Behavior Analysis in Higher Education: Applications to Teaching and Supervision: (Series in Education)

This cutting edge, timely book is a primary resource for students, faculty, coordinators, and supervisors in the growing field of behavior analysis. This book acts as a single resource that pulls together the background, current status, and future directions related to the relevance of a behavior analytic approach to teaching, assessment, and supervision. The authors collaborating in this volume are experts at various stages of career development and have a known presence in the field. This combination of theory driven, and high-caliber authors have collaborated to create a one-of-a-kind book drawing from backgrounds of diversity in terms of gender, areas of expertise, and geography. The recent pandemic has resulted in a pivot to remote learning and online supervision; this text will provide an important contribution in terms of understanding how to provide high quality teaching, supervision, and assessment in behavior analysis and among other areas. As the field is moving to increasing standards for programs that correspond to accreditation body standards, this book also provides timely information about how to prepare for this process including cultural competency and ethics, which guide our teaching and practice.

Table of Contents:
List of Figures List of Tables List of Acronyms Contributors Abstract Foreword: Teaching Behavior Analysis with Behavior Analysis: The Long-Running Project Continues to Improve William L. Heward The Ohio State University Preface Andresa A. De Souza University of Missouri-St. Louis Darlene E. Crone-Todd Salem State University Section I. History and the Use of Technology Chapter 1 The Teaching Machine and Programmed Instruction: Foundations for Effective Teaching Andresa A. De Souza University of Missouri-St. Louis Chapter 2 Teaching Machines Versus Programers: Past, Present, and Future T. V. Joe Layng Endicott College Chapter 3 From Early Systems of Instruction (ESI) to Personalized System of Instruction (PSI): A Brief History Joseph J. Pear University of Manitoba Frances M. Falzarano Retired Educator and Teacher Advocate Chapter 4 The Age of Online Teaching: A Renaissance for Behavior Analysis in Higher Education Darlene E. Crone-Todd Salem State University Section II. Teaching Strategies and Assessment Chapter 5 Teaching Behavior Analytic Associations or Concepts: What is Your Teaching Goal? Ana Carolina Sella Aprendizagem em Pauta Cássia Leal Da Hora Instituto PAR - Ciências do Comportamento Chapter 6 Developing Equivalence-Based Instruction in Higher Education: Research, Practical Considerations, and Collaborating with Content Experts Daniel M. Fienup Columbia University Kenneth F. Reeve Caldwell University Christopher R. Colasurdo Caldwell University Chapter 7 Research and Application for Interteaching in Higher Education Bryan Saville James Madison University Chapter 8 Evaluating Complex Behavior Change in Higher Education Phil N. Chase Simmons University Samantha R. LaPointe Salem State University Kendra E. Guinness Oregon Research Institute Grace Ecko Jojo Simmons University Section III. Behavior Analysis in Training and Supervision Chapter 9 Mentorship and Informal Graduate Training in the Experimental Analysis of Behavior Amy L. Odum Utah State University D. Perez Utah State University Chapter 10 Higher-Order Skills in Graduate-Level Programs: Performance and Verbal Behavior Training Sarah Kern University of Missouri-St. Louis Andresa A. De Souza University of Missouri-St. Louis Darlene E. Crone-Todd Salem State University Chapter 11 Supervised Fieldwork in Behavior Analysis: Practica and Internships Ellie Kazemi California State University Northridge Chapter 12 Organizational Behavior Management in Higher Education Nicole Gravina University of Florida Andressa Sleiman Florida Institute of Technology Alicia M. Alvero The City University of New York Section IV. Professional Foundations in Applied Behavior Analysis Chapter 13 Teaching Ethical Conduct to Aspiring Behavior Analysts: Identifying Effective Methods and Meaningful Outcomes Mary Jane Weiss and Videsha Marya Endicott College Chapter 14 Embedding Cultural Responsiveness in Graduate Coursework and Supervision Training Noor Syed SUNY Empire State University Kimberly B. Marshall Endicott College; University of Oregon Christen E. Russell Endicott College Lisa M. Tereshko Endicott College Natalie Driscoll Seven Hills Foundation Chapter 15 Preparing for ABAI Accreditation as the Coordinator of a Behavior Analysis Program April Michele Williams Rollins College Darlene E. Crone-Todd Salem State University Index

About the Author :
Dr. Andresa A. De Souza, BCBA-D (University of Nebraska Medical Center, 2016), is an Assistant Professor in Special Education and Director of the Applied Behavior Analysis (ABA) Graduate Program at the University of Missouri-St. Louis. She earned her Ph.D. in ABA from the Munroe-Meyer Institute at the University of Nebraska Medical Center and completed a post-doctoral fellowship at Emory University. Dr. De Souza's research interests involve the analysis of Skinner's verbal behavior and the condition to promote generative language, the dissemination of behavior technologies to underserved communities, and the implementation of behavior strategies for effective online teaching. She is a board member of the ABAI Verbal Behavior Special Interest Group and the Missouri Association for Behavior Analysis. She serves on the editorial board of The Analysis of Verbal Behavior and the Journal of Applied Behavior Analysis. Dr. De Souza has designed and developed several hybrid and online courses for the ABA graduate program, supervised practicum students, and provided consultation for behavior analysts internationally. Dr. Darlene E. Crone-Todd (University of Manitoba, 2002) is a Professor in Psychology at Salem State University. She designed and coordinated the graduate program in Behavior Analysis, and has presented in over 60 symposia at conferences worldwide, including time spent researching and presenting in Brazil. She has published research in peer-reviewed journals including The Behavior Analyst Today, The Journal of Applied Behavior Analysis, The Psychological Record, and Substance Use and Misuse. Currently, she serves as an ABAI program area coordinator for the experimental analysis of behavior area. Her research lab includes undergraduate and graduate students, as well as international collaborations. The lab's mission is to understand complex human behavior in the context of gradual change procedures and interactions with technology to create a more humane world.

Review :

Overall, this book makes a timely and useful contribution to the literature on teaching and training behaviour analysts at HE institutions. It covers a lot of basic ground, including some of the main behaviour analysis-based teaching methods that can be useful in Higher Education. It also covers ethics and cultural diversity, both very topical issues in the context of behaviour analytic interventions.

Prof. Dr. Karola Dillenburger

Director of the Centre for Behaviour Analysis

Queen's University Belfast

The book provides a thorough and much-needed account of behavior analysis in higher education. One of its greatest strengths lies in its meticulous scholarship. It not only traces the roots of behavior analysis but also identifies current applications in the higher education sector. Referencing seminal works and offering a modern critique is an excellent way to give readers a holistic understanding of the subject. It also promises to fill a void in the literature by focusing on higher education, a topic the authors see as largely unexplored. This adds to the book's originality and practical and academic significance.

The book's thematic organization into history, technology, teaching strategies, and professional foundations offers a well-rounded perspective, making it appealing to various domains. Whether it's academic scholars, educational practitioners, or even students in the field of behavior analysis, the book offers something of value for everyone.

Overall, the book promises to be an important contribution to the field of behavior analysis in higher education, with the potential for a wide-reaching impact.

Dr. Janet S. Twyman, BCBA, LBA-NY

Director of Innovation & Technology, Center on Innovations in Learning;

Founder, Blast: A Learning Sciences Company

The book is divided into four logical sections, each with a concise introduction to the content. Every chapter ends with a list of study questions, which instructors and students should find helpful for integrating active learning activities into the instruction. All of the chapters emphasize evidence-based practices despite limited research in many of the areas. The chapters are well-written. The authors are careful to define concepts, terms, and approaches for those who may be less well-versed in behavior analysis.

Dr. Dorothea C. Lerman, BCBA-D, LBA

Chair, Behavior Analysis Program

Director, Center for Autism and Developmental Disabilities

Department of Clinical, Health, and Applied Sciences

University of Houston