Transcript Does the explanation account for a substantial quantity of behavior?

PowerPoint Slides
to Accompany
Applied Behavior Analysis for Teachers
Seventh Edition
Paul A. Alberto
Anne C. Troutman
ISBN: 0-13-172203-4
Alberto & Troutman
Applied Behavior Analysis for Teachers, 7e
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Chapter 1
Overheads
Alberto & Troutman
Applied Behavior Analysis for Teachers, 7e
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Roots of Applied Behavior Analysis
• Requirements for explaining human behavior
• Explanations of human behavior
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Biophysical
Developmental
Cognitive
Behavioral
• Historical Development of Behaviorism
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Respondent Conditioning
Associationism
Behaviorism
Operant Conditioning
Alberto & Troutman
Applied Behavior Analysis for Teachers, 7e
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Usefulness Criteria
• Inclusive: Does the explanation account
for a substantial quantity of behavior?
• Verifiable: Is the explanation testable?
• Predictive Utility: Does the explanation
provide reliable answers about what
people are likely to do under certain
circumstances?
• Parsimonious: Is it the simplest
explanation?
Alberto & Troutman
Applied Behavior Analysis for Teachers, 7e
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Dominant Genetic Inheritance
Unaffected
Father
(nn)
Affected
Mother
(An)
Affected
(An)
Normal
(nn)
Affected
(An)
Normal
(nn)
Each child has a 50% chance of inheriting the “A” gene
(dominant abnormal gene) or the “n” gene (normal
gene) from the affected parent
Abnormal Gene Passage
Normal Gene Passage
Alberto & Troutman
Applied Behavior Analysis for Teachers, 7e
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
RECESSIVE INHERITANCE
Carrier
Mother
(Na)
Normal
(NN)
Carrier
Father
(Na)
Carrier
(Na)
Carrier
(Na)
Affected
(aa)
Each child has a 25% chance of inheriting two “a” genes
(recessive abnormal genes) and in inheriting two “N” genes
(normal genes). Each child also has a 50% chance of being
carriers of the abnormal gene.
Abnormal Gene Passage
Normal Gene Passage
Alberto & Troutman
Applied Behavior Analysis for Teachers, 7e
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Freud’s Components of Personality
 Id
The part of the human personality that seeks
gratification of desires without any reference to any
external controls.
 Ego
Includes such processes as motility, memory, judgment,
reasoning, language, and thought.
 Superego
Develops as a function of parental training and includes
conscience, morals, ethics, and aspirations.
Alberto & Troutman
Applied Behavior Analysis for Teachers, 7e
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Forces for Adapting to the
Environment
Assimilation
The tendency to adapt the environment to
enhance personal functioning
Accommodation
The tendency to change behavior to adapt to
the environment
Equilibration
The process of maintaining a balance between
assimilation and accommodation
Alberto & Troutman
Applied Behavior Analysis for Teachers, 7e
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
A Comparison of Freudian and Piagetian Theories
Freud’s Psychoanalytic Theory
AGE
STAGE
Piaget’s Theory of Cognitive Development
AGE
STAGE
Birth to 2 years
Oral Stage: Gratification centered around the
mouth
Birth to 1 ½ years
Sensorimotor Intelligence: infant is preoccupied with
differentiating himself from the rest of the
world and establish representations of objects
2 to 4 years
Anal Stage: Child derives gratification from
withholding and controlling feces. This
corresponds with toilet training.
1 ½ to 4 or 5
years
Preoperational Thought-Representational
Thinking: child develops language, however is
still unable to take another person’s point of
view.
4 to 6 years
Phallic Stage: Gratification centers around
genitalia. Child becomes attached to
parent of the opposite sex and develops
hostility to parent of the same sex.
5 to 7 years
Preoperational Thought-Intuitional Thinking:
Child begins to understand conservation,
attends to more than one aspect of an object at
a time, understands reversibility of some
operations.
6 years to puberty
Latency Stage: child identifies with the parent
of the same sex and play primarily with
other children of the same sex in sexstereotyped activities
7 to 11 years
Concrete Operations: Organizes perceptions and
symbols; able to classify along several
dimensions simultaneously; cannot solve
abstract problems.
Puberty
Genital Stage: Child becomes interested in
members of the opposite sex.
Alberto & Troutman
Applied Behavior Analysis for Teachers, 7e
12 years to Adult
Formal Operations: Deals with abstractions,
hypothetical situations, and can think logically
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Behavioral Explanations
• Most closely meets all 4 requirements, but
doesn’t mean other explanations are not
important & useful in their own ways
• Most useful for addressing student behavior on
a daily basis & in the long-term in the classroom
• Offers tools for the management of discipline &
student behavior
• Offers a coherent way to think about what is
going right & what is not
Key Terms: Chapter 1
• Applied behavior
analysis
• Positive
reinforcement
• Behavior
• Consequence
• Negative
reinforcement
Alberto & Troutman
Applied Behavior Analysis for Teachers, 7e
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Punisher
Punishment
Extinction
Stimulus control
Antecedent stimulus
Setting events
Modeling
Shaping
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Behavioral Explanations
• Focus on behavior that is observable &
measurable (quantifiable)
• Less concerned with explaining why
someone does something as with
changing the environment to
ENCOURAGE a person to change his/her
own behavior
• Always look for the simplest explanation
first!
Behavioral Explanations
• Help us to predict behavior (what will
happen under similar circumstances in the
future)
• Help us to verify change (measured & also
verify the intervention that leads to
change)
• Accepts what works without overdue
concern for internal processes – but
DOES NOT ignore internal processes
Important Perspectives
• Read historical aspects on your own
• Teachers can & should influence the discipline in
their classrooms, but must understand that only
students can actually change their own behavior
• Students manage their own behavior best when
they understand the expectations & they
understand the consequences of behavior &
when these are applied CONSISTENTLY!
Our Class
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We need to develop:
Rules
Consequences for following rules
Consequences for failing to follow rules
What should be my role as teacher?
What should be your role as students?