In the early 1980s there had been a marked increase in the application of behavioural methods in schools. However, much of this work was weak conceptually and limited in its remit. Behaviour analysis has more to offer education than ‘smarties’ and time-out.
Originally published in 1986, this collection of twenty papers, many of them experimental, serves to demonstrate the power of behaviour analysis in a wide variety of applications. The editors stress the importance of antecedent control, as well as consequence management strategies, and illustrate their relevance in solving problems in everyday situations at school and in the home. The Editors, whose own work is well represented in this collection, are acknowledged as leading researchers in this field.
|Publisher:||Taylor & Francis|
|Series:||Routledge Library Editions: Psychology of Education|
|Sold by:||Barnes & Noble|
|File size:||5 MB|
Table of Contents
Introductory Preface. Section A: Methodology of Behaviour Analysis A1. Why Measure Behaviour? Sam Winter A2. Baselines and Basics: Some Issues in the Assessment of Behavioural Interventions in Education Josh Schwieso A3. The Use of Single-Subject Research Methodology in Special Education Diane Berryman and Bryce Cooper A4. An Observation Procedure for Assessing Children’s Social Behaviours in Free Play Settings Keith Ballard A5. The Use of Serial Correlation in the Analysis of Data from Interrupted Time Series Trials with Single Subjects in Educational Research Reg Marsh Section B: Antecedent Control B1. Antecedent Control of Behaviour in Educational Contexts Ted Glynn B2. Rows versus Tables: An Example of the Use of Behavioural Ecology in Two Classes of Eleven-Year-Old Children Kevin Wheldall, Marion Morris, Pamela Vaughan and Yin Yuk Ng B3. Variation in Question Rate as a Function of Position in the Classroom Dennis Moore and Ted Glynn B4. The Effect of Adult Proximity and Serving Style on Pre-Schoolers’ Language and Eating Behaviour Mary Baker, Mary Foley, Ted Glynn and Stuart McNaughton Section C: Control of Social Behaviour by Its Consequences C1. Behaviour Modification in the Secondary School: Issues and Outcomes Eddie McNamara C2. Self-recording as a Means of Improving Classroom Behaviour in the Secondary School Frank Merrett and Dorothy Blundell C3. The Establishment and Decline of a Token Reinforcement Program with Three Emotionally Disturbed Pre-school Children Walt Musgrove C4. Carryover Effects of Multielement Manipulation: Enhancement of Pre-schoolers’ Appropriate Rest-time Behaviour Michael Miller, C. Sue McCullough and Jerome Ulman Section D: Control of Academic Behaviour D1. Childcare Workers’ Use of Talking up and Incidental Teaching Procedures Under Standard and Self-Management Staff Training Packages Helen Charles, Ted Glynn and Stuart McNaughton D2. Training Low Progress Readers to Use Contextual Cues: Generalized Effects on Comprehension, Oral Accuracy and Rate Elizabeth Limbrick, Stuart McNaughton and Ted Glynn D3. Behavioural Peer Tutoring: Training 16-Year-Old Tutors to Employ the ‘Pause, Prompt and Praise’ Method with 12-Year-Old Remedial Readers Kevin Wheldall and Paul Mettem D4. A Behavioural Approach to Teaching Subsidiary Physics to Engineering Students Brian Pickthorne and Kevin Wheldall Section E: Training Teachers and Parents to Use Behavioural Methods E1. Training Parents and Teachers in Remedial Procedures for Children with Learning Difficulties Jeanette Scott and Keith Ballard E2. Training Teachers to Use the Behavioural Approach to Classroom Management: A Review Frank Merrett and Kevin Wheldall.