Overview
- Editors:
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Joseph C. Witt
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Department of Psychology, Louisiana State University, Baton Rouge, USA
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Stephen N. Elliot
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Department of Educational Psychology, University of Wisconsin-Madison, Madison, USA
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Frank M. Gresham
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Department of Psychology, Louisiana State University, Baton Rouge, USA
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Table of contents (31 chapters)
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Foundations of Behavior Theory
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- Michael D. Powers, Cyril M. Franks
Pages 3-36
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- Frank M. Gresham, Michael P. Carey
Pages 37-65
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Technical Issues in the Use and Dissemination of Behavior Therapy
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Front Matter
Pages 119-119
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- Sandra L. Harris, Michael Ferrari
Pages 151-169
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- Ian M. Evans, Luanna H. Meyer, Jayne A. Kurkjian, Gloria S. Kishi
Pages 189-215
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- Teresa Kay Anderson, Thomas R. Kratochwill
Pages 217-244
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- John R. Bergan, Jason K. Feld, Joyce C. Swarner
Pages 245-273
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Problems and Challenges for Behavior Therapy
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Front Matter
Pages 275-275
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- Robert B. Rutherford Jr., C. Michael Nelson
Pages 277-324
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- Brian K. Martens, Joseph C. Witt
Pages 325-341
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- Carl J. Dunst, Carol M. Trivette
Pages 343-376
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- Joseph Corrao, Gary B. Melton
Pages 377-399
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Behavior Change Strategies
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Front Matter
Pages 401-401
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- Philip C. Kendall, Lucinda Cummings
Pages 403-418
About this book
What do we know about behavioral analysis and intervention in educational settings? Given that educational institutions were among the first to embrace the new technology of behavior change in the late 1950s and early 1960s, it is apparent that we have had the opportunity to learn a great deal. The evolution of the field of behavior therapy has witnessed a change in the behavior therapist from an adolescent fascination with repeatedly demonstrating the effectiveness of the new technology to a mature recognition of the complex implications of the behav ioral paradigm for individuals, systems, and society. Many "facts" now taken for granted were considered impossibilities a mere two decades ago. In her 1986 presidential address to Division 25 of the American Psychological Association, Beth Sulzer-Azaroff reviewed a number of changes in attitude in education that were strongly influenced by behavior therapy. Most educators now agree that (a) everyone can learn, (b) complex skills can be taught, (c) precise, general, and durable performance can be taught, and (d) barriers to learning can be overcome. In addition, we would add that behavior therapy is being applied to increasingly more complex human problems, such as social skill deficits, internalizing disorders, and dysfunctional systems and organizations.
