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© 2013 Pearson Education, Inc.All rights reserved
Roots of Applied Behavior Analysis
Chapter 1
Applied Behavior Analysis for Teachers
9th edition
Paul A. Alberto and Anne C. Troutman
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Overview: Roots of Applied Behavior Analysis
Requirements for explaining human behavior Explanations of human behavior
Biophysical Biochemical Developmental Cognitive Behavioral
Historical Development of Behaviorism Respondent Conditioning Associationism Behaviorism Operant Conditioning
1-2
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.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?
1-3
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Biophysical and Biochemical Explanations of Human Behavior
Biophysical Genetic and Hereditary Effects
Dominant Genetic Inheritance Recessive Genetic Inheritance
1-4
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.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 PassageNormal Gene Passage
1-5
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Recessive Genetic InheritanceCarrier 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 inheriting two “N” genes (normal genes). Each child also has a 50% chance of being carriers of the abnormal gene.
Abnormal Gene PassageNormal Gene Passage
1-6
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Biophysical and Biochemical Explanations of Human Behavior
Biophysical Genetic and Hereditary Effects
Dominant Genetic Inheritance Recessive Genetic Inheritance
Biochemical Brain Damage
1-7
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Usefulness of Biophysical and Biochemical Explanation of Human Behavior
Theoretical Explanation
Inclusiveness Verifiability Predictive Utility
Parsimony
Biophysical and Biochemical
Poor Fair Poor Poor
1-8
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Developmental Explanations of Human Behavior
Psychoanalytic Theory (Freud) Progression through crucial stages
Abberrant behavior if person fixates on a particular stage
A Stage Theory of Cognitive Development (Piaget)
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.
1-9
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
A Comparison of Freudian and Piagetian Theories
Freud’s Psychoanalytic Theory Piaget’s Stage Theory of Cognitive Development
Age Stage Age Stage
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 contents around genitalia. Child becomes attached to parent of the opposite sex and develops hostility to parent of 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 plays 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.
1-10
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Usefulness of Developmental Explanation of Human Behavior
Theoretical Explanation
Inclusiveness Verifiability Predictive Utility
Parsimony
Developmental Good Poor Fair Poor
1-11
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Cognitive Explanations of Human Behavior
Gestalt Psychology
Bruner – Discovery Learning
Constructivism
1-12
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Usefulness of Cognitive Explanation of Human Behavior
Theoretical Explanation
Inclusiveness Verifiability Predictive Utility
Parsimony
Cognitive Good Poor Poor Poor
1-13
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Behavioral Explanation of Human Behavior
All behavior is learned. Behavior must be measurable and
observable A behaviorist focus is on the “present
environmental conditions, both antecedent and consequent, maintaining behavior and on establishing and verifying functional relations between such conditions and behaviors”
1-14
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Important Conceptsof Behavioral Explanation
Positive Reinforcement
Negative Reinforcement
Punishment
Extinction
1-15
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Important Concepts of Behavioral Explanation
Antecedent Control Stimulus Control Setting Events
Kazdin’s (2000) 3 types of setting events: social, physiological, and environmental
Baily et al’s (1988) subdivision of environmental setting events: instructional dimensions, physical dimensions, social dimensions, and environmental change
Modeling and Shaping
1-16
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Usefulness of Behavioral Explanation
of Human Behavior
Theoretical Explanation
Inclusiveness Verifiability Predictive Utility
Parsimony
Behavioral Fair Good Good Good
1-17
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Usefulness of Explanations of Human Behavior
Theoretical Explanation
Inclusiveness Verifiability Predictive Utility
Parsimony
Biophysical/ Biochemical Poor Fair Poor Poor
Developmental Good Poor Fair Poor
Cognitive Good Poor Poor Poor
Behavioral Fair Good Good Good
1-18
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Historical Development of Behaviorism
Respondent Conditioning (Ivan Pavlov) Classical or Respondent Conditioning – the process of
pairing stimuli so that an unconditioned stimulus elicits a response (reflexive behaviors)
Associationism (Edward Thorndike) Associations between situations and responses Law of Effect Law of Exercise
Stage 1:Tone (CS) Salivation (UCR)
Stage 2:Tone (CS) Salivation (CR)
Food (UCS)
1-19
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Historical Development of Behaviorism
Behaviorism (John Watson) Coined term “behaviorism” Focused on observable behaviors – emotional
responses Watson & Rayner (1920) – baby Albert
Operant Conditioning (B.F. Skinner) Voluntary behaviors The arrangement of environmental variables to
establish a functional relation between a voluntary behavior and its consequences.
1-20
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
Applied Behavior Analysis
“The process of applying sometimes tentative principles of behavior to the improvement of specific behaviors, and simultaneously evaluating whether or not any changes noted are indeed attributed to the process of application.” (Baer, Wolf, & Risley, 1968, p.91)
1-21
Applied Behavior Analysis for Teachers, 9th editionAlberto and Troutman
© 2013 Pearson Education, Inc.All Rights Reserved
7 Characteristics of Research to Qualify as Applied Behavior Analysis
Identified by Baer, Wolf, & Risley (1968)
1)Applied – behavior selected for change must be socially important2)Behavioral – behavior must be observable and measurable3)Analytic – intervention must demonstrate control over the behavior4)Technological – written in such a way that it is easily replicated5)Effective – demonstrate a meaningful change in the desired behavior6)Conceptually Systematic – use appropriate terminology and behavioral concepts7)Generality – must demonstrate maintenance and generalization of the behavior
1-22