Handbook of Behavior Therapy in Education

1. Front Matter

   Pages i-xxi

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2. Foundations of Behavior Theory

   1. Front Matter

      Pages 1-1

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   2. Behavior Therapy and the Educative Process

      • Michael D. Powers, Cyril M. Franks

      Pages 3-36

   3. Research Methodology and Measurement

      • Frank M. Gresham, Michael P. Carey

      Pages 37-65

   4. Behavioral Assessment

      • Edward S. Shapiro

      Pages 67-98

   5. Diagnosis and Classification

      • Craig Edelbrock

      Pages 99-117

3. Technical Issues in the Use and Dissemination of Behavior Therapy

   1. Front Matter

      Pages 119-119

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   2. Acceptability of Behavioral Treatments in Educational Settings

      • Stephen N. Elliott

      Pages 121-150

   3. Developmental Factors and Their Relationship to the Identification and Treatment of Behavior Problems of Childhood

      • Sandra L. Harris, Michael Ferrari

      Pages 151-169

   4. Treatment Effect Norms

      • William H. Yeaton

      Pages 171-187

   5. An Evaluation of Behavioral Interrelationships in Child Behavior Therapy

      • Ian M. Evans, Luanna H. Meyer, Jayne A. Kurkjian, Gloria S. Kishi

      Pages 189-215

   6. Dissemination of Behavioral Procedures in the Schools

      • Teresa Kay Anderson, Thomas R. Kratochwill

      Pages 217-244

   7. Behavioral Consultation

      • John R. Bergan, Jason K. Feld, Joyce C. Swarner

      Pages 245-273

4. Problems and Challenges for Behavior Therapy

   1. Front Matter

      Pages 275-275

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   2. Generalization and Maintenance of Treatment Effects

      • Robert B. Rutherford Jr., C. Michael Nelson

      Pages 277-324

   3. On the Ecological Validity of Behavior Modification

      • Brian K. Martens, Joseph C. Witt

      Pages 325-341

   4. Helping, Helplessness, and Harm

      • Carl J. Dunst, Carol M. Trivette

      Pages 343-376

   5. Legal Issues in School-Based Behavior Therapy

      • Joseph Corrao, Gary B. Melton

      Pages 377-399

5. Behavior Change Strategies

   1. Front Matter

      Pages 401-401

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   2. Thought and Action in Educational Interventions

      • Philip C. Kendall, Lucinda Cummings

      Pages 403-418

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.

• Biofeedback
• assessment
• attention
• attention deficit
• attention deficit disorder (ADD)
• childhood
• children
• depression
• diagnosis
• education
• evaluation
• intervention
• management
• psychopathology
• research methods

• Department of Psychology, Louisiana State University, Baton Rouge, USA

  Joseph C. Witt, Frank M. Gresham

• Department of Educational Psychology, University of Wisconsin-Madison, Madison, USA

  Stephen N. Elliot

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