south Bronx. While teaching he completed a master's degree in Special Education: mental retardation at Fordham University. He moved to Atlanta and completed his PhD in Special Education: Severe Disabilities at Georgia State University. His professional career in higher education has been at GSU in the Department of Educational Psychology and Special Education. He is coordinator of the teacher education program in Multiple and Severe Disabilities. He is Co-Director of the program in Applied Behavior Analysis, and is Co-Director of the University Initiative on Language and Literacy. Since 2003 he has served as co-editor of the journal Focus on Autism and Other Developmental Disabilities. Currently he is Principal Investigator on a grant from the Institute on Education Sciences entitled "Integrated Literacy for Students with Moderate and Severe Disabilities."
Anne C. Troutman
After receiving her undergraduate degree in elementary education from the University of Georgia in 1964 Anne taught elementary grades for 5 years. She completed her Master's Degree in special education from Georgia State University and taught students with behavior disorders in self-contained and resource settings and served as a crisis intervention specialist and special education supervisor. After receiving her Ph.D. from Georgia State in 1977 she taught graduate and undergraduate students in general and special education at The University of Memphis until her retirement in 2009.
After receiving his undergraduate degree from Hunter College in New York City he taught elementary aged students with intellectual disabilities in the south Bronx. While teaching he completed a master's degree in Special Education: mental retardation at Fordham University. He moved to Atlanta and completed his PhD in Special Education: Severe Disabilities at Georgia State University. His professional career in higher education has been at GSU in the Department of Educational Psychology and Special Education. He is coordinator of the teacher education program in Multiple and Severe Disabilities. He is Co-Director of the program in Applied Behavior Analysis, and is Co-Director of the University Initiative on Language and Literacy. Since 2003 he has served as co-editor of the journal Focus on Autism and Other Developmental Disabilities. Currently he is Principal Investigator on a grant from the Institute on Education Sciences entitled "Integrated Literacy for Students with Moderate and Severe Disabilities."
Anne C. Troutman
After receiving her undergraduate degree in elementary education from the University of Georgia in 1964 Anne taught elementary grades for 5 years. She completed her Master's Degree in special education from Georgia State University and taught students with behavior disorders in self-contained and resource settings and served as a crisis intervention specialist and special education supervisor. After receiving her Ph.D. from Georgia State in 1977 she taught graduate and undergraduate students in general and special education at The University of Memphis until her retirement in 2009.
Content
Chapter 1 Roots of Applied Behavior Analysis
Chapter 2 Responsible Use of Applied Behavior Analysis Procedures
Chapter 3 Preparing Behavioral Objectives
Chapter 4 Procedures for Collecting Data
Chapter 5 Graphing Data
Chapter 6 Single-Subject Designs
Chapter 7 Developing a Hypothesis for Behavior Change: Functional Assessment and Functional Analysis
Chapter 8 Arranging Consequences That Increase Behavior
Chapter 9 Arranging Consequences That Decrease Behavior
Chapter 10 Differential Reinforcement: Antecedent Control and Shaping
Chapter 11 Providing for Generalization of Behavior Change
Chapter 12 Teaching Students to Manage Their Own Behavior
Chapter 13 Putting It All Together
Chapter 2 Responsible Use of Applied Behavior Analysis Procedures
Chapter 3 Preparing Behavioral Objectives
Chapter 4 Procedures for Collecting Data
Chapter 5 Graphing Data
Chapter 6 Single-Subject Designs
Chapter 7 Developing a Hypothesis for Behavior Change: Functional Assessment and Functional Analysis
Chapter 8 Arranging Consequences That Increase Behavior
Chapter 9 Arranging Consequences That Decrease Behavior
Chapter 10 Differential Reinforcement: Antecedent Control and Shaping
Chapter 11 Providing for Generalization of Behavior Change
Chapter 12 Teaching Students to Manage Their Own Behavior
Chapter 13 Putting It All Together