Course Information
Course title: Introduction to Everyday Behavior Analysis
PSYC 3630-995Coursenumber:
Coursediscipline:
Coursedescription:
Psychology
Prerequisite(s):
Course Goals
Course goals:
The purpose of the course is to teach you how to apply behavioranalysis to solve human problems. It uses a programmed learningtextbook in which students take practice quizzes on each of the 25chapters. Grades are based on 4 exams.
PSYC 1010 Introductory Psychology recommended
You will learn four broad strategies for applying behavior analysis tohuman problems. These consist of defining and measuring behavior,using reinforcement, using stimulus control, and the problems withusing aversive control.
Instructor Information
Name: Henry E. Heffner, Ph.D
Emall: [email protected]
Office location. Umversity Hall Room 5002
Office hours: By Appointment
Phone: 419/530-2684
Biography" B.A, Trinity College, Hartford CT, Psychology, 1966; M S., FloridaState University, Psychology, 1969; Ph.D., Florida State Umversity,Psychobiology, 1973
Fields of Interest: Function of auditory cortex, Comparative study ofhearing, Tinnitus, Behavior analysis, Mental retardation, Ethics ofanimal research.
For more about me go to.http'//psychology.utoledo.edu/showpage.asp'ÿname=hheffner
Textbook
Requiredreading.
Principles of Everyday Behavior Analysis, Thompson/WadsworthPublishing Co., 4th, 0-534-59994-X
Policies
Additionalinformation:
Attendance consists of taking quizzes and exams on time. Thesepohcies and procedures will be followed as closely as possible, butare subject to change.
, Course Requirements
Requirements" Your grade for the course is based on four exams The exams will befill-in and short answer.
The grading scale cutoffs are:90% & above = A,88% = A-,86% = B+,80% = B,78% = B-,76% = C+,70% = C,68% = C-,66% = D+,60% = D,57% = D-,>57% = F.
IMPORTANT STUDY TIPThe 4th edition of this book contains an access code that you can useto log on to a website where you can get additional information aboutthe concepts covered In this book. However, it is not required.
Quizzes
Chapter Quizzes are provided for practice for each Lesson anddo not count towards your grade. (These are the quizzes in theback of your textbook,) You should use the quizzes to checkyourself after reading a chapter. They are there for you to check yourmastery of the chapter -- the exams wÿll use different questions
The quizzes are machine-scored so spelling errors are counted aswrong answers. Also, there may be an alternative correct answer thatis not listed Do not panic if the computer scores an answer on aquiz wrong when it is really correct.
Please let me know if you feel a question needs fixing because it isunclear, there is another alternative answer, or the question Is justplain wrong--errors do sometimes occur.
Exams
There are four exams, each covering a Unit in the textbook--notethat the exams are cumulative. Each exam has 25 questions.
Academic Honesty. You may not receive help from anyone whiletaking an exam. Students are expected to adhere to the University ofToledo's policy on honesty, which can be found at.
http'llwww.utoledo.eduldllstudentsldishonesty.html
Scoring Exams. I hand-grade the exams and may give partial or fullcredit for alternative answers and for answers that have minor spellingerrors.
Missed exams. Contact the Instructor as soon as possible.
Final Exam
Because the Exams are cumulative, there is no need for a FinalExam.
Contact me if you have ANY questions
I am here to help so contact me by email with your questions.
Course Evaluation
As with all UT courses, students will be able to fill out a courseevaluation, which is anonymous The Instructor may post the resultsof the evaluation, including the comments
EDITION
4Principles of Everyday
* rBehav!o_ Analysis
L. Keith MillerUniversity of Kansas
THOMSONWADSWORTH
Austraha • Canada • Mexico • Singapore • Spain • United Kingdom • United States
Contents
Preface xiiIntroduction: The Science of Learning and
the Technology of Education xiv
UNIT 1 The Behavioral Strategy
The Principle of Direct ObservationSummary 24Behavior Analysis Examples 24Notes 27Helpful Hints 28Additional Readings 28
22
Lesson 1 Introduction to EverydayBehavior Analysis 1 Programmed Reading 29
1) What Behavior Analysis Studies(2) Specifying What to Observe 29(3) Approaches to Observing Behavior(4) The First Tactic of the Behavioral
Strategy 3215) Review 32
Lesson 2 Definitions of EverydayBehaviors 15
Reading Section 15What Is Behavior? 15Behavioral Definitions 18The Problem with Self Reports 19
Programmed Examples 13(1) Programmed Examples 14
Programmed Reading 10
(1) Defining Behavior Analysis 10(2} Principle of Public Events 12(3) The First Strategy for Solving Human
Problems 13(4) Review 13
Reading Section 1
Introduction to Unit I 1Modern Behaviorism 1The Growth of Behavior Analysis 3What Is Behavior Analysis? 5The Problem with Using Private Events
to Explain Behavior 6The Principle of Public Events 6The Behavioral Strategy 7Summary 8Notes 8Helpful Hints 8Additional Readings 9
29
30
Programmed Examples 33
(1) Programmed Examples 33
Lesson 3 Methods for the Observationof Everyday Behaviors 35
Reading Section 35Outcome Recording for Behaviors That
Leave Unique Results 35Event Recording/br Uniform
Behaviors 38Interval Recordhÿg t'or Nonuni|brm
Behaviors 40Time Sample Recording for Sampling
a Behavior 42Summary 45Behavior Analysis Examples 45Notes 47Helpful Hints 47Additional Readings 49
Programmed Reading 4911) Recording Based on Results 50(2) Recording Instances of Behavior 51
it)
v Contents
(3) Recording Behavior during ContinuousIntervals 52
(4) Recording Behavior during DiscontinuousIntervals 54
(5) !Mlother Tactic 56(6) Review 56
One-Time Treatments 92Summary 92Behavior Analysis ExamplesNotes 94Helpiul Hints 95Additional Readings 95
93
Programmed Examples 57
(l) Programmed Examples 57
Lesson 4 Reliability and Validity ofEveryday Observations 61
66
Progl'ammed Reading 72
(1) Measm'ing Observer Agreement 72(2)Assumptions about Reliability 73(3) Two Types of Reliability 75(4) New versus Old Behavioral
Definitions 7715) Does the Behavioral Definition Make
Sense? 78(6)ANew Tactic 80(7) Review 80
Programmed Examples 81(1) Progq'ammed Examples 81
Lesson 5 Experimental Designs forStudying Everyday Behavior 85
Reading Section 85Alternative Explanations 85Experimental Conditions 86Ruling Out Alternative ExplanationsThe Principle of Single-Subject
Experiments 87Comparison Design 88Reversal Design 89Multiple-Baseline Design 90
86
Reading Section 61Repeated Observations 61Reliability and Accuracy 62Computing q¥ial Reliability 62Computing Frequency ReliabilityGoal ibr Reliability 65Social Validity of Behavioral DefinitionsSummary 68Behavior Analysis Examples 68Notes 69Helpful Hints 70Additional Readings 72
65
Programmed Reading 96{1) Fundamentals of Experimental
Desiglÿ 96(2) Making a Useful Experiment(3) The Simplest Design 98(4) Using a Third Condition 99(5) Using Many Behaviors or
Persons 100(6) Telling the Difference between
Designs 102(71Another Tactic 103(8) Review 104
Programmed Examples 105(1) Programmed Examples 105
97
Lesson 6 Visual Analysis of BehavioralExperiments 109
Reading Section 109The Principle of Visual AnalysisThe Four Steps of Visual AnalysisVisual Analysis of Comparison
Designs 115Visual Analysis of Reversal
Designs 117Visual Analysis of Multiple-Baseline
Experiments 119Summary 120Behavior Analysis Examples 120Notes 122Helpful Hints 123Additional Readings 123
109111
Programmed Reading 124(1) Principle of Visual Analysis 124!2) Are the Conditions Divided? 125(3)Are the Conditions Stable? 128(4) Visual Analysis of Comparison
Design 132(5) Visual Analysis of Reversal and Multiple-
Baseline Designs 136(6)Another Tactic 139(7) Review 140
vi Contents
Programmed Examples 142(1} Progl"ammed Examples 142
Programmed Examples 175
( 1 ) Programmed Examples 175
Lesson 7 Review of BehavioralMethods 147
Lesson 9 Extinction of EverydayBehaviors 179
Reading Section 147The Five Tactics of the Behavioral
Strategy 148Summary 150Notes 150Helpful Hints 150Glossary 151Additional Readings i52
152
UNIT 2 The ReinforcementStrategy
Lesson 8 Reinforcenwnt of EverydayBehaviors 159
Reading Section 159Introduction to Unit 2 159Definition of Reinforcement 159The Variety of Reinforcers 161Uses of Reinforcement 162Basic Building Block 163Misuse of Reinforcement 164What Behaviors Can Be Reintbrced?Unknown: What Is Not a ReinibrcerSummary 166Behavior Analysis Exampleÿ 166Notes 167Helpful Hints 169Additional Readings 171
Programmed Reading 171(1) How to Increase Behavior 171{2) Events That Precede Behavior 172(3) Events That Don't Increase
Behavior 172(4) Desirable Events 173(5) Telling Someone What to Do 174(6) Another Tactic 174(7) Review 175
165165
Practice Review II 155
(1) Programmed Examples 155
Practice Review I 152(1) Some Review Questions
Reading Section 179Definition of Extinction 179Uses for Extinction 180Misuses of Extinction 182Summary 183Behavior Analysis ExamplesNotes 184Helpful Hints 185Additional Readings 185
183
Programmed Reading 186
(1) Reducing the Rate of Behavior 186(2) Telling the Difference 187(3) What Happens Right after Stmÿing
Extinction 188(4) Another Tactic 188(5) Review 188
Programmed Examples 189
11) Programmed Examples 189
Lesson I0 Differential Reinforcementof Everyday Behavior 193
Reading Section 193
Defining DifferentialReinforcement 193
Uses of DifferentialReinforcement 194
Misuses of DifferentialReinibrcement 196
Reducing Behavior with DifferentialReinforcement 197
Summm7 197Behavior Analysis Examples 197Notes 199Helpthl Hints 199Additional Readings 202
Programmed Reading 202( 1 ) The Elements of Differential
Reintbrcement 202(2) Are the Behaviors Different?(3) Use of the Word Only 205
204
vil Contents
(4) Practice Identi(ÿing DifferentialReinforcement 206
(5) Another Tactic 207(6) Review 207
Behavior Analysis ExamplesNotes 237Helpful Hints 237Additional Readings 238
236
Programmed Examples 208
(1) Programmed Examples 208
Lesson 11 Shaping EverydayBehaviors 2!3
Programmed Examples 228
(1) Programmed Examples 228
Lesson 12 ReintbrcerEffectiveness 231
Reading Section 231The Effect of Contingency on
Effectiveness 231The Effect of Immediacy on
Effectiveness 233The Effect of Size on EffectivenessThe Effect of Deprivation on
Effectiveness 234Comparison of the Four PrinciplesSummary 236
233
235
Programmed Reading 224(1) A Procedure for Creating New
Behavior 224(2) Examples of Shaping 225(3) Tactic #4 in the Reinforcement
Strategy 227(4) Review 227
Reading Section 213
Some Examples of Shaping 214Definition of Shaping 215Shaping Shooting an Arrow 215Overcoming Shyness and Other
Problems 216What Shaping Is Not 218Natural Shaping 218Misuse of Shaping 219SummmT 219Behavior Analysis Examples 219Notes 221Helpful Hints 222Additional Readings 223
Programmed Reading 239(1) The Pÿinciple of Contingency(2) The Principle of Immediacy(3) The Principle of Size 240(4) The Principle of Deprivation(5) Telling the Principles Apart(6) Tactic #5 in the Reinforcement
Strategy 242(7) Review 242
Programmed Examples 243(1) Programmed Examples 243
Lesson 13 Ratio Schedules 247
Reading Section 247Fixed-Ratio Schedules 247Variable-Ratio Schedules 250Advantages of Ratio Schedules 251The Disadvantages of Ratio SchedulesSummary 252Behavior Analysis Examples 253Notes 254Helpful Hints 254Additional Readings 255
Programmed Reading 255(1) Generic Schedules 25612) Defining Fixed.Ratio Schedules(3) Variable-Ratio Schedules 257(4) Response Patterns in Ratio
Schedules 258(5) Resistance to Extinction 259(6) Two Drawbacks of Ratio Schedules7) Another Tactic 261
(8) Review 261
Programmed Examples 262
(1) Programmed Examples 262
Lesson 14 Interval Schedulesof Reinforcement 265
Reading Section 265Definition of Fixed-Interval
Reinforcement 265
239239
241241
252
256
260
vdi Contents
Definition of Variable-lntelwalSchedule 267
Advantages and Disadvantages of IntervalSchedules 268
Comparison of Basic IntermittentSchedules 268
Laws of Behavior 269Summary 269Behavior Analysis Examples 269Notes 270Helpful Hints 270Additional Readings 272
UNIT 3 The Stimulus ControlStrategy
Lesson 16 Stimulus Discriminationand Everyday Behavior 295
Programmed Reading 273
(1) Elements of Fixed-IntervalSchedules 273
(2) Elements of the Variable-IntervalSchedule 274
(3) Advantages and Disadvantages ofInterval Schedules 276
(4) Another Tactic 277(5) Review 277
Programmed Examples 278(1) Programmed Examples 278
Practice Review I 288
(1) A Set of Review Questions(2) Another Set of Review
Questions 290
288
Practice Review H 293
(1) Programmed Examples 293
Reading Section 281Reintbrcement Can Help 281Reinforcement Can Harm 281Reinibrcement Is Everywhere 282Reinforcement Works in Every Age
and Culture 283Reintbrcement Works with All
Behavior 284The Reinforcement Strategy 284The Ethics of Reinforcement 285Summary 286Helpful Hints 286Glossary 286Additional Readings 288
Lesson 15 Review ofReinforcement 281
Reading Section 295Introduction to Unit 3 295Discrimination Training 296Simple Examples of Discrimination
Training 297Realistic Examples of Discrimination
'IYaining 298Establishing Stimulus Control 300Summary 301Behavior Analysis Examples 301Notes 303Helpful Hints 304Additional Readings 304
Programmed Reading 305(1) Narrowing Stimulus Control 305(2) Stimuli Associated with
Reinforcement 306(3) Stimuli Associated with Extinction(41 Discriminated Behavior 308(5) Sununary of Discrimination
Training 309(6) Discrimination ÿIYaining versus
Differential Reinforcement 31017) Complex Examples of Discrimination
Training 311(8) Research Examples of Discrimination
Training 313(9) Another Tactic 314
(10) Review 315
307
Progranuned Examples 316(1) tbÿogrammed Examples 316
Lesson 17 Generalization Training ofEveryday Behaviors 319
Reading Section 319Definition of Generalization TrainingThe Train-and-Hope Method 320Generalization Training 322The Similar-Stimuli Method 323Generalization of Extinction 324Concept Formation 324Summary 325
319
ix Contents
Behavior Analysis ExamplesNotes 326Helpful Hints 328Additional Readings 328
325
Programmed Reading 329
(1) Elements of Generalization Training(2) Generalization 330(3) Generalization Training versus
Discrimination Training 331(4) Tactic #2 in the Stimulus Control
Strategy 333(5) Review 333
329
Uses of Instructional Training 359Generalized Instruction-FollowingImitation and Instructions
Combined 360Imitation and Instructional Training
Are Efficient 360Summary 361Behavior Analysis Examples 361Notes 362Helpful Hints 363Additional Readings 365
360
Reading Section 339Prompts 339Fading 340Examples of Fading 340Programming 342Summary 345Behavior Analysis ExamplesNotes 346Helpful Hints 346Additional Readings 347
Programmed Reading 348(1) Prompts for Discrimination 348(2) Prompts for Generalization 349(3) Using Prompts in Education 350(4) Fading versus Programming 351(5) Another Tactic 351(6) Review 352
Programmed Examples 352(1) Programmed Examples 352
Lesson 19 Imitation andInstructions 357
Reading Section 357Definition of hnitation TrainingUses of Imitation Training 357Teaching How to Imitate 358Definition of Instructional
Training 358
357
345
Lesson 18 Programming andFading 339
Programmed Reading 365
(1) Copying Behavior 365(2) Following Instructions 367(3) Imitation versus Instructional
Training 368(4) Research on Use of Instructions(5) Another Tactic 370(6) Review 370
Programmed Examples 371
(1) Programmed Examples 371
Lesson 20 ConditionedReinforcers and EverydaySituations 375
Reading Section 375Definition of Primary and Secondary
Reinforcer 375Definition of Generalized
Reinforcers 377Comparison of Different Types of
Reinforcers 380Stimulus/Response Chains 380SummmT 381Behavior Analysis Examples 381Notes 383Helpful Hints 384Additional Readings 384
Programmed Reading 385
(1) Unlearned Reinforcers 385(2) Lealmed Reinforcers 386(3) Reinforcers That Usually Work(4) Responses That Occur Together(5) Another Tactic 391(6) Review 391
Programmed Examples 391(1) Programmed Examples 391
Programmed Examples 334
(1) Programmed Examples 334
369
387389
x Contents
Lesson 21 Review of StimulusControl 395
Lesson 23 Punishment by ContingentWithdrawal 427
Reading Section 395The Stimulus Control Strategy 397Stimulus Control and Other Cognitive
Behaviors 398Summary 399Helpful Hints 400Glossary 400
Practice Review i 401(1) Some Review Questions 401
Practice Review II 404
(1) Programmed Examples 404
UNIT 4 The Aversive ControlStrategy
Lesson 22 Punishment by ContingentStimulation 407
Programmed Reading 417
(1) Aversive Control 417(2) Another Way to Reduce Behaviors 418(3) When Is a Procedure Punishment? 419(4) Types of Punishment 420(5) Discriminative Stimuli ibr
Punishment 421(6) Similarities with Other Procedures 421(7) Another Tactic 42218) Review 422
Programmed Examples 423
(1) Programmed Examples 423
411
Reading Section 407Introduction to Unit 4 407Definition of Punishment 408The Use of Punishment 409Everyday Use of Punisbers 410Giving Punishment Is ReinforcingSocial Validity of Punishment 412Analogues between Punishment and
Reinforcement 412Summary 413Behavior Analysis Examples 413Notes 414Helpful Hints 415Additional Readings 416
Reading Section 427Definition of Punishment by Contingent
Withdrawal 427Uses of Punishment by Contingent
Withdrawal 428Uses of Time Out 428Problems with Punishment 429Adding Punishment to ReinforcementPunishment Applies to Making
a Response 430Who Decides What Is Undeswable
Behavior? 430Summary 431Behavior Analysis Examples 431Helpful Hints 432Additional Readings 433
Programmed Reading 434(1) Decreasing Behavior by Withdrawing
Events 434(2) Temporary Withdrawal 435(3) Non-Occurrence and Non-
Punishment 437(4} Punishment by Contingent Withdrawal
versus Extinction 437(5) Another Tactic 438(6) Review 438
Programmed Examples 439(1) Programmed Examples 439
430
Lesson 24 Escape andAvoidance 443
Reading Section 443Definition of Negative Reinforcement 443Uses of Escape and Avoidance 444How to Respond to Coercive Behavior 446Analogues between Positive and Negative
Reinforcement 448Suramm'y 450Behavior Analysis Examples 450Notes 451Helpful Hints 451Additional Readings 453
Programmed Reading 453
(1) Using thÿ Termination or Preventionof Events 453
xi ContentR
(2) Negative Reinforcement versusPunishment 454
(3) Behaviors That Terminate or PreventEvents 455
(4) Coercive Behavior 457(5) Analogues between Positive and Negative
Reinfbrcement 458(6) Another Tactic 459(7) Review 459
Helpful Hints 467Glossary 467
Practice Review I 467(1) Some Review Questions 468(2) Some More Review Questions(3) Some More Review Questions
470473
Lesson 25 Review of AversiveControl 463
Reading Section 463
Four Types of Contingencies 463The Aversive Control Strategy 463ReduCing the Need tbr Aversive ControlFunctional Analysis of Undesirable
Behavior 465Freedom 466
Practice Review II 475(1) Some Review Questions 475(2) Some More Review Questions
464
References 478
Answer Key 492
Class Quizzes 505
Name Index 657
Subject Dÿdex 663
Programmed Examples 460
(1) Programmed Examples 460
476