course psyc 3630-995 number: course psychologymastery of the chapter -- the exams wÿll use...

Course Information

Course title: Introduction to Everyday Behavior Analysis

PSYC 3630-995Coursenumber:

Coursediscipline:

Coursedescription:

Psychology

Prerequisite(s):

Course Goals

Course goals:

The purpose of the course is to teach you how to apply behavioranalysis to solve human problems. It uses a programmed learningtextbook in which students take practice quizzes on each of the 25chapters. Grades are based on 4 exams.

PSYC 1010 Introductory Psychology recommended

You will learn four broad strategies for applying behavior analysis tohuman problems. These consist of defining and measuring behavior,using reinforcement, using stimulus control, and the problems withusing aversive control.

Instructor Information

Name: Henry E. Heffner, Ph.D

Emall: [email protected]

Office location. Umversity Hall Room 5002

Office hours: By Appointment

Phone: 419/530-2684

Biography" B.A, Trinity College, Hartford CT, Psychology, 1966; M S., FloridaState University, Psychology, 1969; Ph.D., Florida State Umversity,Psychobiology, 1973

Fields of Interest: Function of auditory cortex, Comparative study ofhearing, Tinnitus, Behavior analysis, Mental retardation, Ethics ofanimal research.

For more about me go to.http'//psychology.utoledo.edu/showpage.asp'ÿname=hheffner

Textbook

Requiredreading.

Principles of Everyday Behavior Analysis, Thompson/WadsworthPublishing Co., 4th, 0-534-59994-X

Policies

Additionalinformation:

Attendance consists of taking quizzes and exams on time. Thesepohcies and procedures will be followed as closely as possible, butare subject to change.

, Course Requirements

Requirements" Your grade for the course is based on four exams The exams will befill-in and short answer.

The grading scale cutoffs are:90% & above = A,88% = A-,86% = B+,80% = B,78% = B-,76% = C+,70% = C,68% = C-,66% = D+,60% = D,57% = D-,>57% = F.

IMPORTANT STUDY TIPThe 4th edition of this book contains an access code that you can useto log on to a website where you can get additional information aboutthe concepts covered In this book. However, it is not required.

Quizzes

Chapter Quizzes are provided for practice for each Lesson anddo not count towards your grade. (These are the quizzes in theback of your textbook,) You should use the quizzes to checkyourself after reading a chapter. They are there for you to check yourmastery of the chapter -- the exams wÿll use different questions

The quizzes are machine-scored so spelling errors are counted aswrong answers. Also, there may be an alternative correct answer thatis not listed Do not panic if the computer scores an answer on aquiz wrong when it is really correct.

Please let me know if you feel a question needs fixing because it isunclear, there is another alternative answer, or the question Is justplain wrong--errors do sometimes occur.

Exams

There are four exams, each covering a Unit in the textbook--notethat the exams are cumulative. Each exam has 25 questions.

Academic Honesty. You may not receive help from anyone whiletaking an exam. Students are expected to adhere to the University ofToledo's policy on honesty, which can be found at.

http'llwww.utoledo.eduldllstudentsldishonesty.html

Scoring Exams. I hand-grade the exams and may give partial or fullcredit for alternative answers and for answers that have minor spellingerrors.

Missed exams. Contact the Instructor as soon as possible.

Final Exam

Because the Exams are cumulative, there is no need for a FinalExam.

Contact me if you have ANY questions

I am here to help so contact me by email with your questions.

Course Evaluation

As with all UT courses, students will be able to fill out a courseevaluation, which is anonymous The Instructor may post the resultsof the evaluation, including the comments

EDITION

4Principles of Everyday

* rBehav!o_ Analysis

L. Keith MillerUniversity of Kansas

THOMSONWADSWORTH

Austraha • Canada • Mexico • Singapore • Spain • United Kingdom • United States

Contents

Preface xiiIntroduction: The Science of Learning and

the Technology of Education xiv

UNIT 1 The Behavioral Strategy

The Principle of Direct ObservationSummary 24Behavior Analysis Examples 24Notes 27Helpful Hints 28Additional Readings 28

22

Lesson 1 Introduction to EverydayBehavior Analysis 1 Programmed Reading 29

1) What Behavior Analysis Studies(2) Specifying What to Observe 29(3) Approaches to Observing Behavior(4) The First Tactic of the Behavioral

Strategy 3215) Review 32

Lesson 2 Definitions of EverydayBehaviors 15

Reading Section 15What Is Behavior? 15Behavioral Definitions 18The Problem with Self Reports 19

Programmed Examples 13(1) Programmed Examples 14

Programmed Reading 10

(1) Defining Behavior Analysis 10(2} Principle of Public Events 12(3) The First Strategy for Solving Human

Problems 13(4) Review 13

Reading Section 1

Introduction to Unit I 1Modern Behaviorism 1The Growth of Behavior Analysis 3What Is Behavior Analysis? 5The Problem with Using Private Events

to Explain Behavior 6The Principle of Public Events 6The Behavioral Strategy 7Summary 8Notes 8Helpful Hints 8Additional Readings 9

29

30

Programmed Examples 33

(1) Programmed Examples 33

Lesson 3 Methods for the Observationof Everyday Behaviors 35

Reading Section 35Outcome Recording for Behaviors That

Leave Unique Results 35Event Recording/br Uniform

Behaviors 38Interval Recordhÿg t'or Nonuni|brm

Behaviors 40Time Sample Recording for Sampling

a Behavior 42Summary 45Behavior Analysis Examples 45Notes 47Helpful Hints 47Additional Readings 49

Programmed Reading 4911) Recording Based on Results 50(2) Recording Instances of Behavior 51

it)

v Contents

(3) Recording Behavior during ContinuousIntervals 52

(4) Recording Behavior during DiscontinuousIntervals 54

(5) !Mlother Tactic 56(6) Review 56

One-Time Treatments 92Summary 92Behavior Analysis ExamplesNotes 94Helpiul Hints 95Additional Readings 95

93


(l) Programmed Examples 57

Lesson 4 Reliability and Validity ofEveryday Observations 61

66

Progl'ammed Reading 72

(1) Measm'ing Observer Agreement 72(2)Assumptions about Reliability 73(3) Two Types of Reliability 75(4) New versus Old Behavioral

Definitions 7715) Does the Behavioral Definition Make

Sense? 78(6)ANew Tactic 80(7) Review 80

Programmed Examples 81(1) Progq'ammed Examples 81

Lesson 5 Experimental Designs forStudying Everyday Behavior 85

Reading Section 85Alternative Explanations 85Experimental Conditions 86Ruling Out Alternative ExplanationsThe Principle of Single-Subject

Experiments 87Comparison Design 88Reversal Design 89Multiple-Baseline Design 90

86

Reading Section 61Repeated Observations 61Reliability and Accuracy 62Computing q¥ial Reliability 62Computing Frequency ReliabilityGoal ibr Reliability 65Social Validity of Behavioral DefinitionsSummary 68Behavior Analysis Examples 68Notes 69Helpful Hints 70Additional Readings 72

65

Programmed Reading 96{1) Fundamentals of Experimental

Desiglÿ 96(2) Making a Useful Experiment(3) The Simplest Design 98(4) Using a Third Condition 99(5) Using Many Behaviors or

Persons 100(6) Telling the Difference between

Designs 102(71Another Tactic 103(8) Review 104


97

Lesson 6 Visual Analysis of BehavioralExperiments 109

Reading Section 109The Principle of Visual AnalysisThe Four Steps of Visual AnalysisVisual Analysis of Comparison

Designs 115Visual Analysis of Reversal

Designs 117Visual Analysis of Multiple-Baseline

Experiments 119Summary 120Behavior Analysis Examples 120Notes 122Helpful Hints 123Additional Readings 123

109111

Programmed Reading 124(1) Principle of Visual Analysis 124!2) Are the Conditions Divided? 125(3)Are the Conditions Stable? 128(4) Visual Analysis of Comparison

Design 132(5) Visual Analysis of Reversal and Multiple-

Baseline Designs 136(6)Another Tactic 139(7) Review 140

vi Contents

Programmed Examples 142(1} Progl"ammed Examples 142


( 1 ) Programmed Examples 175

Lesson 7 Review of BehavioralMethods 147

Lesson 9 Extinction of EverydayBehaviors 179

Reading Section 147The Five Tactics of the Behavioral

Strategy 148Summary 150Notes 150Helpful Hints 150Glossary 151Additional Readings i52

152

UNIT 2 The ReinforcementStrategy

Lesson 8 Reinforcenwnt of EverydayBehaviors 159

Reading Section 159Introduction to Unit 2 159Definition of Reinforcement 159The Variety of Reinforcers 161Uses of Reinforcement 162Basic Building Block 163Misuse of Reinforcement 164What Behaviors Can Be Reintbrced?Unknown: What Is Not a ReinibrcerSummary 166Behavior Analysis Exampleÿ 166Notes 167Helpful Hints 169Additional Readings 171

Programmed Reading 171(1) How to Increase Behavior 171{2) Events That Precede Behavior 172(3) Events That Don't Increase

Behavior 172(4) Desirable Events 173(5) Telling Someone What to Do 174(6) Another Tactic 174(7) Review 175

165165

Practice Review II 155


Practice Review I 152(1) Some Review Questions

Reading Section 179Definition of Extinction 179Uses for Extinction 180Misuses of Extinction 182Summary 183Behavior Analysis ExamplesNotes 184Helpful Hints 185Additional Readings 185

183


(1) Reducing the Rate of Behavior 186(2) Telling the Difference 187(3) What Happens Right after Stmÿing

Extinction 188(4) Another Tactic 188(5) Review 188


11) Programmed Examples 189

Lesson I0 Differential Reinforcementof Everyday Behavior 193

Reading Section 193

Defining DifferentialReinforcement 193

Uses of DifferentialReinforcement 194

Misuses of DifferentialReinibrcement 196

Reducing Behavior with DifferentialReinforcement 197

Summm7 197Behavior Analysis Examples 197Notes 199Helpthl Hints 199Additional Readings 202

Programmed Reading 202( 1 ) The Elements of Differential

Reintbrcement 202(2) Are the Behaviors Different?(3) Use of the Word Only 205

204

vil Contents

(4) Practice Identi(ÿing DifferentialReinforcement 206

(5) Another Tactic 207(6) Review 207

Behavior Analysis ExamplesNotes 237Helpful Hints 237Additional Readings 238

236



Lesson 11 Shaping EverydayBehaviors 2!3



Lesson 12 ReintbrcerEffectiveness 231

Reading Section 231The Effect of Contingency on

Effectiveness 231The Effect of Immediacy on

Effectiveness 233The Effect of Size on EffectivenessThe Effect of Deprivation on

Effectiveness 234Comparison of the Four PrinciplesSummary 236

233

235

Programmed Reading 224(1) A Procedure for Creating New

Behavior 224(2) Examples of Shaping 225(3) Tactic #4 in the Reinforcement

Strategy 227(4) Review 227

Reading Section 213

Some Examples of Shaping 214Definition of Shaping 215Shaping Shooting an Arrow 215Overcoming Shyness and Other

Problems 216What Shaping Is Not 218Natural Shaping 218Misuse of Shaping 219SummmT 219Behavior Analysis Examples 219Notes 221Helpful Hints 222Additional Readings 223

Programmed Reading 239(1) The Pÿinciple of Contingency(2) The Principle of Immediacy(3) The Principle of Size 240(4) The Principle of Deprivation(5) Telling the Principles Apart(6) Tactic #5 in the Reinforcement



Lesson 13 Ratio Schedules 247

Reading Section 247Fixed-Ratio Schedules 247Variable-Ratio Schedules 250Advantages of Ratio Schedules 251The Disadvantages of Ratio SchedulesSummary 252Behavior Analysis Examples 253Notes 254Helpful Hints 254Additional Readings 255

Programmed Reading 255(1) Generic Schedules 25612) Defining Fixed.Ratio Schedules(3) Variable-Ratio Schedules 257(4) Response Patterns in Ratio

Schedules 258(5) Resistance to Extinction 259(6) Two Drawbacks of Ratio Schedules7) Another Tactic 261

(8) Review 261



Lesson 14 Interval Schedulesof Reinforcement 265

Reading Section 265Definition of Fixed-Interval

Reinforcement 265

239239

241241

252

256

260

vdi Contents

Definition of Variable-lntelwalSchedule 267

Advantages and Disadvantages of IntervalSchedules 268

Comparison of Basic IntermittentSchedules 268

Laws of Behavior 269Summary 269Behavior Analysis Examples 269Notes 270Helpful Hints 270Additional Readings 272

UNIT 3 The Stimulus ControlStrategy

Lesson 16 Stimulus Discriminationand Everyday Behavior 295


(1) Elements of Fixed-IntervalSchedules 273

(2) Elements of the Variable-IntervalSchedule 274

(3) Advantages and Disadvantages ofInterval Schedules 276

(4) Another Tactic 277(5) Review 277


Practice Review I 288

(1) A Set of Review Questions(2) Another Set of Review

Questions 290

288

Practice Review H 293


Reading Section 281Reintbrcement Can Help 281Reinforcement Can Harm 281Reinibrcement Is Everywhere 282Reinforcement Works in Every Age

and Culture 283Reintbrcement Works with All

Behavior 284The Reinforcement Strategy 284The Ethics of Reinforcement 285Summary 286Helpful Hints 286Glossary 286Additional Readings 288

Lesson 15 Review ofReinforcement 281

Reading Section 295Introduction to Unit 3 295Discrimination Training 296Simple Examples of Discrimination

Training 297Realistic Examples of Discrimination

'IYaining 298Establishing Stimulus Control 300Summary 301Behavior Analysis Examples 301Notes 303Helpful Hints 304Additional Readings 304

Programmed Reading 305(1) Narrowing Stimulus Control 305(2) Stimuli Associated with

Reinforcement 306(3) Stimuli Associated with Extinction(41 Discriminated Behavior 308(5) Sununary of Discrimination

Training 309(6) Discrimination ÿIYaining versus

Differential Reinforcement 31017) Complex Examples of Discrimination

Training 311(8) Research Examples of Discrimination

Training 313(9) Another Tactic 314

(10) Review 315

307

Progranuned Examples 316(1) tbÿogrammed Examples 316

Lesson 17 Generalization Training ofEveryday Behaviors 319

Reading Section 319Definition of Generalization TrainingThe Train-and-Hope Method 320Generalization Training 322The Similar-Stimuli Method 323Generalization of Extinction 324Concept Formation 324Summary 325

319

ix Contents

Behavior Analysis ExamplesNotes 326Helpful Hints 328Additional Readings 328

325


(1) Elements of Generalization Training(2) Generalization 330(3) Generalization Training versus

Discrimination Training 331(4) Tactic #2 in the Stimulus Control


329

Uses of Instructional Training 359Generalized Instruction-FollowingImitation and Instructions

Combined 360Imitation and Instructional Training

Are Efficient 360Summary 361Behavior Analysis Examples 361Notes 362Helpful Hints 363Additional Readings 365

360

Reading Section 339Prompts 339Fading 340Examples of Fading 340Programming 342Summary 345Behavior Analysis ExamplesNotes 346Helpful Hints 346Additional Readings 347

Programmed Reading 348(1) Prompts for Discrimination 348(2) Prompts for Generalization 349(3) Using Prompts in Education 350(4) Fading versus Programming 351(5) Another Tactic 351(6) Review 352


Lesson 19 Imitation andInstructions 357

Reading Section 357Definition of hnitation TrainingUses of Imitation Training 357Teaching How to Imitate 358Definition of Instructional

Training 358

357

345

Lesson 18 Programming andFading 339


(1) Copying Behavior 365(2) Following Instructions 367(3) Imitation versus Instructional

Training 368(4) Research on Use of Instructions(5) Another Tactic 370(6) Review 370



Lesson 20 ConditionedReinforcers and EverydaySituations 375

Reading Section 375Definition of Primary and Secondary

Reinforcer 375Definition of Generalized

Reinforcers 377Comparison of Different Types of

Reinforcers 380Stimulus/Response Chains 380SummmT 381Behavior Analysis Examples 381Notes 383Helpful Hints 384Additional Readings 384


(1) Unlearned Reinforcers 385(2) Lealmed Reinforcers 386(3) Reinforcers That Usually Work(4) Responses That Occur Together(5) Another Tactic 391(6) Review 391




369

387389

x Contents

Lesson 21 Review of StimulusControl 395

Lesson 23 Punishment by ContingentWithdrawal 427

Reading Section 395The Stimulus Control Strategy 397Stimulus Control and Other Cognitive

Behaviors 398Summary 399Helpful Hints 400Glossary 400

Practice Review i 401(1) Some Review Questions 401

Practice Review II 404


UNIT 4 The Aversive ControlStrategy

Lesson 22 Punishment by ContingentStimulation 407


(1) Aversive Control 417(2) Another Way to Reduce Behaviors 418(3) When Is a Procedure Punishment? 419(4) Types of Punishment 420(5) Discriminative Stimuli ibr

Punishment 421(6) Similarities with Other Procedures 421(7) Another Tactic 42218) Review 422



411

Reading Section 407Introduction to Unit 4 407Definition of Punishment 408The Use of Punishment 409Everyday Use of Punisbers 410Giving Punishment Is ReinforcingSocial Validity of Punishment 412Analogues between Punishment and

Reinforcement 412Summary 413Behavior Analysis Examples 413Notes 414Helpful Hints 415Additional Readings 416

Reading Section 427Definition of Punishment by Contingent

Withdrawal 427Uses of Punishment by Contingent

Withdrawal 428Uses of Time Out 428Problems with Punishment 429Adding Punishment to ReinforcementPunishment Applies to Making

a Response 430Who Decides What Is Undeswable

Behavior? 430Summary 431Behavior Analysis Examples 431Helpful Hints 432Additional Readings 433

Programmed Reading 434(1) Decreasing Behavior by Withdrawing

Events 434(2) Temporary Withdrawal 435(3) Non-Occurrence and Non-

Punishment 437(4} Punishment by Contingent Withdrawal

versus Extinction 437(5) Another Tactic 438(6) Review 438


430

Lesson 24 Escape andAvoidance 443

Reading Section 443Definition of Negative Reinforcement 443Uses of Escape and Avoidance 444How to Respond to Coercive Behavior 446Analogues between Positive and Negative

Reinforcement 448Suramm'y 450Behavior Analysis Examples 450Notes 451Helpful Hints 451Additional Readings 453


(1) Using thÿ Termination or Preventionof Events 453

xi ContentR

(2) Negative Reinforcement versusPunishment 454

(3) Behaviors That Terminate or PreventEvents 455

(4) Coercive Behavior 457(5) Analogues between Positive and Negative

Reinfbrcement 458(6) Another Tactic 459(7) Review 459

Helpful Hints 467Glossary 467

Practice Review I 467(1) Some Review Questions 468(2) Some More Review Questions(3) Some More Review Questions

470473

Lesson 25 Review of AversiveControl 463

Reading Section 463

Four Types of Contingencies 463The Aversive Control Strategy 463ReduCing the Need tbr Aversive ControlFunctional Analysis of Undesirable

Behavior 465Freedom 466

Practice Review II 475(1) Some Review Questions 475(2) Some More Review Questions

464

References 478

Answer Key 492

Class Quizzes 505

Name Index 657

Subject Dÿdex 663



476

course psyc 3630-995 number: course psychologymastery of the chapter -- the exams wÿll use...

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