PowerPoint Slides to Accompany Applied Behavior Analysis for Teachers Seventh Edition Paul A. Alberto Anne C. Troutman ISBN: Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 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 All rights reserved.

Roots of Applied Behavior Analysis Requirements for explaining human behavior Explanations of human behavior –Biophysical –Developmental –Cognitive –Behavioral Historical Development of Behaviorism –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 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 All rights reserved.

Dominant Genetic Inheritance Affected Mother (An) Unaffected Father (nn) 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 All rights reserved.

RECESSIVE INHERITANCE Carrier Mother (Na) Carrier Father (Na) Normal (NN) 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 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 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 All rights reserved.

A Comparison of Freudian and Piagetian Theories Freud’s Psychoanalytic TheoryPiaget’s Theory of Cognitive Development AGESTAGEAGESTAGE 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 sex- stereotyped 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. 12 years to Adult Formal Operations: Deals with abstractions, hypothetical situations, and can think logically Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 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 Punisher Punishment Extinction Stimulus control Antecedent stimulus Setting events Modeling Shaping Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 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 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?