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Behavioral Education

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Applications of Behavior Analysis in Healthcare and Beyond

Abstract

Historical and contemporary data on educational achievement suggest that the United States is still very much a nation-at-risk. Less than half of fourth-grade students read proficiently. Moreover, in response to market demands, few behavior analysts work in educational settings focused on academic skill-building, and few teachers receive coursework in behavioral education. Behavioral science, however, is well-positioned to inform and benefit the practice of teaching. Behavioral education, or the methods of academic skill acquisition informed by the science of behavior, offers a framework for a scientific approach to education that can alter the current trajectory in educational outcomes. In this chapter, the benefits of a behavioral education approach are discussed, illuminating the positive outcomes achieved with students as a result of these practices. Additionally, the cultural and ideological variables influencing the adoption and implementation of behavioral education practices are considered, and solutions for a path forward are offered. The chapter is concluded with a proposed course syllabus to increase exposure to behavioral education content in the training of teachers and behavior analysts.

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Author information

Authors and Affiliations

  1. Fit Learning, Reno, NV, USA

    Kendra Newsome, Timothy C. Fuller, Kimberly Nix Berens & Donny Newsome

  2. University of Nevada Reno, Reno, NV, USA

    Staheli Meyer

Authors
  1. Kendra Newsome
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  2. Timothy C. Fuller
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  3. Staheli Meyer
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  4. Kimberly Nix Berens
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  5. Donny Newsome
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Corresponding author

Correspondence to Kendra Newsome .

Editor information

Editors and Affiliations

  1. Department of Psychology, Eastern Michigan University, Ypsilanti, MI, USA

    Alexandros Maragakis , Claudia Drossel  & Thomas J. Waltz ,  & 

Behavioral Education: Suggested Course Syllabus

Behavioral Education: Suggested Course Syllabus

Intention of the Suggested Course Syllabus: To organize the content of the preceding chapter, for students and faculty, in a 16-week semester format

Suggested Course Outline

  • Week 1: The promise of behavior science and Skinner’s vision for the field

    • Readings: Skinner, 1954; Skinner, 1974

  • Week 2: The failure of the U.S. education systems: Review policy and practice

  • Week 3: Current state of applied behavior analysis: Congruence or conflict with Skinner’s promise?

  • Week 4: Historical review of behavior analytic attempts to influence education: Part I Content acquisition

    • Readings: Watkins, 1988; Johnson, 2015

  • Week 5: Historical review of behavior analytic attempts to influence education: Part II Classroom behavior management

    • Readings: Horner, et al., 2005; Hill

  • Week 6: Worldviews and theories of teaching and learning in education

    • Readings: Hayes et al., 1988; Heward, 2003; Lindsley, 1992; Kubina & Morrison, 2000

  • Week 7: Measurement: The evolution of measurement practices in behavior analysis

    • Readings: Skinner, 1976; Kubina, et al., 2015

  • Week 8: Measurement: Dimensional vs derivative and non-dimensional measures of behavior

    • Readings: Newsome et al., 2018

  • Week 9: Precision teaching Part I: Lindsley’s operant freedoms

    • Readings: Lindsely, 1992; Lindsely, 1996; Potts, et al. 1993; White, 2005

  • Week 10: Precision teaching Part II: The standard celeration chart

    • Readings: Pennypacker et al. 2003

  • Week 11: Precision teaching Part III: Component-composite relations of academic skills and academic content standards

    • Readings: Johnson & Layng, 1994; White, 1986

  • Week 12: Precision teaching Part IV: Functional mastery

    • Readings: Haughton, 1981; Binder, 1996; Johnson & Layng, 1996; Guskey & Anderman, 2013

  • Week 13: Proximal and distal measurement

  • Week 14: Effective technologies of teaching

    • Readings: Binder & Watkins 1989 & 1990; Becker, 1992; Johnson and Layng, 1992; Markle, 1961

  • Week 15: Generative instruction Part I

    • Readings: Tiemann & Markle, 1978

  • Week 16: Generative instruction Part II: Relational frame theory

    • Readings: Newsome, et al., 2015; Stewart et al., 2017

Supporting Texts and Resources

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  • Rehfeldt, R.A., and Barnes-Holmes, Y. (2009). Derived relational responding applications for learners with autism and other developmental disabilities: A progressive guide to change. Oakland, CA: New Harbinger.

  • Torneke, N. (2010). Learning RFT: An Introduction to Relational Frame Theory and its Clinical Applications. Oakland, CA: New Harbinger.

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Newsome, K., Fuller, T.C., Meyer, S., Berens, K.N., Newsome, D. (2021). Behavioral Education. In: Maragakis, A., Drossel, C., Waltz, T.J. (eds) Applications of Behavior Analysis in Healthcare and Beyond. Springer, Cham. https://doi.org/10.1007/978-3-030-57969-2_18

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