Handbook of Behavior Therapy in Education

I Foundations of Behavior Therapy.- 1 Behavior Therapy and the Educative Process.- The Roots and Rise of Behavior Therapy.- Obstacles to the Rise of Behavior Therapy in Educational Settings.- Behavior Therapy and the Educative Process.- Developmental Psychology and Child Behavior Therapy: Implications for the Educative Process.- Child Behavior Therapy: Changing Roles and Implications for Education..- The Relevance of DSM-III and the Classification of Child Psychopathology to Behavior Therapy in Educational Settings.- Behavior Therapy and the Assumption of Educability.- Behavior Therapy and Education: Implications for the Future.- References.- 2 Research Methodology and Measurement.- Levels of Scientific Investigation.- Scientist-Practitioner Model.- Research Epistemology.- Research Strategies.- Measurement of Behavior in Psychology and Education.- Psychometric Theories and Measurement.- Statistical Analysis and Behavioral Research.- References.- 3 Behavioral Assessment.- Traditional versus Behavioral Assessment.- Methods of Behavioral Assessment.- Behavioral Assessment of Academic Skills.- Barriers to Behavioral Assessment in Educational Settings.- Future Considerations.- References.- 4 Diagnosis and Classification.- Two Major Approaches to Classification.- References.- II Technical Issues in the Use and Dissemination of Behavior Therapy.- 5 Acceptability of Behavioral Treatments in Educational Settings.- Overview of Acceptability Models and Research Methods.- Review of Acceptability Research: An Examination of Variables That Influence Teachers’ Treatment Selections.- Summary of Past Research Findings with Recommendations for Future Research.- References.- 6 Developmental Factors and Their Relationship to the Identification and Treatment of Behavior Problems of Childhood.- The Prevalence of Problem Behaviors.- Common Behavior Problems.- Predicting Future Psychopathology.- Deciding to Intervene.- Summary.- References.- 7 Treatment Effect Norms.- Aggregating Treatment Effects.- Using Norms.- Standardized Treatments.- Levels of Normative Aggregation.- Interpretation of Norms.- Caveats.- Concluding Thoughts.- References.- 8 An Evaluation of Behavioral Interrelationships in Child Behavior Therapy.- General Concepts.- Models of Response Interrelationships.- Reciprocal Relationships.- Other Causes of Collateral Effects.- Collateral Effects Reported in Recent Studies.- Summary.- References.- 9 Dissemination of Behavioral Procedures in the Schools: Issues in Training.- Issues in Dissemination.- Teacher Training/Education.- Further Considerations.- Summary and Conclusion.- References.- 10 Behavioral Consultation: Macroconsultation for Instructional Management.- Macroconsultation in Head Start.- Distinctive Features of Macroconsultation.- Macroconsultation in the Instructional Management Cycle.- Conclusion.- References.- III Problems and Challenges for Behavior Therapy.- 11 Generalization and Maintenance of Treatment Effects.- Definitions.- Review Methodology.- Results.- Analysis and Discussion.- Conclusions.- References.- 12 On the Ecological Validity of Behavior Modification.- The Ecological Perspective in Applied Behavior Analysis: Causal Trends.- Assumptions of the Ecological Perspective in the Use of Behavioral Interventions.- Ecological Behavior Assessment.- The Ecological Validity of Behavioral Intervention.- Concluding Comments.- References.- 13 Helping, Helplessness, and Harm.- Help-Seeking and Social Support.- Social Support and Help-Giving.- An Integrated Model of Help-Seeking and Help-Giving.- The Negative Consequences of Help-Seeking and Help-Giving.- Enablement, Empowerment, and Euphoria.- Implications for Policy and Practice.- References.- 14 Legal Issues in School-Based Behavior Therapy.- Three Basic Dichotomies.- Consent to Treatment.- Confidentiality.- The Rights to Treatment and Education.- References.- IV Behavior Change Strategies.- 15 Thought and Action in Educational Interventions: Cognitive-Behavioral Approaches.- The Cognitive-Behavioral Perspective.- Areas of Application.- References.- 16 Home-Based Reinforcement Procedures.- Home-Based Reinforcement.- Parent-Teacher Communication Procedures.- Subjects and Target Behaviors.- Parent-Teacher Training.- Consequences.- Treatment Maintenance and Follow-Up.- Treatment Efficacy.- Clinical Applications.- Summary and Discussion.- References.- 17 Reductive Procedures.- Specific Intervention Procedures.- Reduction of Behavior through Reinforcement.- Reduction of Behavior through Contingent Use of Aversive Procedures.- Group Contingencies.- Acceptability of Treatments to Reduce Behavior.- A Final Comment on Treatment Maintenance.- Conclusion.- References.- 18 The Token Economy.- Overview.- History.- Classroom Token Economy: An Example.- Practical Considerations.- Considerations if Student Behaviors Fail to Improve.- Variations and Adaptations of Token Economies.- Conclusions.- References.- 19 Self-Monitoring.- Definition of Self-Monitoring.- The Relationship of Self-Monitoring to Self-Control.- The Role of Self-Monitoring in Assessment and Treatment.- Self-Recording Procedures.- Training in Self-Monitoring.- The Relationship of Self-Monitoring to Other Assessment Procedures.- Methodological Issues.- Summary.- References.- 20 Social Skills: Conceptual and Applied Aspects of Assessment, Training, and Social Validation.- Personal Competence.- Behavioral Classification of Social Skill Deficiencies.- Assessment of Social Skills.- Assessment for Intervention/Program Planning.- Conceptualization of Social Skills Training.- Review of the SST Literature.- Social Validation and Social Skills.- Future Research Directions.- References.- 21 Biofeedback.- Basic Research.- Clinical Applications.- Educational Applications of Biofeedback.- Conclusions.- References.- V The Practice of Behavior Therapy with Specific Problems and Populations.- 22 Early Intervention: Infants, Preschool Children, and Families.- Behavioral Strategies in Infant Stimulation Programs.- Strategies in Classrooms for Preschool-Age Children.- Parent and Family Interventions.- Conclusions and Future Directions.- References.- 23 Learning-Disabled Children.- Learning Characteristics of the Learning-Disabled Child.- Cognitive and Behavior Therapy in Classroom Settings.- Summary and Conclusions.- References.- 24 Mild and Moderate Mental Retardation.- Assessment.- Treatment.- References.- 25 Conduct and Attention Deficit Disorders.- Behavior Problems of Conduct and Attention Deficit Disorder Children.- Appropriate Target Behaviors for Intervention.- Teacher-Mediated Interventions.- Peer-Mediated Interventions.- Parent/Home-Mediated Interventions.- Self-Mediated Interventions.- Environmental and Task Variables.- Stimulant Medication.- Summary.- References.- 26 Fears and Phobias.- Normative and Prevalence Data.- Definitions.- Diagnosis and Classification.- Diagnosis in the Educational Environment.- Assessment of Fears and Phobias.- Methods of Fear Reduction.- Summary and Conclusions.- References.- 27 Behavioral Habilitation of Students with Severe Handicaps.- General Guidelines for Treatment Programs.- Implementing Treatment Programs.- Summary.- References.- 28 Childhood Depression.- Background and Alternative Views of Childhood Depression.- Diagnosis of Depression.- An Overview of Etiological Models.- Assessment.- Treatment.- Conclusions.- References.- 29 Medical and Health-Related Disorders.- Orthopedic Impairments.- Other Health Impairments.- Conclusions.- References.- VI The Future of Behavior Therapy in Education.- 30 Behavioral Reform of Education: A Venture at Risk.- Assumptions regarding the Conditions Necessary to Effect Permanent Behavioral Change in Education.- An Infrastructure to Promote and Support Behavioral Reform of Educational Practices.- Epilogue.- References.- 31 The Future of Behavioral Analysis in Educational Settings.