Focus on Behavior Analysis in Education: Achievements, Challenges, & Opportunities
©2005 |Pearson | Out of print
William L. Heward, Professor Emeritus, The Ohio State University
Jill C. Dardig, Ohio Dominican University
Timothy E. Heron, The Ohio State University
Nancy A. Neef, Ohio State University
Stephanie M. Peterson, Idaho State University
Diane M. Sainato, Ohio State University
Gwendolyn Y. Cartledge, Ohio State University
Ralph Gardner, III, Ohio State University
Lloyd D. Peterson, Ohio State University
Susan B. Hersh, Ohio State University
©2005 |Pearson | Out of print
Primary text or supplement for graduate-level courses or seminars on applied behavior analysis, educational reform, and evidence-based curriculum and instruction.
The nineteen chapters in this edited volume were developed from presentations given at The Ohio State University’s Third Focus on Behavior Analysis in Education Conference. The contributing authors present literature reviews, conceptual analyses, and data from several original studies; they describe advancements in curricula, classroom and schoolwide interventions, and teacher training programs; and they offer personal perspectives on the current status and future directions of behavior analysis in education. This text is an ideal resource for three groups (1) educators seeking information and resources on measurably effective instructional tools; (2) students of behavior analysis wishing to learn about its applications, accomplishments, and future research needs in education; and (3) anyone–pre-service education major, in-service teacher, school administrator, parent, or consumer–who has heard about the “behavioral approach” and wonders what it is all about.
Four-part organization– The four parts of the text offer students the most relevant and current topics about applied behavior analysis in education.
A broad range of topics —Including chapters by many of the most prominent scholars in applied behavior analysis, gives students the benefit of current thinking from the “major players” in the field. For example. . .
A thought-provoking final chapter–"Reasons Why Applied Behavior Analysis Is Good for Education and Why those Reasons Have Been Insufficient"
Bill Heward instills in readers the idea that significant improvements in education will require closer alignment between the findings of behavioral research and classroom practice. He suggests some reasons why applied behavior analysis is well suited to contribute to educational reform, identifies a competing list of reasons that impede the acceptance and adoption of behavioral interventions in education, and offers some suggestions to those who wish to see applied behavior analysis play a more meaningful role in education.
Study Questions and Follow-Up Activities– At the end of each chapter.
Engage students and help solidify their understanding of chapter concepts by actively involving them in the use of the concepts with realistic behavior analysis situations and challenges.
Web site addresses for streamlining videos of conference presentations that are available online–
Offers students a first-hand view of this unique conference—encourages the extension of study beyond the limits of the text itself.
I. ACHIEVING IMPROVEMENTS IN THE LIVES OF CHILDREN WITH AUTISM.
II. RECENT DEVELOPMENTS, CONTINUING CHALLENGES, AND EMERGING OPPORTUNITIES.
III. TRAINING, SUPPORTING, AND LEARNING WITH MEASURABLY EFFECTIVE TEACHERS.
IV. PERSPECTIVES ON THE CURRENT AND FUTURE FUNCTIONS OF BEHAVIOR ANALYSIS IN EDUCATION.
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