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Andrew Livanis
Livanis Behavioral Consulting
718-564-0237
Annotated Bibliography for:
Using the Principles and Procedures of Behavior Analysis to Teach the
Principles and Procedures of Behavior Analysis: Implications for School
Psychology
Presentation at Trainers of School Psychology
February 20, 2017
General Texts
Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied Behavior Analysis. New York:
Prentice Hall.
The granddaddy of all texts, this is the premier text for all behavior analytic coursework.
Greer, R.D. (2002). Designing Teaching Strategies: An Applied Behavior Analysis Systems
Approach. New York: Elsevier Books
While this text is designed to discuss how behavior analysis can be used as a method to teach all
children (whether they are disabled or not), there are some good foundations that can be used to
teach and prepare graduate students.
Moran, D.J. & Malott, R.W. (2004). Evidence-Based Educational Methods. New York:
Academic Press.
This text focuses on the application of behavior analysis to all children, disabled or not, but
there are some good chapters on the application and training of behavior analysts. There are
some exceptional chapters on Precision Teaching and the use of StanCel technologies.
Active Student Responses
Bahadourian, A.J., Yung, T.K, Greer, R.D. & Rousseau, M.K. (2006). The effects of learn units
on student performance in two college courses. International Journal of Behavioral
Consultation and Therapy, 2, 2, 246 – 264. http://dx.doi.org/10.1037/h0100780
Effects of structured active student responses on students enrolled in two different special
education graduate courses.
Caron, P.L. & Gely, R. (2004). Taking Back the Law School Classroom: Using Technology to
Foster Active Student Learning. Journal of Legal Education, 54, 4, 551-569.
A great piece describing the work of two faculty at the University of Mississippi Law School.
Guided Notes
Larry, W.W., Weil, T.M., & Porter, J.K (2012). The Relative Effects Of Traditional Lectures
And
Andrew Livanis
Livanis Behavioral Consulting
718-564-0237
Guided Notes Lectures On University Student Test Scores. The Behavior Analyst, 13, 1,
12-16. http://dx.doi.org/10.1037/h0100713
Traditional lectures compared to guided note-taking demonstrating significantly better effects on
undergraduates’ mastery of content.
Mastery Quizzes
Semb, G. (1974), The Effects Of Mastery Criteria And Assignment Length On College-Student
Test Performance. Journal of Applied Behavior Analysis, 7: 61–69.
doi:10.1901/jaba.1974.7-61
Shorter assignments that demanded high rates of mastery (100%) led to better improvements
than longer assignments and/or lower rates of mastery.
Malanga, P.R. & Sweeney, W.J. (2008). Increasing Active Student Responding in a University
Applied Behavior Analysis Course: The Effect of Daily Assessment and Response Cards
on End of Week Quiz Scores. Journal of Behavioral Education, 17: 187
doi:10.1007/s10864-007-9056-8
Study which examined the effects of mastery quizzes vs. response card usage in the teaching of
behavior analysis.
Fluency Quizzes
Kubina, R. M., & Yurich, K. K. L (2012). The Precision Teaching Book. Lemont, PA: Greatness
Achieved.
This is a wonderful book that explains the tenets of precision teaching as well as how the
StanCel chart can work in a variety of settings. Available at:
http://theprecisionteachingbook.com/