Abstract
Publications over the past 15 years indicate that many of the salient features of a behavior analysis of child development are misunderstood. Five misconceptions are discussed here. They include the impressions that: (a) a behavior analysis of child development is a variation of learning theory (or stimulus-response theory) and, like all learning theories, it is too simplistic to explain child development; (b) the theory, even when differentiated from learning theory, cannot cope with complex behaviors, particularly the development and functioning of language; (c) a behavior analysis of development and of the other domains of psychology, such as abnormal psychology, does not explain research findings in theoretical terms; (d) the theory views the child as a passive organism, as one who contributes little or nothing to his or her development; and (e) the application of a behavior analysis of child development to child-rearing practices, early childhood education, and child therapy may produce harmful effects.
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Based on an invited address given at the third annual meeting of the Midwestern Association of Behavior Analysis, Chicago, May, 1977.
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Bijou, S.W. Some Clarifications on the Meaning of a Behavior Analysis of Child Development. Psychol Rec 29, 3–13 (1979). https://doi.org/10.1007/BF03394585
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DOI: https://doi.org/10.1007/BF03394585