Instructor’s Manual & Test Bank – Applied Behavior Analysis, 3rd Edition – John O. Cooper, Timothy E. Heron, & William L. Heward – ISBN 9780134752556 (Chapters 1–31 Covered)

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Applied Behavior
Analysis, 3rd Edition
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INSTRUCTOR’S
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MANUAL &
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TEST BANK
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John O. Cooper Timothy E. Heron William L.
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Heward
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Comprehensive Instructor’s Manual & Test Bank for
Instructors and Students
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9780134752556

© John O. Cooper, Timothy E. Heron & William L. Heward. All rights reserved.
Reproduction or distribution without permission is prohibited.




© MEDCONNOISSEUR

, TABLE OF CONTENTS

Instructor’s Manual & Test Bank – Applied Behavior Analysis (3rd Ed.)
Authors: John O. Cooper, Timothy E. Heron, and William L. Heward
ISBN: 9780134752556
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PART I: INTRODUCTION AND BASIC CONCEPTS

Chapter 1: Definition and Characteristics of Applied Behavior Analysis
Chapter 2: Basic Concepts and Principles
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PART II: SELECTING, DEFINING, AND MEASURING BEHAVIOR

Chapter 3: Selecting and Defining Target Behaviors
Chapter 4: Measuring Behavior
Chapter 5: Improving and Assessing the Quality of Behavioral Measurement
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Chapter 6: Constructing and Interpreting Graphic Displays

PART III: EVALUATING AND ANALYZING BEHAVIOR CHANGE
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Chapter 7: Analyzing Behavior Change: Basic Assumptions and Strategies
Chapter 8: Reversal and Multielement Designs
Chapter 9: Multiple Baseline and Changing Criterion Designs
Chapter 10: Planning and Evaluating Applied Behavior Analysis Research
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PART IV: REINFORCEMENT, PUNISHMENT, AND ANTECEDENTS

Chapter 11: Positive Reinforcement
Chapter 12: Negative Reinforcement
Chapter 13: Schedules of Reinforcement
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Chapter 14: Positive Punishment
Chapter 15: Negative Punishment
Chapter 16: Motivating Operations
Chapter 17: Stimulus Control
Chapter 18: Verbal Behavior
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PART V: DEVELOPING NEW BEHAVIOR

Chapter 19: Equivalence-based Instruction
Chapter 20: Engineering Emergent Learning with Special Populations
Chapter 21: Imitation, Modeling, and Observational Learning
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Chapter 22: Shaping
Chapter 23: Chaining

PART VI: DECREASING BEHAVIOR AND FUNCTIONAL ASSESSMENT

Chapter 24: Extinction

, Chapter 25: Differential Reinforcement
Chapter 26: Antecedent Interventions
Chapter 27: Functional Behavior Assessment

PART VII: SPECIALIZED APPLICATIONS AND ETHICS
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Chapter 28: Token Economies, Group Contingencies, and Contingency Contracting
Chapter 29: Self-Management
Chapter 30: Promoting Generalized Behavior Change
Chapter 31: Ethical and Professional Responsibilities of Applied Behavior Analysts
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, Chapter 1: Definition and Characteristics of Applied Behavior Analysis


Chapter 1: Definition and Characteristics of Applied Behavior Analysis

Chapter Summary

The word “science” is often used as a noun, conflated with its products—as in “What does science tell us?”—but
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those products are outcomes of the behavior of large numbers of inquisitive individuals who engage in a systematic
approach for seeking and organizing information about the natural world. Science really has one overall goal: to
achieve a thorough understanding of the phenomena under study, which, in the field of applied behavior analysis, is
socially important behavior that is meaningfully associated with an individual’s quality of life.

Different types of scientific investigation yield different degrees of understanding that represent progressively
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greater ability to influence given phenomena. Description refers to a scientist collecting facts about entities or
events, which can raise interesting questions and establish hypotheses for further study. Prediction is the outcome of
more systematic observation when a scientist finds that two events often covary; when correlations are demonstrated
in this manner, the probability of one event occurring can be more confidently predicted given the presence of the
other event, although at this level the scientist cannot refer to the relationship between the two events as a causal
one. When a scientist actually manipulates events, however, and shows that a change they make in one event (an
“independent variable”) repeatedly results in some change in a second event (a target or “dependent variable”)—and
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when they have accounted for and reduced the likelihood that some other variable is responsible for that change—
when, in other words, they have demonstrated a functional relationship between these variables, they have achieved
experimental control of the phenomena being studied. Behavior analysts consider control to be the most desirable
level of understanding because functional relations are the potential basis for developing applied techniques for
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behavior change. In this respect, behavior analysis is characterized by pragmatism, the philosophical position that
the “truth” of scientific findings is to be judged by the extent to which they lead to effective action.

The pursuit of scientific understanding of natural phenomena—including behavior—is characterized by an
overriding set of assumptions and values: determinism, empiricism, experimentation, replication, parsimony, and
philosophic doubt. Determinism—the notion that the universe is a lawful and orderly place in which all events occur
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as the result of other events—is the assumption upon which scientific endeavors are predicated. Indeed, if events
were not determined in a reasonably orderly fashion—if phenomena randomly occurred simply as a matter of
chance—then there would be no basis for viable technologies of behavior change. The development of useful
behavior change techniques, in other words, rests on the belief that all behavior is the result of specifiable conditions
and that these conditions, once identified, can be managed in a way that will influence the future probability of
behavior. Other qualities that guide success in science include thoroughness, curiosity, perseverance, diligence,
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ethics, and honesty.

John B. Watson—one of the first and best known individuals to identify as a “behaviorist” early in the 20 th
century—departed from psychology’s focus at the time on introspection and mental processes, and suggested that
human behavior could be studied using the observational tactics of natural science. His behaviorism, which came to
be known as S-R psychology—and also came to be known for fantastic claims—could not account for apparently
“spontaneous” acts: for behavior, in other words, that lacked obvious antecedents. Numerous efforts to fill these
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explanatory gaps once again elevated mental states and constructs to causal status with respect to human behavior.

B. F. Skinner, in contrast, remained focused on environmental events and eventually showed, through what he called
the experimental analysis of behavior (EAB), that much behavior is changed and maintained by the consequences it
produces. Thus Skinner identified operant behavior and elaborated Watson’s formulation with a new paradigm
called the three-term contingency (S-R-S), a model that remains the fundamental unit of study and focus of practice
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in the four domains of modern behavior analysis: behaviorism, the experimental analysis of behavior, applied
behavior analysis (ABA), and behavior analytic practice. Skinner’s conceptual formulation of behaviorism—the
philosophical domain of behavior analysis—is known as radical behaviorism because it maintains that thoughts and
feelings (what he called “private events” that occur “inside the skin”) are simply less accessible forms of behavior
that otherwise can be understood in the same terms and studied by the same means as overt behavior, without
appealing to intervening hypothetical constructs.


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