ניתוח יישומי של התנהגות – עקרונות והליכים (מהדורה שנייה)

תקציר

הספר כולל עקרונות ומושגים תיאורטיים בתחום ניתוח התנהגות ומגוון רחב של כלים יישומיים.​

למי הוא מתאים?

הורים, מורים, מטפלים, פסיכולוגים, פסיכיאטרים, מפקדים בצבא, מאמני ספורט, פוליטיקאים, אנשי עסקים, מנהלים וחוקרים. לכל אדם המעוניין להבין את פשר התנהגותו, ואת זו של אלה הסובבים אותו. מתאים במיוחד לאנשי חינוך, הוראה, מקצועות הטיפול וחוקרים במדעי ההתנהגות. הותאם להכנה למבחני ההסמכה של ה – BACB​

תוכן עניינים

רקע והתפתחות

  • פרק 1 הסברים להתנהגות. .
  • פרק 2 ניתוח יישומי של התנהגות
  • פרק 3 התנהגות מהי

הגברת התנהגות

  • פרק 4 חיזוק חיובי
  • פרק 5 חיזוק שלילי
  • פרק 6 מוטיבציה
  • פרק 7 תיזמוני חיזוק

הפחתת התנהגות

  • פרק 8 הכחדה
  • פרק 9 חיזוקים דיפרנציאליים
  • פרק 10 ענישה

פיתוח התנהגות חדשה

  • פרק 11 חיקוי
  • פרק 12 עיצוב.
  • פרק 13 שרשרת התנהגות

שליטת גירוי

  • פרק 14 מהי שליטת גירוי
  • פרק 15 חיזוק שליטת גירוי
  • פרק 16 למידה ללא שגיאות
  • פרק 17 רכישת מושגים

 

הכללה

  • פרק 18 סוגי הכללה
  • פרק 19 אבחון הכללה
  • פרק 20 תכנון הכללת גירוי
  • פרק 21 תכנון
  • פרק 22 תכנון שימור.

נתונים ומחקר

  • פרק 23 מדידה פרק 24 תצוגה של התנהגות
  • פרק 25 שיטות מחקר היחיד
  • פרק 26 הערכה תיפקודית

יישום הליכים ועקרונות

  • פרק 27 התנהגות ורבלית
  • פרק 28 הוראה יעילה
  • פרק 29 תוכניות התערבות התנהגותיות
  • פרק 30 ניתוח התנהגות, הומניזם ואתיקה

קישור בין הפרקים בספר לבין מסמך היעדים של ה-BACB - גרסה 5

הקדמה לספר מאת פרופ' ג'ון קופר – ממחברי הספר הנפוץ ביותר בתחום ניתוח יישומי של התנהגות.

Introduction - Prof. John Cooper

The opportunity to write the introduction to “Applied Behavior Analysis – Principles and Procedures” for Dr. Eitan Eldar has given me honor and pleasure. It has evoked fond memories of Eitan’s graduate student days at The Ohio State University where I served as one of his professors. His student accomplishments impressed me greatly. I still remember the day Eitan told me two of his professional goals. First, he wanted to have a professorship in which he could teach applied behavior analysis and its applications to teachers and clinicians in Israel. Second, he planned to write a textbook on applied behavior analysis, in Hebrew. He believed, rightly in my view, that the people of Israel should learn applied behavior analysis and its applications in Hebrew. I celebrate Eitan’s accomplishments of his professional goals.
In truth, “Applied Behavior Analysis – Principles and Procedures” does not necessarily require an introduction. The content presented in the text will stand alone, with or without my introduction. I decided, therefore, to share some of my thoughts concerning the content you, the reader, will study. My introduction will make only two points. First, I will comment on why I am glad that you will learn the content presented in this text. Second, I will present my beliefs about science and the “big heart” in education and treatment.
I Am Glad You Are Reading This Book
Applied behavior analysis seeks to understand and improve human behavior. All scientific study of human behavior and learning, however, share this same important goal. How does applied behavior analysis differ from other searches for discovered knowledge? The answer lies with the procedures and methods used by a particular science. Applied behavior analysis addresses objectively defined socially significant human behaviors. It searches for reliable relationships between the procedures employed and their behavioral outcomes. Finally, it uses experimental procedures and methods that have more in common with the experimental methods used in the physical sciences than the procedures and methods used by educational and social science researchers (Johnston & Pennypacker, 1993). Behavior analysts use also the attitudes of science as described by Whaley and Surratt, (1968) as an overriding set of assumptions and values to guide their experimental method. These specific assumptions of determinism, empiricism, parsimony, scientific manipulation, and philosophic doubt have served the physical sciences well for many years.
Behavior analysts respect the biological inheritance individuals receive from their parents, grandparents, and so on back throughout their family history. Clearly, this inheritance impacts greatly the development of behavior. I am sure that most readers will have heard the statement, “If you want to be an Olympic athletic, choose your parents well.”
An individual’s history of interactions with the environment also has a major impact on the development of behavior. Each person’s interactions with the environment produce a unique history of behavior-environment relationships, in much the same way a person’s ancestors produce a unique biological inheritance. We receive behavioral potential from our biological inheritance. The major part of our behavioral repertoire (e.g., our languages, skills, knowledge, beliefs, and the complexity of that repertoire) develops, however, from individual behavior-environmental interactions (Catania, 1998, Johnson, K., & Layng, 1992).
Behavior analysis has more than seventy years of basic and applied research (see, Journal of Applied Behavior Analysis, 1968-2000; Journal of the Experimental Analysis of Behavior, 1958-2000; Keller & Schoenfeld, 1950; Skinner, 1938). The outcomes of this research have produced broad generality (Johnston, J., 1979) across:
a. Species (e.g., pigeons, dolphins, rhesus monkeys, humans);
b. Subjects (e.g., human males and females across the life span, from different cultures, social economic levels, with functioning levels from profound developmental disabilities to gifted);
c. Responses (e.g., from the very simple to highly complex academic and social skills; including all areas of learning such as dance, sports, music, graphic and mechanical arts); and
d. Settings (e.g., family homes, school classrooms, business, hospitals, prisons).
The outcomes of the basic and applied research have produced, also, broad generality of (a) variables researched, (b) methods uses, and (c) processes applied.
I believe, globally, technological developments have accelerated the need for individuals to learn and acquire greater knowledge and skills more quickly than ever before. To address the social changes produced by technological developments, formal education must become more thorough and more effective. Applied behavior analysis has produced methodologically rigorous experimental findings, with methods and outcomes that other scientists, teachers, and clinicians can reproduce. The extensive generality of the behavior analytic research, which has produced such remarkable evidence related to the measurable effectiveness of its applications, provide the precise reasons why I am glad you, the reader, will study and learn the content from Eitan’s text. I am optimistic that the accelerated use of these principles of behavior will continue to offer exceptional promise for future developments in education and treatment.
Science and the “Big Heart” in Education and Treatment
You will learn the importance of defining behaviors as a movement of the body in time and space as you progress through the text. Behavior analysts consider only the movement of living organisms as behavior. Usually, behavior analysts define behavior with action-object words; for example; press (action) bar (object), write answers (action) to additions facts (object), injure self using a finger to poke (action) eye (object). The use of action-object words produces objective, clear, complete, and concise behavioral definitions. Importantly, pinpointing the specific behaviors of interest allows for direct instruction for those behaviors, and for the direct measurement of learner progress toward the instructional goal. Educators and

clinicians should ultimately make program decision based on behavioral performances pinpointed for development.
I hope in your classroom or clinic you will apply precisely the science and the principles of behavior described in this text with a “big heart.” Contrary to what I wrote in the above paragraph, the term “big heart” does not pinpoint behaviors for teachers or clinicians to use with their instruction. “Big heart” provides a subjective label to encompass a huge class of related teacher behaviors. Applying subjective labels for behaviors, like using subjective measurements, adds risk to applications. I would not suggest the use of the term “big heart” or other subjective labels as behavior definitions for research on teacher behavior or for teacher education.
“Big heart” does, however, communicate in a very general sense. For several years, I have asked my students to tell me what I mean when I use the term “big heart” to describe teacher behavior. I receive consistently similar responses from the students. Some of the most frequent responses include:
a) Caring for the student,
b) Making time available for the client,
c) Giving respect to the learner,
d) Appreciating the impact of social poverty on the learner’s development,
e) Not giving up on student progress,
f) Willingness to try another way,
g) Emphasizing the positive,
h) Celebrating the accomplishments of students and clients.
With the “big heart,” teachers and clinicians set high goals, help learners achieve those high goals, accentuate the positive, and eliminate or devalue the negative.
Montrose Wolf (1978), in one of the most influential articles published in the Journal of Applied Behavior Analysis, “Social Validity: The case for subjective measurement or How applied behavior analysis is finding it’s heart,” argued for the use subjective measurement to assess social validity of applied behavior analytic research. He defined social validity as consumers’ evaluations of (a) the social significance of the goals, (b) the social appropriateness of procedures, and (c) the social importance of the effects. Before publishing his article on social validity, Wolf had a problem of accepting the science plus the “big heart.” In his own words:
An example from our own experience in the Achievement Place Research project is that we were told by many communities that one of the most important characteristics of teaching-parents that they wanted was “warmth”. When quizzed about “warmth”, the community members indicated that they wanted teaching-parents who “know how to relate to youths”. For some time, our response to this request was to disagree with them. We argued, “What you really need is someone who knows how to give and take away points at the right time.” But the results of our research… are tending to support the community’s commonsense wisdom about the importance of teaching-parents being able to “relate to youths”. (p. 207).
Eitan’s text presents research and applications representative of the current mainstream in applied behavior analysis. His book marks a major accomplishment for the international development of applied behavior analysis.
Your understanding of human behavior will advance substantially if you learn well the content of this book. Learning from this text will allow you to develop measurably effective instructional skills; and of most importantly, improve the accomplishments of learners. With this purpose, I am most pleased to welcome you to the science and the applications of behavior analysis.
John O. Cooper Professor Emeritus The Ohio State University

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עם פרופסור ג'והן קופר
"The opportunity to write the introduction to “Applied Behavior Analysis – Principles and Procedures” for Dr. Eitan Eldar has given me honor and pleasure"

John O. Cooper
Professor Emeritus
The Ohio State University

הקדמה לספר מאת פרופ' ביל יוארד – ממחברי הספר הנפוץ ביותר בתחום ניתוח יישומי של התנהגות.

A Message to Readers of Eitan Eldar’s Applied Behavior Analysis: Principles and Procedures, Second Edition

ince the first edition of this text was published, worldwide interest in applied behavior analysis (ABA) has grown exponentially. An ever-growing body of scientific evidence demonstrating that education and treatment programs for children with autism that feature systematic, intensive interventions derived from ABA are measurably superior to other approaches is the primary driver of this interest.

Parents, practitioners, and policy makers are advocating for ABA-based programs and services with increasing frequency. Unfortunately, widespread misunderstandings among professionals about what ABA is (and is not) have resulted in many parents, practitioners, and policy makers receiving inaccurate information. One widely held, but misinformed notion is that ABA is useful and appropriate only for learners with autism and other developmental disabilities. Nothing could be further from the truth! One ongoing review of the literature has discovered more than 225 applications of ABA ranging from aging and aviation safety to yoga positions and zoo management (Heward & Critchfield, 2017).

Professor Eldar’s Applied Behavior Analysis: Principles and Procedures, Second Edition, provides Hebrew readers with a sound introduction to the theory, research, and practice of ABA. This comprehensive and current overview of ABA describes the field’s empirical and philosophical bases, basic principles of behavior, teaching techniques derived from those principles, and methods for analyzing and evaluating behavior change.

A defining characteristic of applied behavior analysis is its focus on changing socially significant behavior. Socially significant behaviors directly affect the quality of people’s lives. If an individual is not more competent, self-sufficient, and happier after participating in an ABA-based education or treatment program, the program has failed. However, another defining characteristic of ABA is its self-correcting nature. The requirement to directly and frequently measure the learner’s performance—enables the early detection of insufficient progress and informed revisions in the intervention that transform failures to successes.

Although significant differences in cultural practices are evident among societies around the world, the fundamental principles presented in Applied Behavior Analysis: Principles and Procedures—like the universal principles of the physical sciences—transcend those differences. The cultural contexts in which behavior change interventions are applied often differ from one society to another, but the principles of behavior on which those interventions are based do not.

Eitan Eldar’s important text provides Israeli scholars, students, and practitioners with evidence-based, practical tools for the design, application, and evaluation of behavior change interventions in education, clinical, home, work, and community settings. I encourage you to study this text with the same commitment to scholarship and diligence that Eitan brought to its creation. Doing so will arm you with knowledge and skills with which you can help make the world a better place.
William L. Heward, Ed.D., BCBA-D
Professor Emeritus
College of Education and Human Ecology
The Ohio State University
Reference
Heward, W. L., & Critchfield, T. S. (2017). Applied Behavior Analysis from A-to-Z. Manuscript in preparation

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עם ביל יוארד - ממחברי הספר המוביל
עם ביל יוארד - ממחברי הספר המוביל בתחום ניתוח התנהגות
I encourage you to study this text with the same commitment to scholarship and diligence that Eitan brought to its creation. Doing so will arm you with knowledge and skills with which you can help make the world a better place.

William L. Heward, Ed.D., BCBA-D
Professor Emeritus
The College of Education and Human Ecology
The Ohio State University

John Cooper

John Cooper

Tim Heron