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Designing Teaching Strategies : An Applied Behavior Analysis Systems Approach - R. Douglas Greer

Designing Teaching Strategies

An Applied Behavior Analysis Systems Approach

Hardcover Published: 31st July 2002
ISBN: 9780123008503
Number Of Pages: 363

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The US Dept. of Education, in conjunction with the US Dept. of Health and Human Services, recently unveiled a $50 million effort to expand research on early childhood cognitive development. A key issue identified requiring more information and research was the education and professional development of educators. Along these lines, Doug Greer has prepared a book discussing how best to teach, how to design functional curricula, and how to support teachers in using state-of-the-art science instruction materials.
The book provides important information both to trainers of future teachers, current teachers, and to supervisors and policy makers in education. To trainers there is information on how to motivate, mentor, and instruct in-service teachers to use the best scientifically based teaching strategies and tactics. To in-service teachers, there is information on how to provide individualized instruction in classrooms with multiple learning and behavior problems, school interventions to help prevent vandalism and truancy, and how curricula and instruction can be designed to teach functional repetoirs rather than inert ideas. To policy makers and supervisors, the book discusses how to determine the effectiveness of curricular innitiatives toward meeting mandated standards in national assessments.
Doug Greer was recently awarded the Fred S. Keller Award for Distinguished Contributions to Education by APA for the research and application of the material covered in this book. School programs incorporating the material used in this book have produced 4-7 times more learning outcomes for students than control and baseline educational programs (see www.cabas.com)
The book provides research-based and field-tested procedures for:
* Teaching students of all ability levels ranging from preschool to secondary school
* How to teach special education students in the context of a regular classroom
* Best practices for all teachers to teach more effectively
* Means of monitoring and motivating teachers' practices
* A comprehensive and system-wide science of teaching-post modern-postmodern
* Tested procedures that result in four to seven times more learning for all
students
* Tested procedures for supervisors to use with teachers that result in
significant student learning
* Tested procedures for providing the highest accountability
* A systems approach for schooling problems that provide solutions rather
than blame
* Parent approved and parent requested educational practices
* Means for psychologists to work with teachers and students to solve
behavior and learning problems
* A comprehensive systems science of schooling
* An advanced and sophisticated science of pedagogy and curriculum design
* Students who are not being served with traditional education can meet or
exceed the performance of their more fortunate peers,
* Supervisors can mentor teachers and therapists to provide state of the
science instruction
* Parent education can create a professional setting for parents, educators,
and therapists to work together in the best interests of the student,
* Teachers and supervisors who measure as they teach produce significantly
better outcomes for students,
* Systemic solutions to instructional and behavioral problems involving
teachers, parents, supervisors provide means to pursue problems to their
solution,
* A science of teaching, as opposed to an art of teaching, can provide an
educational system that treats the students and the parents as the clients.

And then there?... was

Prefacep. xv
Advanced Applications of Applied Behavior Analysis to Teaching
Teaching as Applied Behavior Analysis: a Professional Difference
A Definition of Teaching and Pedagogyp. 3
Dynamic Nature of Teachingp. 5
Teaching as a Scientifically Based Professionp. 7
Prerequisite Repertoires for the Audience of This Textp. 13
Characteristic Practices of Teaching as Applied Behavior Analysisp. 14
The Organization of the Textp. 15
The Components of Teaching as Advanced Applications of Applied Behavior Analysisp. 15
A Reconceptualization of the Analysis and Organization of Curricula from the Perspective of Behavior Selection and the Concepts of Verbal Behaviorp. 15
An Organizational and Professional Support System to Teach and Support Expert Pedagogy and Curricular Designp. 15
Referencesp. 16
The Learn Unit: a Natural Fracture of Teaching
A Measure for Teachingp. 18
The Basic Unit of Pedagogyp. 19
The Research Basep. 23
Analyses of the Components of the Student's Three-Term Contingency in the Learn Unitp. 26
The Role of S[superscript d]p. 26
The Response Componentp. 27
Reinforcement and Correctionsp. 27
The Three-Term Contingencyp. 28
The Presence and Absence of Learn Units in Educational Practicep. 28
Learn Units and Programmed Instructionp. 28
Scripted Instructions, Guided Notes, and Learn Unitsp. 29
Incidence of Learn Units in Common Practicep. 29
Choice of the Termp. 30
Other Literature on Operant Episodesp. 30
The Converging Literaturep. 32
Student Progress and Changes in the Location and Frequency of Learn Unitsp. 32
The Learn Unit as an Analytic Toolp. 34
Functions of Learn Unitsp. 36
Referencesp. 36
The Repertoires of Teachers Who are Behavior Analysts
The Repertoires of the Teacher as Strategic Scientistp. 42
The Contingency-Shaped Repertoires of Teachingp. 43
The Vocabulary of the Science and Its Role in a Strategic Science of Teachingp. 48
The Verbally Mediated Repertoire and Its Role in a Strategic Science of Teachingp. 49
Referencesp. 54
The Strategic Analysis of Instruction and Learning
Verbally Mediated Repertoiresp. 56
The Decision Treep. 58
Strategic Questionsp. 62
Identifying Instructional Problems Using Visual Displays of Student Response to Instructionp. 64
Learn Unit Analysis Decisionp. 65
Strategic Questions to Ask about Prerequisite Repertoiresp. 66
Strategic Questions to Ask about Motivational Conditions and Settingsp. 69
Antecedent Controlp. 71
Response Parametersp. 73
Strategic Questions about Postcedents (Consequences)p. 76
Summary of Applications of the Verbally Mediated Repertoirep. 81
Referencesp. 82
Teacher Repertoires for Students from Prelistener to Early Reader Status
The Target Instructional Stages That Determine Teaching Repertoiresp. 86
Sample Instructional Goals for the Learning Stages for Foundational Communicationp. 89
Listener and Instructional Control Stagep. 90
Speaker Behavior (Speaker Stage)p. 90
The Conversational Exchange Stagep. 91
Self-Talk Stage (Speaker as Own Listener)p. 92
The Early Reader Stage: First Steps to Textural Controlp. 93
Why Learn Units Are So Teacher-Intensivep. 94
Teaching Operations Neededp. 95
Managing Individualized Instruction in a Classroom Setting: What to Do with the Other Studentsp. 96
Individualized Interactions between Teacher and Studentp. 99
Tacting the Events in the Classroom as a Scientist: Toward Analytic Expertisep. 100
Examples of Tactic Selection Operationsp. 102
Summaryp. 105
Referencesp. 113
Teaching Practices for Students with Advanced Repertoires of Verbal Behavior (Reader to Editor of Own Written Work)
Repertoires for 2000p. 116
Design and Teaching Operations for Academic Literacyp. 119
Teaching Operations and Curriculum Design for Fluent Readingp. 120
Personalized System of Instructionp. 120
Tutoringp. 122
Combining Curriculum with PSI, Tutoring, and Self-Managementp. 122
Teaching Operations for Fluent Mathematical Computation and the Component Skills of Thinkingp. 123
The Teaching Operation and Classroom Design Operations to Promote Effective Writing Repertoiresp. 124
The Teaching Repertoires and Classroom Design Operations to Promote Self-Editing Repertoiresp. 128
Design and Teaching Operations for Discipline-Based Problem Solvingp. 128
Learner-Controlled Instruction and Time Managementp. 131
A Comprehensive Token Economy/Point Systemp. 133
An Exemplar Sequence for Teaching Self-Managementp. 134
Design and Teaching Operations for Expanding the Students' Community of Reinforcersp. 137
Summaryp. 140
Tactics for Teaching Advanced Verbal Repertoiresp. 141
Referencesp. 143
Functional Repertoires: Curricula from the Perspective of Behavior Selection and Verbal Behavior
Behavioral Selection and the Content of Curriculum
Behavior Selection and Curriculum Analysisp. 151
Functions versus Structurep. 153
The Functions of Academic Responsesp. 153
Curriculum Design for Complex Human Behaviorp. 158
Contributions of Verbal Behavior to Curriculum Designp. 163
Spontaneous Verbal Behaviorp. 164
Speaker versus Listener Behaviorp. 164
Writer versus Reader Behaviorsp. 165
Editing Functionsp. 166
Verbally Mediated versus Contingency-Shaped Behaviorp. 167
Verbally Mediated Behaviorp. 168
Intraverbal Behaviorp. 171
Conversational Units of Verbal Behaviorp. 171
Individual versus Group Instruction: A Functional Perspectivep. 171
Learning to Function in Group Problem Solvingp. 173
Natural Fractures in the Educational Curriculump. 173
Summary and Conclusionsp. 176
Referencesp. 176
Writing and Designing Curricula
Curricula as Repertoiresp. 180
Modes of Curriculump. 181
Basic Academic Literacyp. 181
Self-Management/Self-Instructionp. 183
Problem-Solving Instructionp. 183
Enlarged Community of Reinforcersp. 184
Writing Programs of Instruction in Scripted or Automated Formatsp. 185
Automated Programmed Instructionp. 187
Writing as a Problem-Solving Repertoirep. 194
The Writer as Reader: A Self-Editing Functionp. 196
The Learn Units of Writingp. 198
Generic Measurement Criteria for Establishing the Mastery of Instructional Objectivesp. 199
Programming for Individualization and Independence with Groups of Studentsp. 201
Independent Reader Classroom Designp. 202
The Self-Contained Classroomp. 203
Deliveryp. 203
Subject-Matter-Specific Classroomsp. 205
Preindependent Reader Classroomsp. 205
Group Instruction as Goalsp. 206
Progressive Independence Hierarchyp. 206
Summaryp. 208
Referencesp. 209
Organizational Behavior Analysis: A Support System for Expert Pedagogy and Curricular Design
Teaching and Mentoring Teachers
Supportive Training and Supervision of Teachers in the Classroomp. 214
Training New and Less Experienced Teachersp. 215
TPRA Observation Proceduresp. 216
Objectives and Learn Unitsp. 225
Analysis of Instructional Decisionsp. 227
Teaching, Maintaining, and Expanding Teacher Repertoires through PSI-Based Proceduresp. 232
Teaching Verbal Behavior about the Sciencep. 233
Components of Modules for Classroom Performancep. 235
Daily Performance of All Studentsp. 237
Supervisory Repertoire: Critical Operations and Self Monitoringp. 238
Supervisor Modulesp. 241
Collegial Relationships through Organizational Behavior Analysisp. 242
Deployment of Supervisory Staffp. 244
The Politics of Changep. 245
Referencesp. 247
The School Psychologist and Other Supportive Personnel: A Contemporary Behavioral Perspective
Treatment of "Bad Behavior"p. 251
What is Bad Behavior?p. 252
Parent Educationp. 257
Academic Weaknesses: The Parents' Rolep. 259
Parenting Groupsp. 260
Teaching Students Behavioral Skillsp. 261
Assisting in the Inclusion Processp. 262
Observing the Target Classroom and Schoolp. 262
Rate Calculationsp. 263
Learn Unitsp. 263
Rate Determinationp. 264
Assisting Related Services Personnelp. 266
Assisting Teachers to Become Strategic Scientists of Instructionp. 267
Portfolio and Inventory Assessments: Archival Recordsp. 270
Selecting or Designing Inventories of Repertoiresp. 271
School Survival Skillsp. 271
Social Skillsp. 272
Emotional/Affective Repertoirep. 274
Norm-Referenced and Projective Testsp. 276
Summaryp. 278
Referencesp. 278
Glossaryp. 281
Indexp. 355
Table of Contents provided by Syndetics. All Rights Reserved.

ISBN: 9780123008503
ISBN-10: 0123008506
Series: Educational Psychology
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 363
Published: 31st July 2002
Publisher: Elsevier Science Publishing Co Inc
Country of Publication: US
Dimensions (cm): 22.9 x 15.2  x 2.34
Weight (kg): 0.65