Applied Behavior Analysis

This text provides an accurate, comprehensive, and contemporary description of applied behavior analysis in order to help readers acquire fundamental knowledge and skills Applied Behavior Analysis provides a comprehensive, in-depth discussion of the field, offering a complete description of the principles and procedures for changing and analyzing socially important behavior. The 3rd Edition features coverage of advances in all three interrelated domains of the sciences of behavior–theoretical, basic research, and applied research–and two new chapters, Equivalence-based Instruction (Ch. 19) and Engineering Emergent Learning with Nonequivalence Relations (Ch. 20). It also includes updated and new content on topics such as negative reinforcement (Ch. 12), motivation (Ch. 16), verbal behavior (Ch. 18), functional behavioral assessment (Ch. 27), and ethics (Ch. 31). The content of the text is now connected to the BCBA® and BCABA® Behavior Analyst Task List, 5th Edition.
    
 

John Cooper, Tim Heron, and Bill Heward were faculty members at The Ohio State University for a combined 90 years. Together they trained special education classroom teachers and leadership personnel guided by the philosophical, scientific, and technological principles of applied behavior analysis. The Ph.D. program in special education and applied behavior analysis that they and their colleagues developed at OSU was the first doctoral program accredited by the Association for Behavior Analysis International. John, Tim, and Bill each received the Alumni Award for Distinguished Teaching, OSU’s highest honor for teaching excellence. They are joint recipients of the Ellen P. Reese Award for Communication of Behavioral Concepts from the Cambridge Center for Behavioral Studies.

John O. Cooper, Ed.D., is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. His research and teaching interests include precision teaching, inner behavior, fluency building, and verbal behavior. He is a past president of the Standard Celeration Society, past member of the Board of Directors for the Society for the Advancement of Behavior Analysis, and Applied Representative to the Executive Council and as Chairperson, Graduate Program Accreditation Committee of the Association for Behavior Analysis International.

Timothy E. Heron, Ed.D., is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. Tim’s research interests include tutoring systems, inclusion of students with disabilities in general education classrooms, consultation, and self-correction instructional approaches. Tim is co-author of The Educational Consultant: Helping Professionals, Parents, and Students in Inclusive Classrooms, Fourth Edition (with Kathleen Harris, 2001). Since 2000, Tim has been an active Federal Aviation Administration, Gold Seal Certified Flight Instructor; has authored the text Instrument Flying: 10 Indispensable Principles to Know and Remember; and continues to apply the principles and procedures of applied behavior analysis to the next generation of aviators.

William L. Heward, Ed.D., BCBA-D, is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. Bill’s interests include “low-tech” methods for increasing the effectiveness of group instruction and promoting the generalization and maintenance of newly learned skills. He has authored or co-authored five other books, including Exceptional Children: An Introduction to Special Education, Eleventh Edition (with Sheila Alber-Morgan and Moira Konrad, 2017), and Sign Here: A Contracting Book for Children and Their Parents (with Jill C. Dardig, 2016). A Fellow and Past President of the Association for Behavior Analysis International, Bill is a recipient of the Fred S. Keller Behavioral Education Award from Division 25 of the American Psychological Association and the Distinguished Psychology Department Alumnus Award from Western Michigan University.

PART 1: INTRODUCTION AND BASIC CONCEPTS 1. Definition and Characteristics of Applied Behavior Analysis
2. Basic Concepts and Principles
PART 2: SELECTING, DEFINING, AND MEASURING BEHAVIOR
3. Selecting and Defining Target Behaviors
4. Measuring Behavior
5. Improving and Assessing the Quality of Behavioral Measurement
PART 3: EVALUATING AND ANALYZING BEHAVIOR CHANGE
6. Constructing and Interpreting Graphic Displays of Behavioral Data
7. Analyzing Behavior Change: Basic Assumptions and Strategies
8. Reversal and Multielement Designs
9.  Multiple Baseline and Changing Criterion Designs
10. Planning and Evaluating Applied Behavior Analysis Research
PART 4: REINFORCEMENT
11. Positive Reinforcement
12. Negative Reinforcement
13. Schedules of Reinforcement
PART 5: PUNISHMENT
14. Positive Punishment
15. Negative Punishment
PART 6: ANTECEDENT VARIABLES
16. Motivating Operations
17.  Stimulus Control
PART 7: VERBAL BEHAVIOR
18. Verbal Behavior
PART 8: DEVELOPING NEW BEHAVIOR
19. Equivalence-based Instruction
20.  Engineering Emergent Learning with Nonequivalence Relations
21. Imitation, Modeling, and Observational Learning
22. Shaping
23. Chaining
PART 9: DECREASING BEHAVIOR WITH NONPUNISHMENT PROCEDURES
24. Extinction
25. Differential Reinforcement
26. Antecedent Interventions
PART 10: FUNCTIONAL ASSESSMENT
27.Functional Behavior Assessment
PART 11: SPECIAL APPLICATIONS
28. Token Economy, Group Contingencies, and Contingency Contracting
29. Self-Management
PART 12: PROMOTING GENERALIZED BEHAVIOR CHANGE
30. Generalization and Maintenance of Behavior Change
PART 13: ETHICS
31. Ethical and Professional Responsibilities of Applied Behavior Analysts