This title is out of print.
Paul A. Alberto, Georgia State University
Anne C. Troutman, University of Memphis
For courses in Applied Behaviour Analysis, Behaviour Management, and Behaviour Modification.
A fun way to learn to apply behaviour management techniques in the classroom
Scholarly and empirically based, this market-leading text gives students what they need to understand to use the principles and practices of applied behaviour analysis in the classroom. The content is presented clearly in a friendly, accessible–even fun–manner. The ninth edition uses general education classroom-based examples and practices firmly grounded in research. Content is presented in the order of decision-making by a teacher who has a student exhibiting challenging behaviour in class or a student who needs to execute a behaviour-change project.
The text covers identifying target behaviour, collecting and graphing data, functional assessment, experimental design, arranging antecedents and consequences, and generalising behaviour change. The importance of ethical considerations in using applied behaviour analysis in the classroom is now presented at the beginning of the book to highlight the importance of applying principles and practices responsibly. This edition has been thoroughly updated and revised. Included in the revision is a rewritten chapter on decreasing behaviour, additional information on using principles and practices with students with Autism Spectrum Disorders, and increased coverage of positive behavioural support with new coverage of schoolwide prevention and intervention strategies.
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Addresses ethical issues early so students can apply this understanding throughout the rest of the course. The chapter “Responsible Use of Applied Behaviour Analysis Procedures” has been updated, expanded, and moved up to the chapter 2 position.
Illustrates how the principles and practices of applied behaviour analysis can be used in general education inclusive classrooms. General education examplesare integrated throughout the text to illustrate techniques that are realistic for classroom teachers.
Covers functional assessment and functional analysis–including positive behaviour support plans–that provide teachers with powerful strategies to deal with challenging student behaviours without resorting to traditional, aversive, or punitive methods.
Prepares readers to apply behaviour analysis in diverse classrooms. Expanded coverage of cultural and linguistic diversity reflects our changing times and environment and prepares pre-service teachers for the classrooms they will encounter in their future teaching.
Includes example instruments and strategies that have been classroom-tested. These demonstrate the ease of data collection in today's educational settings.
Facilitates understanding of the behaviour change paradigm. The functional assessment and analysis chapter bridges the gap between development of a hypothesis and selection of an intervention strategy
Creates a vision of applied behaviour analysis that is immediate, accessible, and relevant to both the student and the teacher with classroom examples.
Provides concrete and amusing examples of principles and practices at work with classroom snapshots and the beloved Professor Grundy vignettes.
Prepares students to record data. Sheets, charts, and tables for actual data recording show readers “how it's done.”
The ninth edition has been revised to include more examples of and applications for the general education inclusive classroom. New information is included about the use of applied behavior analysis with students with Autism spectrum disorders. In addition, more information about positive behavior support with new coverage of schoolwide prevention and intervention strategies is included.
Readers can address ethical issues at the beginning and apply this understanding throughout the rest of the course. The chapter “Responsible Use of Applied Behavior Analysis Procedures” has been updated, expanded, and moved up to the chapter 2 position.
Readers will become familiar with the impact culture may have on students’ behavior and reactions to interventions through increased attention in examples and anecdotes to the increasing diversity in educational settings and the need for sensitivity to this diversity.
In response to reviewer feedback, the text has been substantially revised to increase its accessibility. Research citations no longer interrupt the flow of the text and are gathered together at the ends of paragraphs. The complexity of the language itself has also been revised for greater accessibility.
Additional examples of and applications for the general education inclusive classroom have been included. Clinical examples have been deleted and the chapter-ending discussion questions have been revised accordingly.
New information is included about using applied behavior analysis with students with Autism Spectrum Disorders.
Additional information on positive behavior support is included to support general education teachers.
Chapter 9 (former Chapter 8) has been heavily revised. The concept of punishment is acknowledged to be controversial and the multiplicity of viewpoints is addressed. Any “how to” information relating to aversive stimuli has been deleted.
References have been updated in every chapter.
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Paul A. Alberto
After receiving his undergraduate degree from Hunter College in New York City he taught elementary aged students with intellectual disabilities in the south Bronx. While teaching he completed a master’s degree in Special Education: mental retardation at Fordham University. He moved to Atlanta and completed his PhD in Special Education: Severe Disabilities at Georgia State University. His professional career in higher education has been at GSU in the Department of Educational Psychology and Special Education. He is coordinator of the teacher education program in Multiple and Severe Disabilities. He is Co-Director of the program in Applied Behavior Analysis, and is Co-Director of the University Initiative on Language and Literacy. Since 2003 he has served as co-editor of the journal Focus on Autism and Other Developmental Disabilities. Currently he is Principal Investigator on a grant from the Institute on Education Sciences entitled "Integrated Literacy for Students with Moderate and Severe Disabilities.”
Anne C. Troutman
After receiving her undergraduate degree in elementary education from the University of Georgia in 1964 Anne taught elementary grades for 5 years. She completed her Master’s Degree in special education from Georgia State University and taught students with behavior disorders in self-contained and resource settings and served as a crisis intervention specialist and special education supervisor. After receiving her Ph.D. from Georgia State in 1977 she taught graduate and undergraduate students in general and special education at The University of Memphis until her retirement in 2009.
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