Behavior Analysis: No Defense Required
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AN INTERVENTION SPECIALIST's JOURNEY THROUGH the ZONE of PROXIMAL DEVELOPMENT a Dissertation Submitted to the Kent State Univ
AN INTERVENTION SPECIALIST’S JOURNEY THROUGH THE ZONE OF PROXIMAL DEVELOPMENT A dissertation submitted to the Kent State University College of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Carol A. Carrig May, 2016 © Copyright, 2016 by Carol A. Carrig All Rights Reserved ii A dissertation written by Carol A. Carrig B.S., Kent State University, 1978 M.Ed., Cleveland State University, 2004 Ph.D., Kent State University, 2016 Approved by _________________________, Co-director, Doctoral Dissertation Committee Alicia R. Crowe _________________________, Co-director, Doctoral Dissertation Committee Jennifer L. Walton-Fisette _________________________, Member, Doctoral Dissertation Committee Melody Tankersley Accepted by _________________________, Director, School of Teaching, Learning and Alexa L. Sandmann Curriculum Studies _________________________, Interim Dean, College of Education, Health Mark A. Kretovics and Human Services iii CARRIG, CAROL A., Ph.D., May 2016 Teaching, Learning and Curriculum Studies AN INTERVENTION SPECIALIST’S JOURNEY THROUGH THE ZONE OF PROXIMAL DEVELOPMENT (269 pp.) Co-Directors of Dissertation: Alicia R. Crowe, Ph.D. Jennifer L. Walton-Fisette, Ph.D. This self-study focused of an intervention specialist’s decision-making process in designing instruction for students with special needs and those at risk in learning. Vygotsky’s Sociocultural Theory and the Zone of Proximal Development (ZPD) provided the lens through which this research was conceptualized and viewed. The purpose of this research study was to utilize a reflective thinking practice in examining my part of the teaching/learning cycle discerning what information lead to decisions in creating scaffolds for students’ zone of proximal development. -
The Components of Direct Instruction*
CATHY L. WATKINS, California State University, Stanislaus and TIMOTHY A. SLOCUM, Utah State University Instruction is designed to serve this purpose. The Components Accomplishing this goal requires keen atten- tion to all aspects of teaching. It would be of Direct Instruction* much easier if we could focus on one or two “key issues” and produce measurably superior instruction, but this is not the case. Producing highly effective teaching requires that we Objectives attend to a wide variety of details concerning After studying this chapter you should be able the design, organization, and delivery of to instruction. If any one element of instruction is not done well, high-quality instruction in 1. Identify the three major elements of Direct other areas may not compensate for it. For Instruction. example, superior instructional delivery cannot make up for poorly designed instructional 2. Explain what it means to teach a general materials. Likewise, well-designed programs case. cannot compensate for poor organization. 3. Describe each of the five juxtaposition prin- Three main components enable Direct ciples and explain how they contribute to Instruction to accomplish the goal of teaching clear communication. all children effectively and efficiently: (a) pro- gram design that identifies concepts, rules, 4. Explain the shifts that occur in formats over strategies, and “big ideas” to be taught and time. clear communication through carefully con- 5. Explain what tracks are and how track design structed instructional programs to teach these; differs from more traditional instruction. (b) organization of instruction, including scheduling, grouping, and ongoing progress 6. Explain the guidelines for sequencing tasks. -
Perspectives on Individual Instruction in Extension Education Lloyd William Wade Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1976 Perspectives on individual instruction in extension education Lloyd William Wade Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Adult and Continuing Education Administration Commons, and the Adult and Continuing Education and Teaching Commons Recommended Citation Wade, Lloyd William, "Perspectives on individual instruction in extension education " (1976). Retrospective Theses and Dissertations. 6230. https://lib.dr.iastate.edu/rtd/6230 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. -
Punishment on Trial √ Feel Guilty When You Punish Your Child for Some Misbehavior, but Have Ennio Been Told That Such Is Bad Parenting?
PunishmentPunishment onon TrialTrial Cipani PunishmentPunishment onon TrialTrial Do you: √ believe that extreme child misbehaviors necessitate physical punishment? √ equate spanking with punishment? √ believe punishment does not work for your child? √ hear from professionals that punishing children for misbehavior is abusive and doesn’t even work? Punishment on Trial Punishment on √ feel guilty when you punish your child for some misbehavior, but have Ennio been told that such is bad parenting? If you answered “yes” to one or more of the above questions, this book may Cipani be just the definitive resource you need. Punishment is a controversial topic that parents face daily: To use or not to use? Professionals, parents, and teachers need answers that are based on factual information. This book, Punishment on Trial, provides that source. Effective punishment can take many forms, most of which do not involve physical punishment. This book brings a blend of science, clinical experience, and logic to a discussion of the efficacy of punishment for child behavior problems. Dr. Cipani is a licensed psychologist with over 25 years of experience working with children and adults. He is the author of numerous books on child behavior, and is a full professor in clinical psychology at Alliant International University in Fresno, California. 52495 Context Press $24.95 9 781878 978516 1-878978-51-9 A Resource Guide to Child Discipline i Punishment on Trial ii iii Punishment on Trial Ennio Cipani Alliant International University CONTEXT PRESS Reno, Nevada iv ________________________________________________________________________ Punishment on Trial Paperback pp. 137 Distributed by New Harbinger Publications, Inc. ________________________________________________________________________ Library of Congress Cataloging-in-Publication Data Cipani, Ennio. -
Progressive Education: Why It's Hard to Beat, but Also Hard to Find
Bank Street College of Education Educate Progressive Education in Context College History and Archives 2015 Progressive Education: Why it's Hard to Beat, But Also Hard to Find Alfie ohnK Follow this and additional works at: https://educate.bankstreet.edu/progressive Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Kohn, A. (2015). Progressive Education: Why it's Hard to Beat, But Also Hard to Find. Bank Street College of Education. Retrieved from https://educate.bankstreet.edu/progressive/2 This Book is brought to you for free and open access by the College History and Archives at Educate. It has been accepted for inclusion in Progressive Education in Context by an authorized administrator of Educate. For more information, please contact [email protected]. Progressive Education Why It’s Hard to Beat, But Also Hard to Find By Alfie Kohn If progressive education doesn’t lend itself to a single fixed definition, that seems fitting in light of its reputation for resisting conformity and standardization. Any two educators who describe themselves as sympathetic to this tradition may well see it differently, or at least disagree about which features are the most important. Talk to enough progressive educators, in fact, and you’ll begin to notice certain paradoxes: Some people focus on the unique needs of individual students, while oth- ers invoke the importance of a community of learners; some describe learning as a process, more journey than destination, while others believe that tasks should result in authentic products that can be shared.[1] What It Is Despite such variations, there are enough elements on which most of us can agree so that a common core of progressive education emerges, however hazily. -
A Comprehension of Spinoza's God
A Comprehension of Spinoza's God Through the Dichotomy of Labels Tania Norell LUNDS UNIVERSITET | CENTRUM FÖR TEOLOGI OCH RELIGIONSVETENSKAP TLVM77 Philosophy of Religion Master Thesis 30 credits Supervisor: Jayne Svenungsson, Professor of Systematic Theology Examiner: Jesper Svartvik, Professor of Theology of Religions Autumn term 2015 Lund University Sweden Lund University Tania Norell Abstract: The 17 th century philosopher Spinoza is known for his concept of God as One Substance, God or Nature and therefore considered as a monist and categorized as a naturalist. He has been labeled an atheist and God-intoxicated man, as well as a determinist and pantheist, which I perceive to be dichotomies. The problem, as I see it, is that Spinoza’s philosophy and concept of God has mainly been interpreted through a dualistic mind-set, traditional to philosophers and theologians of the West, but Spinoza has a monistic worldview, and this has consequences in regards to the comprehension of what Spinoza’s concept of God entails and what a relationship “with” God implies . The labels panentheist and necessitarianist are discussed and the label of theologian argued. The thesis methodology is constructive because the purpose is to provide a theoretical foundation that has the potential to be applied in dialogues about God between the vast varieties of believers and non-believers alike, as well as across boundaries of contradicting worldviews and academic disciplines, and this focus on functionalism is inspired by a theory that calls for the furthering of inter-disciplinary dialogue between the subject areas philosophy of religion and theology specifically. My personal worldview is that there might well be One Substance, God or Nature, but that does not necessarily mean that there is one truth that is valid, but rather that all truth claims may be of value. -
Functional Behavioral Assessment, Diagnosis, and Treatment
This is a sample from FUNCTIONAL BEHAVIORAL ASSESSMENT, DIAGNOSIS, AND TREATMENT: A COMPLETE SYSTEM FOR EDUCATION AND MENTAL HEALTH SETTINGS, THIRD EDITION Functional Behavioral Assessment, Diagnosis, and Treatment © Springer Publishing Company This is a sample from FUNCTIONAL BEHAVIORAL ASSESSMENT, DIAGNOSIS, AND TREATMENT: A COMPLETE SYSTEM FOR EDUCATION AND MENTAL HEALTH SETTINGS, THIRD EDITION Ennio Cipani, PhD, is a licensed psychologist in California since 1983. He has been doing in-home and in-school behavioral consultation for children with problem behaviors for four decades. Dr. Cipani has published numerous articles, chapters, books, and software in the areas of child behavior management and parent and teacher behavioral consultation. He coauthored Behavioral Classification System for Problem Behaviors in Schools: A Diagnostic Manual (Springer Publishing, 2017). © Springer Publishing Company This is a sample from FUNCTIONAL BEHAVIORAL ASSESSMENT, DIAGNOSIS, AND TREATMENT: A COMPLETE SYSTEM FOR EDUCATION AND MENTAL HEALTH SETTINGS, THIRD EDITION Functional Behavioral Assessment, Diagnosis, and Treatment A Complete System for Education and Mental Health Settings Third Edition Ennio Cipani, PhD © Springer Publishing Company This is a sample from FUNCTIONAL BEHAVIORAL ASSESSMENT, DIAGNOSIS, AND TREATMENT: A COMPLETE SYSTEM FOR EDUCATION AND MENTAL HEALTH SETTINGS, THIRD EDITION Copyright © 2018 Springer Publishing Company, LLC All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing Company, LLC, or authorization through payment of the appropriate fees to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, [email protected] or on the Web at www.copyright.com. -
An Introduction to Late British Associationism and Its Context This Is a Story About Philosophy. Or About Science
Chapter 1: An Introduction to Late British Associationism and Its Context This is a story about philosophy. Or about science. Or about philosophy transforming into science. Or about science and philosophy, and how they are related. Or were, in a particular time and place. At least, that is the general area that the following narrative will explore, I hope with sufficient subtlety. The matter is rendered non-transparent by the fact that that the conclusions one draws with regard to such questions are, in part, matters of discretionary perspective – as I will try to demonstrate. My specific historical focus will be on the propagation of a complex intellectual tradition concerned with human sensation, perception, and mental function in early nineteenth century Britain. Not only philosophical opinion, but all aspects of British intellectual – and practical – life, were in the process of significant transformation during this time. This cultural flux further confuses recovery of the situated significance of the intellectual tradition I am investigating. The study of the mind not only was influenced by a set of broad social shifts, but it also participated in them fully as both stimulus to and recipient of changing conditions. One indication of this is simply the variety of terms used to identify the ‘philosophy of mind’ as an intellectual enterprise in the eighteenth and nineteenth centuries.1 But the issue goes far deeper into the fluid constitutive features of the enterprise - including associated conceptual systems, methods, intentions of practitioners, and institutional affiliations. In order to understand philosophy of mind in its time, we must put all these factors into play. -
Wundt's "New Psychology"
Wundt's "New Psychology" Wilhelm Wundt(1832-1920) was the first professional to call himself a psychologist. He founded one of the first psychological laboratories in Leipzig, Germany, in 1879. Wundt believed the "only certain reality is immediate experience" (Blumenthal, 1975). If psychology were to be a science, then psychologists would have to collect data about experience. To do this, Wundt used procedures similar to those developed by the psychophysicists. He arranged controlled laboratory settings. He carefully administered stimulation such as sounds and sights. He gathered information about how quickly people responded to a stimulus (reaction time) and what they experienced. Wundt believed these experiments would lead to a consensus or agreement among scientists about the nature of experience. Wilhelm Wundt Wundt's approach was not unreasonable. It resembled the way most natural sciences developed in the 1800s. Science like botany and zoology began with careful observation and an effort to arrive at consensual validation (agreement among different observers). For example, biologists began with careful descriptions of plants and animals before trying to classify them. Wundt believed the same approach would work in psychology. Careful scientific observers could simply look inside themselves to see the mind in action, and they should be able to agree on the basic phenomena of psychology. After agreeing about basic observations, they could do a deeper analysis of what they had found. The technique of "looking inside" to gather data about the mind is called introspection . The problem with Wundt's program is fairly obvious to those of us in the modern world, where differences between people are taken for granted. -
Traditional Instruction Versus Direct Instruction: Teaching Content Area Vocabulary Words to High School Students with Reading Disabilities
Traditional Instruction Versus Direct Instruction: Teaching Content Area Vocabulary Words to High School Students with Reading Disabilities Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctorate of Philosophy in the Graduate School of The Ohio State University By Kristall J. Graham Day, M.A. Graduate Program in Education The Ohio State University 2010 Committee: Dr. Ralph Gardner, III, Advisor Dr. Gwendolyn Cartledge Dr. Moira Konrad Copyright by Kristall J. Day 2010 Abstract Vocabulary knowledge impacts every area of reading achievement, yet important words are often not explicitly taught. There is published research to support the usage of direct instruction to teach vocabulary to younger children, but there are limited studies that have investigated the effects of direct instruction in teaching vocabulary to high school students with reading disabilities. The purpose of the current study was to compare the effects of the traditional approach (using context and the dictionary) to a direct instruction approach (REWARDS Plus scripted curriculum) when teaching science vocabulary words to high school students with reading disabilities. The study included three participants with reading disabilities in the 11th and 12th grades. An alternating treatments design counterbalanced across participants was used to compare the two methods of instruction. Traditional instruction included the methods employed in most high schools where students are asked to use the context of the sentence or a dictionary to figure out the meaning of unknown words. Direct instruction included the REWARDS Plus program, a published, scripted curriculum that utilizes explicit, systematic instruction. Data were collected on lesson assessments, maintenance assessments, generalization writing samples, and comprehension writing samples. -
Classroom Management Strategies: the Impact on Student
CLASSROOM MANAGEMENT STRATEGIES: THE IMPACT ON STUDENT ACHIEVEMENT by Hope Kathryn Sowell Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University November, 2013 CLASSROOM MANAGEMENT STRATEGIES: THE IMPACT ON STUDENT ACHIEVEMENT By Hope Kathryn Sowell A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg Virginia November, 2013 APPROVED BY: CONSTANCE PEARSON, Ed.D, Committee Chair GEORGIA EVANS , Ed.D, Committee Member MICHAEL SCLABRA, Ed.D. Committee Member Scott B. Watson, PhD, Associate Dean of Advanced Programs CLASSROOM MANAGEMENT STRATEGIES: THE IMPACT ON SCHOOLS. ABSTRACT The purpose of this causal comparative study was to test the theoretical Classroom Management Teacher Behavior Continuum of Wolfgang and Glickman (1980) that suggests that interventionist, noninterventionist, and interactionalist classrooms may differ in student outcomes. This study explored whether student outcomes in statewide standardized tests reading, English language arts, and math differ by interventionist, noninterventionist, or interactionalist teacher instruction management (IM) and behavior management (BM) styles. Survey data from eighty-three 3rd, 4th, and 5th grade teachers regarding instructional and behavioral classroom management beliefs were contrasted in the percentage students passing standardized tests of reading, ELA, and math using MANOVA at a threshold of p < .05. Student performance did not significantly differ by IM style, while interactionalist BM classrooms had a significantly higher percentage of student passing statewide tests of math, reading, and ELA than interventionist classrooms. This line of investigation is important towards fostering best practices for teachers and optimal outcomes for elementary school students. Key Terms: Classroom Management, Proactive, Reactive, Interventionist, Noninterventionist, Interactionalist. -
Chapter 11: Behaviorism
Chapter 11: Behaviorism Megan Davis, Nicole Pelley and Stephanie Quinlan Behaviorism (1892-1956) ● Psychology has been the study of the mind since the Greeks ○ The definition of the mind has been debated extensively ○ 20th century: Shift from what the mind was to what it did ■ Mind causes behavior ● New field of research ○ Psychology was redefined with help from animal psychology ○ People started believing humans evolved from animal forms ○ Had to rethink Descartes’ definition of the mind New Directions in Animal Psychology New Directions in Animal Psychology Animal psychology as Romanes begun it, used 2 methods: 1. Anecdotal Method → Collect data 2. Method of Inference → Interpret data Close examination in late 19th, early 20th century. Anecdote → Experiment From Anecdote to Experiment ● Experiment replaced anecdotes and informal, naturalistic experiments ● Aim of animal psychology - produce natural science and anecdote not the path to science ● Two important research programs: ○ Thorndike ○ Pavlov From Anecdote to Experiment Edward Lee Thorndike (1874-1949): ● Initially wanted to study children ● Not many readily available, took up animals ● Studied with William James ● Developed “connectionism” ○ Methodological and theoretical approach to animal learning ○ Formulation of an S-R psychology he called “connectionism” ○ Anecdotal method overestimated animal intelligence From Anecdote to Experiment Thorndike’s Puzzle Boxes ● Trap cat inside box ● Each box opened by cat in different way ● Rewarded with salmon for escaping ○ Ex. of instrumental