CONTENTS
Preface = xi
CHAPTERⅠBasic Processes and Principles = 1
Types of Behavior and Conditioning = 2
Means of Increasing the Rate of Behavior = 4
Positive Reinforcement = 4
Negative Reinforcement = 8
Shaping = 9
Fading = 11
Schedules of Reinforcement = 13
Conditioned and Token Reinforcement = 16
Feedback = 20
Means of Decreasing the Rate of Behavior = 23
Using Reinforcement to Decrease Behavior = 23
Extinction = 26
Punishment = 28
Additional Basic Processes Affecting Behavior = 40
Imitation = 40
Discrimination = 42
Stimulus Generalization = 43
Behavior Chains = 44
Summary = 47
Questions and Activities = 50
References = 51
CHAPTER Ⅱ Derivative Procedures for Modifying Student Behavior = 57
Group Contingencies = 57
Students as Agents of Behavior Change = 62
Students as Tutors = 63
Students as Researchers = 65
Home-Based Programs = 68
Self-Control = 71
Self-Recording = 72
Contingency Contracts = 74
Closing Comments on Self-Control = 77
Classroom Organization = 77
Physical Arrangement of the Classroom = 78
Scheduling of Activities = 83
Summary = 84
Questions and Activities = 86
References = 87
CHAPTER Ⅲ Measurement and Research Design = 91
Measurement of Behavior = 92
Selecting and Defining Behavior = 92
Measurement Procedures = 93
Continuous and Direct Measurement = 103
Reliability of Measurement = 104
Research Design = 107
Traditional Educational Research Designs = 107
Behavioral Research Designs = 109
Graphing Data = 120
Data-Based Teaching Decisions = 123
Summary = 126
Questions and Activities = 129
References = 130
CHAPTER Ⅳ Typical School Management Problems and How Educators Have Solved Them = 136
Situation 1 : Kindergarten Students not Following Instructions = 137
Situation 2 : Improving Preschoolers' Bathroom Behaviors = 140
Situation 3 : Reducing Discipline Problems with a Home-Based Reinforcement System = 143
Situation 4 : Disruptive Behavior in the Cafeteria = 145
Situation 5 : Out-of-Seat Behavior on the School Bus = 148
Situation 6 : Getting Students Ready to Work = 151
Situation 7 : Poor School Attendance = 153
Situation 8 : Reducing Talk Outs from Special Education Students = 154
Situation 9 : It Can Hurt to Ask = 156
Situation 10 : Teaching a Student to Bring Materials to Class = 157
Situation 11 : Reducing Derogatory and Pestering Comments with a Grade Point System = 159
Situation 12 : Increasing Study Behavior in a Ninth-Grade English Class = 161
References = 163
CHAPTER ⅴ Modifying Academic Behavior / Carolynn C. Hamlet = 166
Measurement = 166
Determining Eligibility for Special Services = 167
Projecting Learning Rates = 170
Determining the Date by Which Objectives Should Be Met = 171
Projecting Rates for Performance Objectives = 175
Selecting Instructional Procedures = 175
Specifying Change Criterion = 177
Implementing Instruction and Evaluating Instructional Effectiveness = 177
Writing Behavioral Objectives = 178
Behavior = 180
Criteria of Acceptable Performance = 182
Condition = 184
Task Analysis = 186
Task Analysis and Problem Identification = 187
Task Analysis and Chaining = 189
Task Analysis and Prompts = 189
Task Analysis and Fading = 189
Task Analysis and Shaping = 190
Teaching Reading = 190
Placement = 191
Oral Reading = 192
Word Recognition = 194
Reading Comprehension = 197
Teaching Mathematics Skills = 199
Number Facts = 201
Mathematical Operations = 203
Written Composition = 203
Handwriting = 203
Spelling = 204
Capitalization and Punctuation = 206
Paragraphing = 207
Composition Content = 207
Summary = 209
Question and Activities = 209
References = 211
CHAPTER Ⅵ Commonly Asked Question About Behavior Modification and One Person's Answers = 215
How Are Reinforcers Different from Bribes? = 215
What Gives Teachers the Right to Modify Student Behavior? By Doing So Are They Not Depriving Children of Freedom of Choice? = 217
Aren't You Afraid That Unehtical People Will Use Operant Conditioning Techniques? = 219
It Seems That if Teachers Use Behavior Modification Procedures, They Will Be Mechanical and Cold = 221
Must Teachers and Other Educators Use Scientific Procedures? = 222
Does Behavior Modification Stifle Creativity? = 223
What Happens When Behavior Modification Procedures Are Withdrawn? = 225
If a Behavior Modification Procedure Keeps Children Quiet and in Their Seats-Does That Mean They Will Learn More? = 227
When a Teacher Applies a Behavior Modification Procedure to One Student, How Do the Other Students React? = 228
When a Child Does Not Learn, Behavior Modifiers Place the Burden on the Teacher to Devise Alternative Procedures That Will Be Effective. Don't They Ever Take Into Account That Cultural and Physiological Factors Might Be Interfering with a Youngster's Ability to Learn? = 230
If You Eliminate One Inappropriate Behavior, Isn't it Possible That a Worse One Will Replace It? = 231
I've Tried Everything Including Behavior Modification and Nothing Works. What Am I Doing Wrong? = 233
A Final Word = 235
References = 235
Glossary = 240
Indexes = 247
