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Applied Behavior Analysis for Teachers

9th edition

Paul A. Alberto and Anne C. Troutman

ROOTS OF APPLIED BEHAVIOR ANALYSIS

CHAPTER 1

REQUIREMENTS FOR EXPLAININGHUMAN BEHAVIOR

• Inclusive:• Does the explanation account for a substantial quantity of

behavior?

• Verifiable:• Is the explanation testable?

• Predictive Utility:• Does the explanation provide reliable answers about what people are

likely to do under certain circumstances?

• Parsimonious:• Is it the simplest explanation?

1-3

BIOPHYSICAL AND BIOCHEMICAL EXPLANATIONS OF HUMAN BEHAVIOR

• Biophysical• Genetic and Hereditary Effects

• Dominant Genetic Inheritance

• Recessive Genetic Inheritance

1-4

DOMINANT GENETIC INHERITANCE

Affected Mother

(An)

Unaffected Father(nn)

Affected (An)

Normal (nn)

Affected (An)

Normal (nn)

Each child has a 50% chance of inheriting the “A” gene (dominant abnormal gene) or the “n” gene (normal gene) from the affected parent.

Abnormal Gene PassageNormal Gene Passage

1-5

RECESSIVE GENETIC INHERITANCECarrier Mother(Na)

Carrier Father(Na)

Normal(NN)

Carrier(Na)

Carrier(Na)

Affected (aa)

Each child has a 25% chance of inheriting two “a” genes (recessive abnormal genes) and inheriting two “N” genes (normal genes). Each child also has a 50% chance of being carriers of the abnormal gene.

Abnormal Gene PassageNormal Gene Passage

1-6

BIOPHYSICAL AND BIOCHEMICAL EXPLANATIONS OF HUMAN BEHAVIOR

• Biophysical• Genetic and Hereditary Effects

• Dominant Genetic Inheritance

• Recessive Genetic Inheritance

• Biochemical• Brain Damage

1-7

USEFULNESS OF BIOPHYSICAL AND BIOCHEMICAL EXPLANATION OF HUMAN

BEHAVIOR

Theoretical Explanation

Inclusiveness Verifiability Predictive Utility Parsimony

Biophysical and Biochemical Poor Fair Poor Poor

1-8

DEVELOPMENTAL EXPLANATIONS OF HUMAN BEHAVIOR

Psychoanalytic Theory (Sigmund Freud 1856-1939)

Progression through crucial stages Aberrant behavior if person fixates on a particular stage

A Stage Theory of Cognitive Development (Jean Piaget 1896-1980)

Assimilation The tendency to adapt the environment to enhance personal functioning.

Accommodation The tendency to change behavior to adapt to the environment.

Equilibration The process of maintaining a balance between assimilation and

accommodation.

1-9

A COMPARISON OF FREUDIAN AND PIAGETIAN THEORIES

Freud’s Psychoanalytic Theory Piaget’s Stage 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 establish 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: Child develops language, however is still unable to take another person’s point of view.

4 to 6 years Phallic Stage: Gratification contents around genitalia. Child becomes attached to parent of the opposite sex and develops hostility to parent of 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, understands reversibility of some operations.

6 years to Puberty Latency Stage: Child identifies with the parent of the same sex and plays 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.

1-10

USEFULNESS OF DEVELOPMENTAL EXPLANATION OF HUMAN BEHAVIOR

Theoretical Explanation Inclusiveness Verifiability Predictive Utility Parsimony

Developmental Good Poor Fair Poor

1-11

COGNITIVE EXPLANATIONS OF HUMAN BEHAVIOR

• Gestalt Psychology – we see objects in their entirety before perceiving their individual parts

• Discovery Learning (Jerome Bruner b.1915)

• Constructivism – experience environment first-hand, giving reliable, trust-worthy knowledge

1-12

USEFULNESS OF COGNITIVE EXPLANATION OF HUMAN BEHAVIOR

Theoretical Explanation

Inclusiveness Verifiability Predictive Utility Parsimony

Cognitive Good Poor Poor Poor

1-13

BEHAVIORAL EXPLANATION OF HUMAN BEHAVIOR

• All behavior is learned

• Behavior must be measurable and observable

• A behaviorist focus is on the“present environmental conditions, both antecedent and consequent, maintaining behavior and on establishing and verifying functional relations between such conditions and behaviors”

1-14

IMPORTANT CONCEPTSOF BEHAVIORAL EXPLANATION

• Positive Reinforcement

• Negative Reinforcement

• Punishment

• Extinction

1-15

IMPORTANT CONCEPTS OF BEHAVIORAL EXPLANATION

• Antecedent Control• Stimulus Control

• Setting Events• Kazdin’s (2000) 3 types of setting events: social,

physiological, and environmental

• Baily et al.’s (1988) subdivision of environmental setting events: instructional dimensions, physical dimensions, social dimensions, and environmental change

• Modeling and Shaping (p.15)

1-16

USEFULNESS OF BEHAVIORAL EXPLANATION

OF HUMAN BEHAVIOR

Theoretical Explanation

Inclusiveness Verifiability Predictive Utility Parsimony

Behavioral Fair Good Good Good

1-17

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

1-18

HISTORICAL DEVELOPMENT OF BEHAVIORISM

• Respondent Conditioning (Ivan Pavlov 1849-1936)• Classical or Respondent Conditioning – the process of

pairing stimuli so that an unconditioned stimulus elicits a response (reflexive behaviors)

• Associationism (Edward Thorndike 1874-1949))• Associations between situations and responses

• Law of Effect

• Law of Exercise

Stage 1:Tone (CS) Salivation (UCR)

Stage 2:Tone (CS) Salivation (CR)

Food (UCS)

1-19

HISTORICAL DEVELOPMENT OF BEHAVIORISM

• Behaviorism (John Watson 1878-1958)

• Coined term “behaviorism”

• Focused on observable behaviors – emotional responses

• Watson & Rayner (1920) – baby Albert

• Operant Conditioning (B.F. Skinner 1904-1990)

• Voluntary behaviors

• The arrangement of environmental variables to establish a functional relation between a voluntary behavior and its consequences.

1-20

APPLIED BEHAVIOR ANALYSIS

”The process of applying sometimes tentative principles of behavior to the improvement of specific behaviors, and simultaneously evaluating whether or not any changes noted are indeed attributed to the process of application.”

Baer, Wolf, & Risley, 1968 (p.91)

1-21

7 CHARACTERISTICS OF RESEARCH TO QUALIFY AS APPLIED BEHAVIOR ANALYSIS

Identified by Baer, Wolf, & Risley (1968)

1) Applied – behavior selected for change must be socially important

2) Behavioral – behavior must be observable and measurable

3) Analytic – intervention must demonstrate control over the behavior

4) Technological – written in such a way that it is easily replicated

5) Effective – demonstrate a meaningful change in the desired behavior

6) Conceptually Systematic – use appropriate terminology and behavioral concepts

7) Generality – must demonstrate maintenance and generalization of the behavior

1-22

CHAPTER 2 OVERVIEW

• Concerns about Applied Behavior Analysis• Confusion with Other Procedures• Reaction to Controversial Procedures• Concerns about Coercion

• Ethical Use of Applied Behavior Analysis Procedures• A Therapeutic Environment• Services whose Overriding Goal is Personal Welfare• Treatment by a Competent Behavior Analysis• Programs that Teach Functional Skills• Behavioral Assessment and Ongoing Evaluation• Most Effective Treatment Procedures Available

• Accountability

2-2

Applied Behavior Analysis

Behavior Modification

Definition: “the systematic changing of

behavior by the application of behavioral principles.”

Definition: “procedures derived from

the experimental analysis of human behavior.”

Behavioral Principles:Positive ReinforcementNegative ReinforcementPunishmentExtinctionStimulus ControlModelingShaping

Behavior Modification Procedures:HypnosisPsychosurgeryBrain ImplantsDrug TherapyElectroconvulsive Shock Treatment

EXAMPLES OF APPLIED BEHAVIOR ANALYSIS AND BEHAVIOR MODIFICATION PROCEDURES

2-3

SERVICES WHOSE OVERRIDING GOAL IS PERSONAL WELFARE

• Behaviors targeted for change should benefit the student

• The student and parents should voluntarily agree to goals

• If procedures not widely accepted consent is required• Informed Consent

• Voluntary Consent

2-9

HOMEWORK: APPLICATION & INTEGRATION• When we deconstruct the process of behavior change we discover that frequently we

want to change someone else’s behavior for a variety of reasons. Possibly we think the behavior in question is rude, silly, obnoxious, or is not socially appropriate. Maybe we feel the behavior is dangerous, “weird,” unkind, or “wrong.” Or maybe the behavior simply irritates, bothers, or annoys us. Whatever the case, it is critical as educators, psychologist, counselors, and human beings we explore our “buttons” before we go about the business of trying to change someone else. For this assignment list the behaviors that “push your buttons.” The challenge is to list as many behaviors as you can. The more honest you can be the more valuable this exercise will be for you, both personally and professionally. Good luck!

Behaviors that “push my buttons:”1.2.3....30. 25

CLOSURE

• On a piece of paper (to be reused each week), write

• Three things you got out of today’s class

• “Aha!” moment

• Learned something new or surprising

• Lingering question

• General comments

• Name and date!

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