MICROCOPY RESOLUTION TEST CHART NA1141k_BUREAUJOrzSTANDARDS41963:A DOCUMENT RESUME 'ED 079 233 SP 006 614- AUTHOR Stern, Joyce D. TITLE Report of the HEW Work,Group on Behavior Analysis in Education. Final Draft. INSTITUTION Department of Health, Education, and Welfare, Washington, D.C...Office of the AssiStant Secretary for Planning. and Evaluation. PUB DATE Jan 73 NOTE 178p. EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS -*Behavior; *Behavioral Science Research; *Behavior Change; Behavior Patterns; *Behavior Theories; Research Projects; Student Behavior; Teacher Behavior IDENTIFIERS Department of Health Education and Welfare 'ABSTRACT The Work Group on Behavior Modification in Education, which issued this report, was authorized by Secretary Elliot Richardson'on November 21, 1970._The body of this report includes an analysis of the benefits- of behavior modification techniques in education, examples of their successful appliCation with a variety of large student populations, an examination of the problems raised by the approach,- an assessment of its readiness to receive widespread promotion, and recommendations of possible next steps that could be taken. by U:S. Meliartment of Health,-Education and Welfare and the Office of Education relative to further-research.and dissemination. There are'four-appendixes; Appendix A'contains a list of'general references of basic literature in the discipline; Appendix B provides an overview of behavior_modification_activitieS in the range of. educational settings; Appendix C lists selected materials available for instructing parents and teachers in behavior analysis techniques; and Appendix D consists of detailed reports of 15 major centers of activity in behavior modification, (Author/JA3 FILMED FROM-BEST AVAILABLECOPY FINAL DRAFT U S DEPARTMENT OF HEALTH. EDUCATION L WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCEO EXACTLY AS RECEIVEDFoOM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY REPORT OF THE HEW WORK GROUP ON'BEHAkTIOR ANALYSIS, IN EDUCATION September 3, 1971 and updated January 1973 TABLE OF CONTENTS I. Preface II. Summary of Work Group Findings and Recommendations III. 'Background on the Behavioral Approach IV. Evaluation of the Behavioral Approach in the Classroom V. Controversial Issues in Behavior Analysis VI. Recommendations VII. Appendices A. .Basic Literature in the Analysis of Behavior B. Applications of the Behavior Analysis Approach C. Selected Materials Available for Instructing Parents and Teachers in Behavior Analysis Techniques D. Centers of Activity in Behavior Modification PREFACE The Work Group on Behavior Modification in Education was formed in order to carryout a directive from the Secretary, DHEW, "to evaluate' fully the Behavior Modification approach and prepare a plan for its ex- pansion:"* The Work Group defined the first phase of its task to include an analysis of the benefits of the behavior modification approach, an examination of the problems raised by its, techniques, an assessment.of the readiness of the approach to receive widespread Promotion, and final y, an elaboration of alternative sets of next steps to be taken. _ /1 . While exploring behavior analysis in depth, the Work Group attempted to identify a number of educational-"packages" or "products," such as training programs, texts, handbooks, etc. Which after further evaluation -might be judged candidates for dissemination by the Office of Education. Another important activity involved identifying major centers of be- t havior modification research and practice' as potentfal components for a coordinated system of research and demonstration'sites. Pinpointing the involvement of key individuals in the field was also regarded as prerequisite to the development of an effective plan. - *Authorized by Secretary Richardson's approval of Noi.rembek21, 1970, memorandum from ASPE on "Promotingnew ideas that work." The Behavior Modification Work Gtoup consisted of Professor WellsHively, University of Minnesota; Joyce Stern, OASPE/DASEM; BeverlyKooi, OEYNCERD; and Judy Lamontagne; GASPE,The final report was written by Joyce Stern, under the direction of Robert Krughoff, Directorof Researh and De- velopment Planning, Office of the Secretary,with consultations from his staff and from other members of theWork Group. Individuals in the field whose advice and ,suggestionswere solicited-in the course of the preparation of thisreport are listed on pages iii and iv. Comments on an early draft were requested from members of the staffof OASPE, from Dr. Shlomo Cohen (Director, BehaviorModification Project, Anne Arundel County Learning Center), Dr. DanielG. Browne (NIMH consultant), Dr., Walter Lebaron (DASEM consultant), and fromDr. Willard Zangwill, who, as Director of Education Evaluation, GASPE,first conceived of bringing the Behavior Modification Approachto the Secretary's attention. A review of the final draft was provided by ProfessorJack Michael, Western Michigan University. Finally,.in response to limitations in the current state of know- ledge about behavior modification identifiedas a result of the Work Group analysis, a research agenda was formulated foi presentation to. the Office of Education for consideration by the staff of the National Center for Educational Research and by the National Institute of oluca- tion Planning-Unit. The individuals listed below were contacted in the course ofre- search by the Work Group. The Work Group is indebtedto them for many ideas and suggestions which were incorporated-within-this report. TeodoraAyllon - Professor ofPsychology, Georgia State University Nathaniel H. Azrin - Director, Behavioral Research, AnnaState Hospital Wesley Becker - Director,-Systematic Use of BehavioralPrinciples Follow Through Model,University of OregonjEugene) Sidney Bijou - Professor, Department of Psychology,University of Daniel G. Brown Mental Health Consultant,NitE, Atlanta, Georgia Don Bushell, Jr. - Director, Behavior Analysis, FollowThrough Model University of Kansas Harold Cohen - Director, Experimental College, Institutefor Behavioral -Research (Silver Spring, Maryland) -.Shlomo I. Cohen- Director, Behavior Modification Project, Anne Arundel County Learning Center(Fort Meade, Maryland) Dan Ferritor Associate Director- Program Development, Instructional Systems'Program, Central Mid-WesternRegional Laboratory R. Vance- Hall- - Associate Professor, Department of HumanDevelopment and Family Life, University ofKansas Norris Haring - Director, Special Education Unit,University of Washington (Seattle) Robert P. Hawkins - Director, School Adjustment ResearchProject, Kalamazoo` Valley Intermediate'School District B. L. Hopkins - Professor, Department of Human Developmentand Family Life, University of Kansas Ogden R. Lindsley.- Educational Research Coordinator, ChildRehabilita- tiori Unit, University ofKansas Charles Madben - Associate Professor, Depaitment ofPsychology, Florida State University iv Jack Michael - Professor, Departmentof Psychology, Western Michigan University Lauren Rest-lick - Research Associate, Learning Researchand Develop- ment Center, University ofPittsburgh Todd Ripley-,Associate Professor, Department of HumanDevelopment and Family Life, University of Kansas Howard Sloane- Professor, Department of Educational Psychology, University of Utah Beth Sulzer -Associate Professor, Depa'rtment of Guidance andEduca- tional Psychology, Southern Illinois University `Roger Ulrich - Research Professor, Department of'Psychology,Western . Michigan UniVersity Montrose Wolf- Associate Professor, Department of HuMan.Development and Family Life, University of 'Kansas NOTE: The titles and locations of theindividuals cited aboveare those which pertained at thetime they were initially contacted by the Work Group. Summary A. Findings Behavior modification (or behavior analysis), whilea relatively new science, is now well-established within the mainstrtam of modern psychology and is being applied with increasing_ frequency in the claSsroom. .Its. concepts and principles are derived exclusively fromexperimentalre- search and are concerned-with observable and measurable behaviors. The behavioral principles Most.widely appliedin education today concern rein- forcement and its relationship to the acquisition (or extinction)of be- haviOr. Where desirable-behaviors are specified and then appropriatere- ; inforced, they have been found to increase in frequency. Similarly,*hon undesirable behaviors are not reinforded, =they have been found-tO decrea-se in frequency. Experiments eMployink behavior analysiswere extended outside the psYchologistts laboratory to problems thatwere socially significant . only at the, end of World War II. The first applications in classrooms for the retarded or emotionally disturbed occurredless Th'an a decade ago. Today, some-formof behavior modification is beingimplemented in hundreds of classrooms for thepurpose of achieving a range of goals, such as: accelerated learning-and a greater deiree'of individualize- tion-by teaching information, skills, andconcepts efficiently through programmed instruction; structuring learningto stimulate motivation in children with educational handicaps; controlling deviant behaviorsand decreasing problems of classroommanagement; increasing social skills and social interactions; increasing cooperation andindividual respon- sibility; improving study habits; designing educationalstrategies L. to permit