Handbook of Behavior Therapy in Education PDF
Preview Handbook of Behavior Therapy in Education
Handbook of Behavior Therapy in Education Handbook of Behavior Therapy in Education Edited by Joseph C. Witt Louisiana Siale University Balon Rouge, Louisiana Stephen N. Elliott University of Wisconsin-Madison Madison, Wisconsin and Frank M. Gresham Louisiana Siale University Balon Rouge, Louisiana Plenum Press • New York and London Library of Congress Cataloging in Publication Data Handbook of behavior therapy in education. Includes bibliographies and index. 1. Behavior modification. 2. Behavior therapy for children. 3. School psychology. 4. Child psychotherapy. I. Witt, Joseph c. II. Elliott, Stephen N. III. Gresham, Frank. LBI060.2.H36 1988 370.15'3 88·4191 ISBN -13 :978-1-4612-8238-9 e-ISBN -13 :978-1-4613-0905-5 DOl: 10.1007/978-1-4613-0905-5 © 1988 Plenum Press, New York Sof tcover reprint of the hardcover Is t edition 1988 A Division of Plenum Publishing Corporation 233 Spring Street, New York, N.Y. IO013 All rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher For three who taught me: Robert M. Adams, who introduced me both to a science of human behavior and to Kantor and helped me learn to write Lee Meyerson, who introduced me both to an ecological perspective and to Lewin and helped me learn to think Nancy Kerr, who fully introduced me both to the 0 in the S-O-R paradigm and to Galileo and helped me learn to appreciate the uniquess and the power of the individual JOSEPH C. WITI Dedicated to my sons, Dustin Rhodes and Andrew Taylor, to my friend, Ed Argulewicz, and to my wife, Anita STEPHEN N. ELLIOTI To Gwen, Jennifer, Julie, and Jill, without whose tolerance above and beyond the call of duty this book would not have been possible FRANK M. GRESHAM Contributors Kay Aldridge Caryn L. Carlson Department of Psychology Department of Psychology University of Arizona Virginia Polytechnic Institute and Tucson, Arizona State University Blacksburg, Virginia Teresa Kay Anderson Ampitheater Public Schools Laura B. Carper Tucson, Arizona Department of Psychology Louisiana State University Baton Rouge, Louisiana Donald M. Baer Department of Human Development University of Kansas Joseph Corrao Lawrence, Kansas Department of Psychology University of Nebraska-Lincoln Lincoln, Nebraska Wendy K. Berg Department of Pediatrics Lucinda Cummings University Hospital School Kennedy Memorial Hospital for Children University of Iowa Brighton, Massachusetts Iowa City, Iowa Carl J. Dunst John R. Bergan Human Development Research and Training Department of Educational Psychology Institute University of Arizona Western Carolina Center Tucson, Arizona Morganton, North Carolina Michael P. Carey Craig Edelbrock Department of Psychology Department of Psychiatry Louisiana State University University of Massachusetts Medical School Baton Rouge, Louisiana Worchester, Massachusetts vii viii CONTRIBUTORS Stephen N. Elliott Alan E. Kazdin Department of Educational Psychology Department of Psychiatry Univeristy of Wisconsin-Madison Western Psychiatric Institute and Clinic Madison, Wisconsin University of Pittsburgh School of Medicine Pittsburgh, Pennsylvania Ian M. Evans Department of Psychology Mary L. Kelley SUNY -Binghamton Department of Psychology Binghamton, New York Louisiana State University Baton Rouge, Louisiana Jason K. Feld Phillip C. Kendall Department of Educational Psychology Department of Psychology University of Arizona Temple University Tucson, Arizona Philadelphia, Pennsylvania Michael Ferrari Gloria S. Kishi Department of Individual and Family Division of Special Education and Studies Rehabilitation University of Delaware Syracuse University Newark, Delaware Syracuse, New York Cyril M. Franks Rebecca Dailey Kneedler Graduate School of Applied and Department of Curriculum, Instruction, and Professional Psychology Special Education Rutgers University University of Virginia Piscataway, New Jersey Charlottesville, Virginia Anthony J. Goreczny Thomas R. Kratochwill Department of Psychology Department of Educational Psychology Louisiana State University School Psychology Program Baton Rouge, Louisiana University of Wisconsin-Madison Madison, Wisconsin Brandon F. Greene Jayne A. Kurkjian Behavior Analysis and Therapy Program Department of Psychology Southern Illinois University SUNY-Binghamton Carbondale, Illinois Binghamton, New York Frank M. Gresham Benjamin B. Lahey Department of Psychology Department of Psychology Louisiana State University Georgia Children's Center Baton Rouge, Louisiana University of Georgia Athens, Georgia Sandra L. Harris Graduate School of Applied and Kathleen L. Lemanek Professional Psychology Department of Pediatrics Rutgers University University of Miami School of Medicine Piscataway, New Jersey Miami, Florida ix CONTRIBUTORS Francis E. Lentz, Jr. Richard J. Morris College of Education Department of Educational Psychology University of Cincinnati School Psychology Program Cincinnati, Ohio University of Arizona Tucson, Arizona F. Charles Mace Graduate School of Applied and C. Michael Nelson Professional Psychology Department of Special Education Rutgers University University of Kentucky Piscataway, New Jersey Lexington, Kentucky Brian K. Martens Kathleen D. Paget Department of Psychology Department of Psychology Syracuse University University of South Carolina Syracuse, New York Columbia, South Carolina Johnny L. Matson Michael D. Powers Department of Psychology Department of Special Education Louisiana State University University of Maryland Baton Rouge, Louisiana College Park, Maryland Sandra J. McKenzie Robert B. Rutherford, Jr. Department of Psychology Department of Special Education Louisiana State University Arizona State University Baton Rouge, Louisiana Tempe, Arizona T. F. McLaughlin Elizabeth A. Schaughency Department of Special Education Oregon Health Sciences Center Gonzaga University University of Oregon Spokane, Washington Eugene, Oregon Ruth Lyn Meese Edward S. Shapiro Department of Education, Special College of Education Education, and Social Work Lehigh University Longwood College Bethlehem, Pennsylvania Farmville, Virginia Gary B. Melton Joyce C. Swarner Department of Psychology Department of Educational Psychology University of Nebraska-Lincoln University of Arizona Lincoln, Nebraska Tucson, Arizona Luanna H. Meyer Carol M. Trivette Division of Special Education and Human Development Research and Training Rehabilitation Institute Syracuse University Western Carolina Center Syracuse, New York Morganton, North Carolina x CONTRIBUTORS Dorothy J. VanBuren Donald A. Williamson Department of Psychology Department of Psychology Louisiana State University Louisiana State University Baton Rouge, Louisiana Baton Rouge, Louisiana David P. Wacker Joseph c. Witt Department of Pediatrics Department of Psychology University Hospital School Louisiana State University University of Iowa Baton Rouge, Louisiana Iowa City, Iowa William H. Yeaton Edward J. Watson-Perczel ISRISRC Behavior Analysis and Therapy Program University of Michigan Southern Illinois University Ann Arbor, Michigan Carbondale, Illinois Randy Lee Williams Department of Special Education Gonzaga University Spokane, Washington Preface 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. Along with these accomplishments has come a growing recognition of the problems inherent in the application of behavioral technology. Among these problems have been frequent failures in the generalization and maintenance of change, unanticipated second-and third-order effects (i.e., side effects) of inter ventions, and legal challenges to some procedures. Concomitantly, there has been an increase in the resistance to behavioral procedures in education. Many teachers will not even consider using "behavior modification." For interventions that are attempted, there are frequent practical problems with treatment integrity and the maintenance of treatment at sufficient strength for a sufficient amount of time to be effective. Within the context of these possibilities and complexities, it is the goal of this text to provide clear statements of what behavior therapy has to offer education. This analysis takes the form of providing not only a comprehensive synthesis of research and practice, but also provides the content and process for confronting the problems head on. If there is a singular aim of this book, it is to describe behavioral solutions to the most pressing educational problems, but to accom- Xl
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