Behavior Analysis for Effective Teaching

Julie S. Vargas (Autor)

Buch | Softcover

400 Seiten

2013 | 2nd New edition
Routledge (Verlag)
978-0-415-52680-7 (ISBN)

Titel erscheint in neuer Auflage

Artikel merken

Zu diesem Artikel existiert eine Nachauflage

Behavior Analysis for Effective Teaching

Julie S. Vargas

2020

Buch | Softcover

83, ⁵⁰ €

zur Neuauflage

This book shows teachers and other human service professionals working in school settings how to employ non-aversive, behavior analysis principles in classrooms and other school settings. Marked by its clear writing and multitude of real-classroom examples, this book is appropriate for undergraduate and graduate courses in teacher education, special education, school psychology, and school counseling. Behavior Analysis for Effective Teaching makes a perfect text for one of the five required courses for the Credentialing Exam of the Behavior Analysis Certification Board (BACB). Outstanding features include:
• A classroom focus that seamlessly integrates behavior management with effective classroom instruction.
• Up-to-date research covering topics such as tag teaching, precision teaching, verbal behavior, autism, and computer-aided instruction.
• Pedagogical strategies including in-chapter quizzes and problem-solving exercises.
• A companion website featuring instructor test banks, illustrative videos, and further resources.

Julie S. Vargas, Ph. D. is a former third and fourth grade teacher. She taught behavior analysis to undergraduate education majors and practicing teachers for over 30 years. She is past president of the Association for Behavior Analysis International and one of the founding editors of The Behavior Analyst. Dr. Vargas has written three books and many chapters and articles on educational practices. She is currently President of the B. F. Skinner Foundation.

CONTENTS Preface AcknowledgmentsTo the Instructor PART I SCIENCE AND THE ART OF TEACHING Chapter 1 Adding Science to the Art of Teaching Chapter 2 Finding the “Causes” of Behavior in Functional Relations Chapter 3 How We Learn PART II PLANNING FOR IMPROVEMENT Chapter 4 Setting Goals to Improve Achievement
Chapter 5 Improving Sensitivity to Progress: Recording Methods Chapter 6 Making Progress Visible: Charting and Graphing Chapter 7 The Teacher as Researcher
PART III DESIGNING INSTRUCTION Chapter 8 Shaping Behavior: The Role of Postcedents Chapter 9 Teaching Concepts and Understanding: The Role of Antecedents
Chapter 10 Verbal Behavior: Teaching Language Skills PART IV ETHICAL PRACTICES AND ULTIMATE GOALS Chapter 11 Punishment and Why to Avoid It
Chapter 12 Beyond Testing: Reaching the Ultimate Goals of Education

Zusatzinfo	29 Tables, black and white
Verlagsort	London
Sprache	englisch
Maße	178 x 254 mm
Gewicht	680 g
Themenwelt	Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik
ISBN-10	0-415-52680-9 / 0415526809
ISBN-13	978-0-415-52680-7 / 9780415526807
Zustand	Neuware