{"product_id":"an-introduction-to-behavior-analysis-isbn-9781119126539","title":"An Introduction to Behavior Analysis","description":"\u003cb\u003eAN INTRODUCTION TO BEHAVIOR ANALYSIS\u003c\/b\u003e \u003cp\u003e\u003cb\u003eExplore a fascinating introductory treatment of the principles of behavior analysis written by three leading voices in the field\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003eAn Introduction to Behavior Analysis\u003c\/i\u003e delivers an engaging and comprehensive introduction to the concepts and applications for graduate students of behavior analysis. Written from the ground up to capture and hold student interest, the book keeps its focus on practical issues.\u003c\/p\u003e\u003cp\u003eThe book offers readers sound analyses of Pavlovian and operant learning, reinforcement and punishment, motivation and stimulus control, language and rule-following, decision-making and clinical behavior analysis. With fully up to date empirical research references and theoretical content, \u003ci\u003eAn Introduction to Behavior Analysis\u003c\/i\u003e thoroughly justifies every principle it describes with empirical support and explicitly points out where more data are required.\u003c\/p\u003e\u003cp\u003eThe text encourages students to analyze their own experiences and some foundational findings in the field in a way that minimizes jargon and maximizes engagement. Readers will also benefit from the inclusion of:\u003c\/p\u003e\u003cli\u003e\u003cbl\u003eA clear articulation and defense of the philosophical assumptions and overarching goals of behavior analysis.\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003eA thorough description of objective data collection, experimental methods, and data analysis in the context of psychology\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003eAn exploration of the core principles of behavior analysis, presented at a level comprehensible to an introductory audience\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003eA broad array of principles that cover issues as varied as language, substance-use disorders, and common psychological disorders\u003c\/bl\u003e\u003c\/li\u003e\u003cp\u003ePerfect for students taking their first course in behavior analysis or behavior modification, \u003ci\u003eAn Introduction to Behavior Analysis\u003c\/i\u003e will also earn a place in the libraries of students pursuing certification through the Behavior Analysis Certification Board or taking courses in the applied psychological sciences. \u003c\/p\u003e\u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 An Introduction to Behavior Analysis 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Behavior? 1\u003c\/p\u003e \u003cp\u003eWhat Is Behavior Analysis? 3\u003c\/p\u003e \u003cp\u003eThe Goals of Behavior Analysis 3\u003c\/p\u003e \u003cp\u003eThe First Goal of Behavior Analysis 3\u003c\/p\u003e \u003cp\u003eThe Second Goal of Behavior Analysis 5\u003c\/p\u003e \u003cp\u003eDemand More of Your Science 5\u003c\/p\u003e \u003cp\u003eReading Quiz 1 6\u003c\/p\u003e \u003cp\u003eThe Assumptions of Behavior Analysis 6\u003c\/p\u003e \u003cp\u003eAssumption #1: Behavior is determined 6\u003c\/p\u003e \u003cp\u003eMentalistic Explanations of Behavior 7\u003c\/p\u003e \u003cp\u003eI’m Not Buying It. I Determine My Own Behavior 8\u003c\/p\u003e \u003cp\u003eAssumption #2: The scientific method is a valid way to reveal the determinants of behavior 10\u003c\/p\u003e \u003cp\u003eReading Quiz 2 11\u003c\/p\u003e \u003cp\u003eScientific Method 12\u003c\/p\u003e \u003cp\u003eReading Quiz 3 15\u003c\/p\u003e \u003cp\u003eWhat Are the Determinants of Behavior? 15\u003c\/p\u003e \u003cp\u003eNature 15\u003c\/p\u003e \u003cp\u003eNurture 16\u003c\/p\u003e \u003cp\u003eBehavioral Epigenetics 16\u003c\/p\u003e \u003cp\u003eThe Activities of Behavior Analysts 17\u003c\/p\u003e \u003cp\u003eThe Experimental Analysis of Behavior 17\u003c\/p\u003e \u003cp\u003eApplied Behavior Analysis 18\u003c\/p\u003e \u003cp\u003eBehavioral Service Delivery 18\u003c\/p\u003e \u003cp\u003eExtra Box 1: Dimensions of Applied Behavior Analysis 19\u003c\/p\u003e \u003cp\u003eOrganizational Behavior Management 20\u003c\/p\u003e \u003cp\u003eSummary 20\u003c\/p\u003e \u003cp\u003eReading Quiz 4 20\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions 20\u003c\/p\u003e \u003cp\u003eNotes 21\u003c\/p\u003e \u003cp\u003eReferences 22\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Understanding Behavioral Research 23\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eVariables 24\u003c\/p\u003e \u003cp\u003eCorrelation vs Causation 24\u003c\/p\u003e \u003cp\u003eExperiments 25\u003c\/p\u003e \u003cp\u003eThree Components of a Behavioral Experiment 26\u003c\/p\u003e \u003cp\u003eReading Quiz 1 27\u003c\/p\u003e \u003cp\u003eMeasuring Behavior 27\u003c\/p\u003e \u003cp\u003eBehavioral Definitions 28\u003c\/p\u003e \u003cp\u003eObservable and Objective 29\u003c\/p\u003e \u003cp\u003eRefining the Behavioral Definition 29\u003c\/p\u003e \u003cp\u003eSocial Validity of the Behavioral Definition 29\u003c\/p\u003e \u003cp\u003eFinalizing the Behavioral Definition 30\u003c\/p\u003e \u003cp\u003eInterobserver Agreement (IOA) 30\u003c\/p\u003e \u003cp\u003eWhat IOA Is Not 31\u003c\/p\u003e \u003cp\u003eReading Quiz 2 31\u003c\/p\u003e \u003cp\u003eDimensions of Behavior 32\u003c\/p\u003e \u003cp\u003eFrequency 32\u003c\/p\u003e \u003cp\u003eLatency 32\u003c\/p\u003e \u003cp\u003eDuration 32\u003c\/p\u003e \u003cp\u003eMagnitude 33\u003c\/p\u003e \u003cp\u003eFour Direct-Observation Methods 33\u003c\/p\u003e \u003cp\u003eOutcome Recording 33\u003c\/p\u003e \u003cp\u003eWhen to Use Outcome Recording 34\u003c\/p\u003e \u003cp\u003eCalculating IOA When Using Outcome Recording 35\u003c\/p\u003e \u003cp\u003eEvent Recording 36\u003c\/p\u003e \u003cp\u003eWhen to Use Event Recording 37\u003c\/p\u003e \u003cp\u003eCalculating IOA When Using Event Recording 37\u003c\/p\u003e \u003cp\u003eInterval Recording 39\u003c\/p\u003e \u003cp\u003eWhen to Use Interval Recording 39\u003c\/p\u003e \u003cp\u003eCalculating IOA When Using Partial- or Whole-Interval Recording 40\u003c\/p\u003e \u003cp\u003eDuration Recording 41\u003c\/p\u003e \u003cp\u003eWhen to Use Duration Recording 41\u003c\/p\u003e \u003cp\u003eCalculating IOA When Using Duration Recording 41\u003c\/p\u003e \u003cp\u003eReading Quiz 3 42\u003c\/p\u003e \u003cp\u003eSummary 43\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions 44\u003c\/p\u003e \u003cp\u003eNote 45\u003c\/p\u003e \u003cp\u003eReferences 45\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Experimental Designs in Behavior Analysis 47\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGroup Experimental Designs 49\u003c\/p\u003e \u003cp\u003eSingle-Subject Experimental Designs 51\u003c\/p\u003e \u003cp\u003eInternal Validity of Single-Subject Experimental Designs 51\u003c\/p\u003e \u003cp\u003eFour Types of Single-Subject Experimental Designs 52\u003c\/p\u003e \u003cp\u003eComparison (A-B) Design 52\u003c\/p\u003e \u003cp\u003eReversal (A-B-A) Design 54\u003c\/p\u003e \u003cp\u003eAlternating-Treatments Design 55\u003c\/p\u003e \u003cp\u003eMultiple-Baseline Designs 57\u003c\/p\u003e \u003cp\u003eDefining Features of Single-Subject Designs 61\u003c\/p\u003e \u003cp\u003eThree Kinds of Replication 62\u003c\/p\u003e \u003cp\u003eReading Quiz 1 63\u003c\/p\u003e \u003cp\u003eDid Behavior Change? 64\u003c\/p\u003e \u003cp\u003eTwo Patterns of Behavior Change 65\u003c\/p\u003e \u003cp\u003eWhat Makes a Change Convincing? 65\u003c\/p\u003e \u003cp\u003eGuidelines for Conducting the Visual Analysis 67\u003c\/p\u003e \u003cp\u003eWhat Is Responsible for the Change 71\u003c\/p\u003e \u003cp\u003eReading Quiz 2 72\u003c\/p\u003e \u003cp\u003eSupplementing the Visual Analysis with Inferential Statistics 75\u003c\/p\u003e \u003cp\u003eSummary 76\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions 77\u003c\/p\u003e \u003cp\u003eNotes 80\u003c\/p\u003e \u003cp\u003eReferences 80\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Phylogenetic Behavior and Pavlovian Learning 82\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhylogenetically Selected Behavior 83\u003c\/p\u003e \u003cp\u003eReflex Learning – Habituation 84\u003c\/p\u003e \u003cp\u003eThe “Nature and Nurture” Answer to the “Nature vs Nurture” Debate 85\u003c\/p\u003e \u003cp\u003eElicited or Evoked? 85\u003c\/p\u003e \u003cp\u003eReading Quiz 1 86\u003c\/p\u003e \u003cp\u003ePavlovian Learning 86\u003c\/p\u003e \u003cp\u003eA Simple Pavlovian Conditioning Procedure 87\u003c\/p\u003e \u003cp\u003ePavlovian Conditioning of Emotions 88\u003c\/p\u003e \u003cp\u003ePavlovian Fear Conditioning 89\u003c\/p\u003e \u003cp\u003eThe Little Albert Experiment 90\u003c\/p\u003e \u003cp\u003eWhat Became of Little Albert? 91\u003c\/p\u003e \u003cp\u003eFear Conditioning and Posttraumatic Stress Disorder 92\u003c\/p\u003e \u003cp\u003eReading Quiz 2 92\u003c\/p\u003e \u003cp\u003eWhat Is Learned During Pavlovian Conditioning? 93\u003c\/p\u003e \u003cp\u003eThree Things Learned During Pavlovian Conditioning 94\u003c\/p\u003e \u003cp\u003ePrinciples of Effective Pavlovian Conditioning 95\u003c\/p\u003e \u003cp\u003eApplying these principles to PTSD 100\u003c\/p\u003e \u003cp\u003eReading Quiz 3 100\u003c\/p\u003e \u003cp\u003eGeneralization 101\u003c\/p\u003e \u003cp\u003ePavlovian Extinction-Based Therapy 103\u003c\/p\u003e \u003cp\u003eGraduated Exposure Therapy 104\u003c\/p\u003e \u003cp\u003eSpontaneous Recovery 105\u003c\/p\u003e \u003cp\u003eExtra Box 1: Posttraumatic Stress Disorder in Military Veterans 107\u003c\/p\u003e \u003cp\u003eReading Quiz 4 108\u003c\/p\u003e \u003cp\u003ePavlovian Conditioning in Everyday Life 108\u003c\/p\u003e \u003cp\u003eTaste-Aversion Learning 109\u003c\/p\u003e \u003cp\u003eAdvertising 110\u003c\/p\u003e \u003cp\u003eSummary 111\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions 111\u003c\/p\u003e \u003cp\u003eNotes 112\u003c\/p\u003e \u003cp\u003eReferences 113\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Operant Learning I: Reinforcement 117\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOperant Behavior 117\u003c\/p\u003e \u003cp\u003eReading Quiz 1 118\u003c\/p\u003e \u003cp\u003eResponse–Consequence Contingencies 119\u003c\/p\u003e \u003cp\u003eLearning Response–Consequence Contingencies 120\u003c\/p\u003e \u003cp\u003eNoncontingent Consequences 122\u003c\/p\u003e \u003cp\u003eSuperstitious Behavior 123\u003c\/p\u003e \u003cp\u003eReading Quiz 2 123\u003c\/p\u003e \u003cp\u003eChanging Behavior with Contingent Consequences 124\u003c\/p\u003e \u003cp\u003eExtra Box 1: Noncontingent Consequences in North Korea 125\u003c\/p\u003e \u003cp\u003eReinforcers, Reinforcement, and Rewards 126\u003c\/p\u003e \u003cp\u003eReading Quiz 3 127\u003c\/p\u003e \u003cp\u003eThe Discovery of Reinforcement 127\u003c\/p\u003e \u003cp\u003eHow to Tell If a Consequence Functions as a Reinforcer 128\u003c\/p\u003e \u003cp\u003eFrom Puzzle Boxes to Skinner Boxes 130\u003c\/p\u003e \u003cp\u003eReading Quiz 4 131\u003c\/p\u003e \u003cp\u003eResponse Variability: Exploring and Exploiting 131\u003c\/p\u003e \u003cp\u003eExtra Box 2: Add Some Variability to Your Life 132\u003c\/p\u003e \u003cp\u003eThe Generic Nature of Operant Behavior 133\u003c\/p\u003e \u003cp\u003eNot Every Consequence Functions as a Reinforcer 134\u003c\/p\u003e \u003cp\u003eReading Quiz 5 134\u003c\/p\u003e \u003cp\u003eReinforcement in Social Media and Video Games 137\u003c\/p\u003e \u003cp\u003eGames for Good 137\u003c\/p\u003e \u003cp\u003eSummary 138\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions and Questions Posed in Table 5.2 139\u003c\/p\u003e \u003cp\u003eNotes 141\u003c\/p\u003e \u003cp\u003eReferences 141\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Operant Learning II: Positive and Negative Reinforcement 143\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePositive Reinforcement 143\u003c\/p\u003e \u003cp\u003ePositive Reinforcement in the Lab 144\u003c\/p\u003e \u003cp\u003eNegative Reinforcement 146\u003c\/p\u003e \u003cp\u003eNegative Reinforcement – Escape (SRE−) 146\u003c\/p\u003e \u003cp\u003eNegative Reinforcement – Escape (SRE−) in the Lab 148\u003c\/p\u003e \u003cp\u003eNegative Reinforcement – Avoidance (SRA−) 148\u003c\/p\u003e \u003cp\u003eNegative Reinforcement – Avoidance (SRA−) in the Lab 150\u003c\/p\u003e \u003cp\u003eExtra Box 1: What Is the Consequence in SRA−? 150\u003c\/p\u003e \u003cp\u003eReading Quiz 1 152\u003c\/p\u003e \u003cp\u003ePositive or Negative Reinforcement: Is There Really a Difference? 153\u003c\/p\u003e \u003cp\u003eReason 1: Heuristics 153\u003c\/p\u003e \u003cp\u003eReason 2: Loss Aversion 154\u003c\/p\u003e \u003cp\u003eReason 3: Preference for Positive Reinforcement 155\u003c\/p\u003e \u003cp\u003eUsing Reinforcement to Positively Influence Behavior 155\u003c\/p\u003e \u003cp\u003eReinforcement in the Workplace 156\u003c\/p\u003e \u003cp\u003eThree Objections to Reinforcement 157\u003c\/p\u003e \u003cp\u003eObjection 1: Intrinsic Motivation 157\u003c\/p\u003e \u003cp\u003eObjection 2: Performance-Inhibiting Properties of Reinforcement 158\u003c\/p\u003e \u003cp\u003eCreativity 159\u003c\/p\u003e \u003cp\u003eChoking Under Pressure 159\u003c\/p\u003e \u003cp\u003eObjection 3: Cheating 160\u003c\/p\u003e \u003cp\u003eReading Quiz 2 161\u003c\/p\u003e \u003cp\u003eTheories of Reinforcement 161\u003c\/p\u003e \u003cp\u003eThe Response Strengthening Theory of Reinforcement 162\u003c\/p\u003e \u003cp\u003eThe Information Theory of Reinforcement 163\u003c\/p\u003e \u003cp\u003eEvaluating the Theories 164\u003c\/p\u003e \u003cp\u003eReading Quiz 3 164\u003c\/p\u003e \u003cp\u003eSummary 164\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions 165\u003c\/p\u003e \u003cp\u003eReferences 165\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Extinction and Differential Reinforcement 169\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOperant Extinction Following Positive Reinforcement 170\u003c\/p\u003e \u003cp\u003eOperant Extinction Following Negative Reinforcement (Escape Extinction) 171\u003c\/p\u003e \u003cp\u003eHow Quickly Will Operant Extinction Work? 174\u003c\/p\u003e \u003cp\u003eRate of Reinforcement Prior to Extinction 174\u003c\/p\u003e \u003cp\u003eMotivation 175\u003c\/p\u003e \u003cp\u003eSpontaneous Recovery of Operant Behavior 175\u003c\/p\u003e \u003cp\u003eReading Quiz 1 176\u003c\/p\u003e \u003cp\u003eExtra Box 1: How Extinction Informs Theories of Reinforcement 177\u003c\/p\u003e \u003cp\u003eOther Effects of Extinction 179\u003c\/p\u003e \u003cp\u003eExtinction-Induced Emotional Behavior 179\u003c\/p\u003e \u003cp\u003eExtinction Burst 179\u003c\/p\u003e \u003cp\u003eExtinction-Induced Variability 180\u003c\/p\u003e \u003cp\u003eExtinction-Induced Resurgence 181\u003c\/p\u003e \u003cp\u003eWe Tried It at Home 183\u003c\/p\u003e \u003cp\u003eReading Quiz 2 183\u003c\/p\u003e \u003cp\u003eUsing Extinction to Positively Influence Behavior 184\u003c\/p\u003e \u003cp\u003eFunctional Analysis of Behavior 184\u003c\/p\u003e \u003cp\u003eFunctional Analysis of Self-Injurious Behavior 186\u003c\/p\u003e \u003cp\u003eDifferential Reinforcement 187\u003c\/p\u003e \u003cp\u003eDifferential Reinforcement of Problem Behavior 188\u003c\/p\u003e \u003cp\u003eHow to Effectively Use Differential Reinforcement 189\u003c\/p\u003e \u003cp\u003eDifferentially Reinforcing Response Topography 190\u003c\/p\u003e \u003cp\u003eDifferentially Reinforcing Rate of Operant Behavior 192\u003c\/p\u003e \u003cp\u003eReading Quiz 3 192\u003c\/p\u003e \u003cp\u003eSummary 193\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions 194\u003c\/p\u003e \u003cp\u003eNote 194\u003c\/p\u003e \u003cp\u003eReferences 195\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Primary and Conditioned Reinforcement and Shaping 200\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePrimary Reinforcers 201\u003c\/p\u003e \u003cp\u003eConditioned Reinforcers 202\u003c\/p\u003e \u003cp\u003ePavlovian Learning and Conditioned Reinforcers 202\u003c\/p\u003e \u003cp\u003eVerbal Learning and Conditioned Reinforcers 203\u003c\/p\u003e \u003cp\u003eThe Token Economy 204\u003c\/p\u003e \u003cp\u003eReading Quiz 1 206\u003c\/p\u003e \u003cp\u003eArranging Effective Conditioned Reinforcers 207\u003c\/p\u003e \u003cp\u003eExtra Box 1: Conditioned Reinforcers in Zoos 210\u003c\/p\u003e \u003cp\u003eClicker Training with Humans 211\u003c\/p\u003e \u003cp\u003eReading Quiz 2 212\u003c\/p\u003e \u003cp\u003eShaping 213\u003c\/p\u003e \u003cp\u003eExtra Box 2: Shaping Animal Behavior on the Farm 214\u003c\/p\u003e \u003cp\u003eShaping Human Behavior 215\u003c\/p\u003e \u003cp\u003eShaping and Flow 215\u003c\/p\u003e \u003cp\u003ePrinciples of Effective Shaping 217\u003c\/p\u003e \u003cp\u003eTry It at Home: The Shaping Game 220\u003c\/p\u003e \u003cp\u003eReading Quiz 3 221\u003c\/p\u003e \u003cp\u003eAutomating Shaping: Percentile Schedules of Reinforcement 221\u003c\/p\u003e \u003cp\u003eSummary 224\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions 225\u003c\/p\u003e \u003cp\u003eNotes 226\u003c\/p\u003e \u003cp\u003eReferences 226\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Motivation, Reinforcer Efficacy, and Habit Formation 229\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEveryday Concepts of Motivation 230\u003c\/p\u003e \u003cp\u003eFrom Motivation to Motivating Operations 232\u003c\/p\u003e \u003cp\u003eTwo Kinds of Motivating Operations 232\u003c\/p\u003e \u003cp\u003eExamples of EOs 233\u003c\/p\u003e \u003cp\u003eExamples of AOs 234\u003c\/p\u003e \u003cp\u003eMotivating Operations Require Response-Reinforcer Contingency Learning 234\u003c\/p\u003e \u003cp\u003eThe Therapeutic Utility of Motivating Operations 235\u003c\/p\u003e \u003cp\u003eExtra Box 1: The Cost of Mentalistic Reasoning 236\u003c\/p\u003e \u003cp\u003eReading Quiz 1 237\u003c\/p\u003e \u003cp\u003eIdentifying Effective Reinforcers: The “Liking” Strategy 237\u003c\/p\u003e \u003cp\u003eReinforcer Surveys 238\u003c\/p\u003e \u003cp\u003eStimulus Preference Assessments 239\u003c\/p\u003e \u003cp\u003eExtra Box 2: Avoiding Circularity – The Premack Principle 241\u003c\/p\u003e \u003cp\u003eReading Quiz 2 243\u003c\/p\u003e \u003cp\u003eMeasuring Reinforcer Efficacy 243\u003c\/p\u003e \u003cp\u003eDimensions of Effective Reinforcers 245\u003c\/p\u003e \u003cp\u003eContingency 245\u003c\/p\u003e \u003cp\u003eReinforcer Size 245\u003c\/p\u003e \u003cp\u003eReinforcer Quality 246\u003c\/p\u003e \u003cp\u003eReinforcer Immediacy 246\u003c\/p\u003e \u003cp\u003eSummary 248\u003c\/p\u003e \u003cp\u003eHabit Formation 248\u003c\/p\u003e \u003cp\u003eHabits – What Are They and How Are They Formed 248\u003c\/p\u003e \u003cp\u003eOur Everyday Habits 250\u003c\/p\u003e \u003cp\u003eReplacing Bad Habits with Good Ones 250\u003c\/p\u003e \u003cp\u003eReading Quiz 3 252\u003c\/p\u003e \u003cp\u003eSummary 252\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions 253\u003c\/p\u003e \u003cp\u003eNotes 254\u003c\/p\u003e \u003cp\u003eReferences 254\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Punishment 258\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePunishers and Punishment 259\u003c\/p\u003e \u003cp\u003eTwo Kinds of Punishment – Both Decrease Behavior 261\u003c\/p\u003e \u003cp\u003ePositive Punishment 262\u003c\/p\u003e \u003cp\u003eNegative Punishment 263\u003c\/p\u003e \u003cp\u003eReading Quiz 1 264\u003c\/p\u003e \u003cp\u003eWhen Should We Punish? 264\u003c\/p\u003e \u003cp\u003eExtra Box 1: Punishment Is the Norm – Using It Effectively Is Humane 265\u003c\/p\u003e \u003cp\u003eSix Characteristics of Effective Punishment Interventions 266\u003c\/p\u003e \u003cp\u003e1. Focus on Reinforcement First 267\u003c\/p\u003e \u003cp\u003e2. Combine Punishment with Extinction and\/or Differential Reinforcement 267\u003c\/p\u003e \u003cp\u003e3. Deliver Punishers Immediately 268\u003c\/p\u003e \u003cp\u003e4. Deliver Punishment Contingently 269\u003c\/p\u003e \u003cp\u003e5. Punish Every Time 269\u003c\/p\u003e \u003cp\u003e6. Use a Punisher in the Goldilocks Zone 270\u003c\/p\u003e \u003cp\u003eReading Quiz 2 271\u003c\/p\u003e \u003cp\u003ePrimary and Conditioned Punishment 272\u003c\/p\u003e \u003cp\u003eArranging Effective Conditioned Punishers 273\u003c\/p\u003e \u003cp\u003eSome Commonly Used Punishers 274\u003c\/p\u003e \u003cp\u003eTime-Out from Positive Reinforcement 274\u003c\/p\u003e \u003cp\u003eResponse-Cost Punishment 276\u003c\/p\u003e \u003cp\u003eThe Watchful Eye of the Punisher 277\u003c\/p\u003e \u003cp\u003eThe Role of Reinforcement in the Act of Punishing 279\u003c\/p\u003e \u003cp\u003eReading Quiz 3 280\u003c\/p\u003e \u003cp\u003eSummary 281\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions 282\u003c\/p\u003e \u003cp\u003eNote 283\u003c\/p\u003e \u003cp\u003eReferences 283\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Complex Contingencies of Reinforcement 289\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSchedules of Reinforcement 290\u003c\/p\u003e \u003cp\u003eRatio Schedules of Reinforcement 291\u003c\/p\u003e \u003cp\u003eFixed-Ratio Schedules 292\u003c\/p\u003e \u003cp\u003eVariable-Ratio Schedules 295\u003c\/p\u003e \u003cp\u003eThe Behavioral Economics of Ratio Schedules 297\u003c\/p\u003e \u003cp\u003eThe Underappreciated VR Schedule 298\u003c\/p\u003e \u003cp\u003eReading Quiz 1 301\u003c\/p\u003e \u003cp\u003eInterval Schedules of Reinforcement 302\u003c\/p\u003e \u003cp\u003eFixed-Interval Schedules 302\u003c\/p\u003e \u003cp\u003eVariable-Interval Schedules 304\u003c\/p\u003e \u003cp\u003ePutting it All Together 306\u003c\/p\u003e \u003cp\u003eReading Quiz 2 307\u003c\/p\u003e \u003cp\u003eWhy Study Schedules of Reinforcement? 308\u003c\/p\u003e \u003cp\u003eExtra Box 1: Contingency Management 309\u003c\/p\u003e \u003cp\u003eSchedule Thinning 310\u003c\/p\u003e \u003cp\u003eScheduling Reinforcers to Enhance Human Performance and Happiness 312\u003c\/p\u003e \u003cp\u003eReading Quiz 3 313\u003c\/p\u003e \u003cp\u003eSummary 313\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions and Questions Posed in Tables 11.1–11.4 314\u003c\/p\u003e \u003cp\u003eNotes 315\u003c\/p\u003e \u003cp\u003eReferences 316\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Antecedent Stimulus Control 321\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhylogenetic and Pavlovian Stimulus Control 322\u003c\/p\u003e \u003cp\u003eDiscriminated Operant Behavior 322\u003c\/p\u003e \u003cp\u003eThe Discriminative Stimulus (SD) 324\u003c\/p\u003e \u003cp\u003eThe SΔ 325\u003c\/p\u003e \u003cp\u003eThe SDp 325\u003c\/p\u003e \u003cp\u003eThe Three-term Contingency 327\u003c\/p\u003e \u003cp\u003eReading Quiz 1 327\u003c\/p\u003e \u003cp\u003eDiscriminative Stimuli and Establishing Operations 329\u003c\/p\u003e \u003cp\u003eDiscrimination Training 330\u003c\/p\u003e \u003cp\u003eEffective Methods of Discrimination Training 330\u003c\/p\u003e \u003cp\u003eUsing Discrimination Training to Positively Influence Behavior 331\u003c\/p\u003e \u003cp\u003eExtra Box 1: Direct Instruction of Reading Skills 333\u003c\/p\u003e \u003cp\u003eGeneralization 334\u003c\/p\u003e \u003cp\u003eUsing Discrimination Training to Improve Stimulus Control 336\u003c\/p\u003e \u003cp\u003ePromoting Generalization and Maintenance 337\u003c\/p\u003e \u003cp\u003eTactic 1: Teach Behaviors That Will Contact Natural Contingencies of Reinforcement 338\u003c\/p\u003e \u003cp\u003eTactic 2: Train Diversely 338\u003c\/p\u003e \u003cp\u003eTactic 3: Arrange Antecedent Stimuli That Will Cue Generalization 338\u003c\/p\u003e \u003cp\u003eReading Quiz 2 339\u003c\/p\u003e \u003cp\u003eStimulus-Response Chains 340\u003c\/p\u003e \u003cp\u003eTeaching Stimulus-Response Chains 341\u003c\/p\u003e \u003cp\u003ePrompting and Fading 342\u003c\/p\u003e \u003cp\u003eExtra Box 2: Consciousness 343\u003c\/p\u003e \u003cp\u003eReading Quiz 3 345\u003c\/p\u003e \u003cp\u003eSummary 345\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions 346\u003c\/p\u003e \u003cp\u003eReferences 347\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Choice 351\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Choice? 352\u003c\/p\u003e \u003cp\u003eFour Variables Affecting Choice 352\u003c\/p\u003e \u003cp\u003eReinforcement vs. No Consequence 353\u003c\/p\u003e \u003cp\u003eReinforcer Size\/Quality 353\u003c\/p\u003e \u003cp\u003eEffort 354\u003c\/p\u003e \u003cp\u003eReinforcer Delay 355\u003c\/p\u003e \u003cp\u003eSummary 355\u003c\/p\u003e \u003cp\u003eReading Quiz 1 356\u003c\/p\u003e \u003cp\u003eThe Rich Uncle Joe Experiment 356\u003c\/p\u003e \u003cp\u003eChoosing between Uncertain Outcomes 357\u003c\/p\u003e \u003cp\u003eHerrnstein’s Matching Equation 358\u003c\/p\u003e \u003cp\u003eMore Uncertainty 358\u003c\/p\u003e \u003cp\u003eResearch Support for Herrnstein’s Equation 361\u003c\/p\u003e \u003cp\u003eReading Quiz 2 362\u003c\/p\u003e \u003cp\u003eExtra Box 1: The Matching Law, Terrorism, and White Nationalism 364\u003c\/p\u003e \u003cp\u003eSubstitutes 366\u003c\/p\u003e \u003cp\u003eExtra Box 2: What Substitutes for Drug Reinforcers? 367\u003c\/p\u003e \u003cp\u003eUsing the Matching Law to Positively Influence Behavior 368\u003c\/p\u003e \u003cp\u003eThe Matching Law and Attention 370\u003c\/p\u003e \u003cp\u003eSummary 371\u003c\/p\u003e \u003cp\u003eReading Quiz 3 372\u003c\/p\u003e \u003cp\u003eImpulsivity and Self-Control 372\u003c\/p\u003e \u003cp\u003ePredicting Impulsive Choice 373\u003c\/p\u003e \u003cp\u003ePredicting Preference Reversals 376\u003c\/p\u003e \u003cp\u003eInfluencing Impulsive Choice 377\u003c\/p\u003e \u003cp\u003eCommitment Strategies 378\u003c\/p\u003e \u003cp\u003eDelay-Exposure Training 380\u003c\/p\u003e \u003cp\u003eReading Quiz 4 380\u003c\/p\u003e \u003cp\u003eSummary 380\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions and Questions Posed in Table 13.3 381\u003c\/p\u003e \u003cp\u003eNotes 385\u003c\/p\u003e \u003cp\u003eReferences 385\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Verbal Behavior, Rule-Following, and Clinical Behavior Analysis 390\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBehavioral Approaches to Language 391\u003c\/p\u003e \u003cp\u003eSkinner’s Functional Taxonomy of Speaker Behavior 391\u003c\/p\u003e \u003cp\u003eEchoic 392\u003c\/p\u003e \u003cp\u003eMand 392\u003c\/p\u003e \u003cp\u003eTact 392\u003c\/p\u003e \u003cp\u003eIntraverbal 393\u003c\/p\u003e \u003cp\u003eTraining Verbal Operants 393\u003c\/p\u003e \u003cp\u003eReading Quiz 1 394\u003c\/p\u003e \u003cp\u003eThe Behavior of the Listener 395\u003c\/p\u003e \u003cp\u003eExpanding the Verbal Repertoire 398\u003c\/p\u003e \u003cp\u003eVerbal Behavior and Emotions 399\u003c\/p\u003e \u003cp\u003eReading Quiz 2 400\u003c\/p\u003e \u003cp\u003eRules and Rule-Governed Behavior 401\u003c\/p\u003e \u003cp\u003eWhy Follow the Rules? 402\u003c\/p\u003e \u003cp\u003ePliance 402\u003c\/p\u003e \u003cp\u003eTracking 403\u003c\/p\u003e \u003cp\u003ePersistently Following Incorrect Rules 404\u003c\/p\u003e \u003cp\u003eAre We Hopelessly Compliant? 405\u003c\/p\u003e \u003cp\u003eThe Dark Side of Tracking 406\u003c\/p\u003e \u003cp\u003eReading Quiz 3 407\u003c\/p\u003e \u003cp\u003eBreaking the Rules in Clinical Psychology 408\u003c\/p\u003e \u003cp\u003eExtra Box 1: If Thoughts Are Important, Prepare to Suffer 410\u003c\/p\u003e \u003cp\u003eThe “Acceptance” in Acceptance and Commitment Therapy 411\u003c\/p\u003e \u003cp\u003eThe “Commitment” in Acceptance and Commitment Therapy 412\u003c\/p\u003e \u003cp\u003eDoes ACT Work? 413\u003c\/p\u003e \u003cp\u003eFurther Reading 413\u003c\/p\u003e \u003cp\u003eReading Quiz 4 413\u003c\/p\u003e \u003cp\u003eSummary 414\u003c\/p\u003e \u003cp\u003eAnswers to Reading Quiz Questions 415\u003c\/p\u003e \u003cp\u003eNotes 417\u003c\/p\u003e \u003cp\u003eReferences 417\u003c\/p\u003e \u003cp\u003eAppendix 421\u003c\/p\u003e \u003cp\u003eGlossary 423\u003c\/p\u003e \u003cp\u003eAuthor Index 432\u003c\/p\u003e \u003cp\u003eSubject Index 437\u003c\/p\u003e \u003cp\u003e\u003cb\u003eGregory J. Madden, PhD,\u003c\/b\u003e is a Professor of Psychology at Utah State University. His research foci are on impulsivity, drug-taking, pollution control, and health decision-making. He was Editor-in-Chief of the \u003ci\u003eAPA Handbook of Behavior Analysis\u003c\/i\u003e and the \u003ci\u003eJournal of the Experimental Analysis of Behavior\u003c\/i\u003e. He is a Fellow of the Association for Behavior Analysis International.\u003c\/p\u003e\u003cp\u003e\u003cb\u003e Derek D. Reed, PhD, BCBA-D,\u003c\/b\u003e is a Professor of Applied Behavioral Science at the University of Kansas. His research applies behavioral economic concepts to inform public policy and address issues of societal importance. He has served as Associate Editor for \u003ci\u003eThe Psychological Record, Behavior Analysis in Practice, Journal of Applied Behavior Analysis,\u003c\/i\u003e and \u003ci\u003eJournal of the Experimental Analysis of Behavior.\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003e Florence D. DiGennaro Reed, PhD, BCBA-D,\u003c\/b\u003e is an Associate Professor of Applied Behavioral Science at the University of Kansas. Her research examines effective and efficient staff training and performance improvement practices in human service settings. She also conducts translational research in on-campus laboratory facilities. Dr. DiGennaro Reed has served as Associate Editor for \u003ci\u003eJournal of Applied Behavior Analysis, Journal of Behavioral Education,\u003c\/i\u003e and \u003ci\u003eBehavior Analysis in Practice.\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eExplore a fascinating introductory treatment of the principles of behavior analysis written by three leading voices in the field\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003eAn Introduction to Behavior Analysis\u003c\/i\u003e delivers an engaging and comprehensive introduction to the concepts and applications for graduate students of behavior analysis. Written from the ground up to capture and hold student interest, the book keeps its focus on practical issues.\u003c\/p\u003e\u003cp\u003eThe book offers readers sound analyses of Pavlovian and operant learning, reinforcement and punishment, motivation and stimulus control, language and rule-following, decision-making and clinical behavior analysis. With fully up to date empirical research references and theoretical content, \u003ci\u003eAn Introduction to Behavior Analysis\u003c\/i\u003e thoroughly justifies every principle it describes with empirical support and explicitly points out where more data are required.\u003c\/p\u003e\u003cp\u003eThe text encourages students to analyze their own experiences and some foundational findings in the field in a way that minimizes jargon and maximizes engagement. Readers will also benefit from the inclusion of:\u003c\/p\u003e\u003cli\u003e\u003cbl\u003eA clear articulation and defense of the philosophical assumptions and overarching goals of behavior analysis.\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003eA thorough description of objective data collection, experimental methods, and data analysis in the context of psychology\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003eAn exploration of the core principles of behavior analysis, presented at a level comprehensible to an introductory audience\u003c\/bl\u003e\u003c\/li\u003e\u003cli\u003e\u003cbl\u003eA broad array of principles that cover issues as varied as language, substance-use disorders, and common psychological disorders\u003c\/bl\u003e\u003c\/li\u003e\u003cp\u003ePerfect for students taking their first course in behavior analysis or behavior modification, \u003ci\u003eAn Introduction to Behavior Analysis\u003c\/i\u003e will also earn a place in the libraries of students pursuing certification through the Behavior Analysis Certification Board or taking courses in the applied psychological sciences.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47988723843301,"sku":"NP9781119126539","price":104.5,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119126539.jpg?v=1761781337","url":"https:\/\/k12savings.com\/products\/an-introduction-to-behavior-analysis-isbn-9781119126539","provider":"K12savings","version":"1.0","type":"link"}