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Type of bind: Hardcover
Dewey Decimal Number: 370.1528
EAN num: 9780131113398
ISBN number: 0131113399
Label: Prentice Hall
Manufacturer: Prentice Hall
Quantity: 1
Page Count: 384
Printing Date: July 12, 2004
Publishing house: Prentice Hall
Sale Popularity Level: 820158
Studio: Prentice Hall
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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.
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The book "Focus on Behavior Analysis in Education" is based on presentations made at Ohio State University's third Focus on Behavior Analysis in Education conference. (Each of the prior two conferences also resulted in very worthwhile books). The 19 articles, written by experts in the fields of education and behavior analysis, cover such topics as autism treatment, educational program design, teacher training, schools that use behavior analysis successfully, the supposed detrimental effects of rewards on intrinsic motivation, and why there is continued resistance to behavior analysis's broader acceptance in the educational system.
The book begins with two articles concerning the education and treatment of individuals with autism spectrum disorders, currently a very hot topic in the field of behavior analysis. The lead article by the late Donald Baer, "Letters to a Lawyer" is a synopsis of Baer's responses to criticisms and misconceptions about applied behavior analysis (ABA). The article could easily serve as a "how-to guide" for why ABA is the best-practice recommendation for autism treatment. In another article, autism advocate Catherine Maurice, and author of "Let Me Hear Your Voice," writes eloquently about the shameful state of affairs in autism treatment, a field that is unfortunately pervaded by pseudoscientific and anti-scientific beliefs. Maurice points out, however, that the use of empirically-validated treatments for autism (such as ABA) has recently seen a wider dissemination. In the second part of the same article, Bridget Taylour describes the necessary characteristics of effective early intensive behavioral intervention for autism.
The remainder of the book deals with some of behavior analysis's less well known forays into the education field. Two articles, one by Sugai and Homer, and the other by Peterson and Lacy-Rismiller, address the philosophy and practice of positive behavior support in the schools. Discussed is the notion that positive behavior support needs to be implemented at all school levels, not just at the level of behavioral interventions for students. These articles are particularly relevant since they squash the myth that behavior analysis is used only for removing undesirable behavior.
Other articles examine issues pertaining to the development of effective teachers. Maheady, Harper, and Mallette, for example, describe the implementation of a preparation program in behavior analysis for preservice teachers. In another article, Alber and Nelson describe how student teachers and their mentors can more effectively research areas pertaining to quality instruction.
A very interesting article by Rolider and Axelrod examines variables concerning why behavior analysis has not been more widely accepted. Using empirical data, they demonstrate that laypersons view behavioral interventions in a much more favorable manner when the interventions are described in conversational language, and not in technical jargon. In contrast, when technical jargon is used to describe these interventions, they are rated as being less understandable and less compassionate.
Another hindrance to behavior analysis's acceptance in the education field may have to do with the popular belief that rewards impede the intrinsic motivation to learn. (This idea is argued by Alfie Kohn in his influential book "Punished By Rewards"). In an article by Judy Cameron, she argues that the negative effects of rewards are not supported by empirical research, except under very narrow and contrived circumstances. Rather, when properly implemented, reinforcement has been shown to be an effective process for behavior change that typically has no negative effects for learning. (This article is somewhat of a "Readers Digest" condensed version of Cameron's recent book "Rewards and Intrinsic Motivation: Resolving the Controversy" which was co-authored with W. David Pierce. Interested readers may wish to take a look at that book for a more thorough debunking of this educational myth.)
In the book's final, and perhaps most powerful, article, Bill Heward argues that there are many reasons why educational specialists should be more interested in what behavior analytic practices could offer for education. Unfortunately, as Heward points out, many of the philosophical views in education contradict those in behavior analysis, as well as contradicting the empirical research! He describes how educators often see the use of behavior analysis as too simplistic, too confining, and as an impediment to their creativity. Heward argues effectively against these impediments and provides suggestions for increasing the likelihood that behavior analysis will find a broader acceptance in education.
"Focus on Behavior Analysis in Education" is a must read for any professional who wishes to employ the most effective educational methods. In this time of No Child Left ... Read More
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