Note: Science Research Associates published the book in 1971. I am unsure if the publishers reprinted the book or if it is available to buy. I found it through a university inter-library loan program. I suspect that Becker or Engelmann use the book or some form of it in their special education teaching classes at the University of Oregon.
- Teaching a new behavior to children
- Three step process
- Teacher presents a stimulus or task to the student
- Student responds
- Teacher reinforces response
- Teacher does not reinforce response when:
- The student does not respond
- The student makes an unrelated response
- Terms
- Set: group of things or relationships that share properties
- Stimulus: event in environment that influences behavior
- Functional definition of a stimulus: provides the environmental event, the procedure, and the effect on behavior
- For example, a functional definition for a student doing his homework everyday and then playing a video game would be: the environmental event playing a video occurred after homework completion and increased working on homework
- The video game reinforces homework completion
- Students vary by what is truly reinforcing or punishing
- Procedural definition of a stimulus: provides the environmental event and effect on behavior
- For example, a procedural definition for a student doing his homework and then playing a video game would be: the student will have access to a video game after he completes his homework
- Concept instance: members in a stimulus set in a concept class (i.e. cats and dogs are members of the concept class pets)
- Not-instance: members of another concept class that is NOT taught (i.e. cars and shoes are not members of the concept class pets)
- Preceding stimuli: events in the environment that influence how a child responds
- Task signals: signals related to the teaching objective, such as concept instances and not-instances
- Prompting signals: signals that the teacher uses to get the correct response
- The prompt is unrelated to the teaching and must be faded out
- Others to be defined: attention signals, “do it” signals, and directions
- Response or task response: how the students responds to receive reinforcement
- Consequent stimuli: stimulus events that occur after responses
- Reinforcing stimuli: strengthen responses
- Punishing stimuli: weaken responses
- Extinction: lack of reinforcement to response
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