Measuring Behavior

This text presents tactics for behavioral analysis. Generally the book addresses all school personnel (e.g., principals, school psychologists, counselors, therapists). However, it is designed specifically for persons preparing to become regular classroom teachers and special education teachers. Measurement and analysis are the key to successful teaching. The application of laws and principles of behavior in themselves generates no assurance of behavior change. Many programs in education may be employing specific technologies because of fad or custom rather than verified effect. The application of a technology of teaching should be based on continuous scientific verification at the classroom level by classroom teachers. This book is designed to serve as a basic textbook in measurement and analysis for directive teachers and also for seniors and beginning graduate students in education and psychology. Since the publication of the first edition (Measurement and Analysis of Behavior Techniques), much progress has been made in applying behavioral analysis techniques in the classroom. This revision was undertaken to incorporate these changes. Among the recent developments included in this revision are: the delayed multiple baseline design, the multiple baseline probe design, the changing criterion design, and the multielement baseline design. In addition, the measurement chapters have been updated to include a discussion of trials to criterion, measurement of the complexity of task items, pre- and posttests, and probes. The topic of measurement and analysis is covered in three parts. Part 1 outlines measurement techniques for the directive teacher. Two types of measurement are presented—direct measurement of permanent products and observational recordings. Part 2 is concerned with graphic presentations for teacher use. Part 3 presents some basic procedures for analyzing teacher effectiveness.