Behavioral Education
EDF 6938 Fall 2001
Monday 5:00 – 8:00, Pizzo 204
Professor:
Office location:
Office phone:
Home phone:
E-mail:
Office hours:
Jennifer L. Austin, Ph.D.
EDU 380C
974-6496
655-3697 (no calls after 10:00pm, please)
jaustin@tempest.coedu.usf.edu
by appointment
Required Materials:
 Skinner, B. F. (1968). The technology of teaching. Englewood Cliffs, NJ: Prentice Hall (available on-line)
 Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and
effective schooling. Reno, NV: Context Press.
 Paine, S. C. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.
 EDF 6938 Reading Packet (available from ProCopy)
Course objective:
This course is designed to help students understand some current problems facing educational systems, to elucidate
the circumstances that have generated those problems, and to prepare students to solve those problems with behavior
analytic approaches to intervention.
Prerequisite:
This is an advanced course in behavioral education. Therefore, it is expected that all students possess a basic
working knowledge of learning and behavior analytic principles acquired through completion of undergraduate or
graduate courses in learning and/or behavior analysis.
Assignments:
Weekly quizzes: At the beginning of each class session, a quiz will be given to assess basic understanding of the
assigned readings. Quizzes will be short answer format and will consist of 3-5 questions, which will be taken
directly from the reading objectives. Of the 12 quizzes, 2 scores may be dropped. Quizzes account for 50% of your
grade.
Group Project: Students will work in groups of 2-3 to design the “ultimate” behavioral school. Designs should
include consideration of administration, staff, and student issues, as well as issues of curriculum, instruction, and
behavior management. Each group will produce both a summary paper of their design and a presentation for the
class. Specific details for this assignment will be given in a separate handout. The group project accounts for 25%
of your grade.
Participation:
Class participation will constitute 25% of your grade. I expect that every student will actively participate in every
class. I also expect that each student will have completed all of the readings assigned for class meetings prior to
coming to class. I will provide reading objectives to help guide your reading and assist you in identifying the most
important concepts. These reading objectives will guide our class discussions. Answers to reading objectives will
never be collected. You are free to work together to discuss the readings, but my expectation is that every student
will personally read every assigned reading.
Grade Calculation:
Quizzes (10)……….……………….. 50%
Group Project ………………………25%
Participation….………...……………25%
Grade Scale:
93-100 = A
90-92 = A-
87-89 = B+
83-86 = B
80-82 = B-
77-79 = C+
73-76 = C
70-72 = C-
67-69 = D+
63-66 = D
60-62 = D-
below 60 = F
Disabled Student Policies
The Americans with Disabilities Act (ADA) requires that all qualified persons have equal opportunity and access to
education regardless of any disabling condition. Please notify the Instructor within the first week of class if a
reasonable accommodation for a disability is needed for this course. A letter from the Student Disability Services
Office must accompany the request.
Schedule of Topics*
Date
8-27
Topic
Introduction
Reading Assignment
9-3
Labor Day
9-10
Basic Principals of Learning and Teaching
Reading Set 1
9-17
Programmed Instruction & PSI
Reading Set 2
Guest Speaker: Dr. Darrel Bostow
9-24
Direct Instruction
Reading Set 3
Guest Speaker: TBA
10-1
Precision Teaching
Reading Set 4
Guest Speaker: Dr. Patrick McGreevy
10-8
Curriculum Based Measurement
Reading Set 5
Guest Speaker: Dr. Kelly Powell-Smith
10-15
Active Student Responding
Reading Set 6
10-22
Thinking, Creativity, & Constructivism
Reading Set 7
10-29
Classroom Management
Reading Set 8
11-5
Motivation, Intrinsic & Extrinsic Motivation
Reading Set 9
11-12
Veteran’s Day
11-19
School Reform
Reading Set 10
11-26
School Reform
Reading Set 11
Projects presented
12-3
Behavioral Consultation
Reading Set 12
Guest Speaker: Dr. Maxin Reiss
* I reserve the right to change this schedule; however, I will always give advance notice if changes are made.
Reading list:
1. Basic Principles of Learning and Teaching
Skinner, B. F. (1968). The technology of teaching. Englewood Cliffs, NJ: Prentice Hall (Chapters 1, 4, 2, & 5)
Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective
schooling. Reno, NV: Context Press. (Chapter 2, pp. 23-56)
2. Programmed Instruction and PSI
Skinner, B. F. (1968). The technology of teaching. Englewood Cliffs, NJ: Prentice Hall (Chapters 1, 4, 2, & 5)
Vargas, E. A., & Vargas, J. S. (1991). Programmed instruction: What it is and how to do it. Journal of Behavioral
Education, 1, 235-251.
Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective
schooling. Reno, NV: Context Press. (Chapter 4, pp. 100-104)
Keller, F. S. (1968). Good-bye, teacher.... Journal of Applied Behavior Analysis, 1, 79-89.
Buskist, W., Cush, D., & DeGrandpre, R. J. (1991). The life and times of PSI. Journal of Behavioral Education, 1,
215-234.
Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective
schooling. Reno, NV: Context Press. (Chapter 4, pp. 86-92)
3. Direct Instruction
Engelman, S. & Carnine, D. (1982). Theory of instruction: Principles and applications. New York: Irvington
(Chapters 1-3, pp. 1-33)
Kinder, D., & Carnine, D. (1991). Direct Instruction: What it is and what it is becoming. Journal of Behavioral
Education, 1, 193-213.
Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective
schooling. Reno, NV: Context Press. (Chapter 4, pp. 92-100)
4. Precision Teaching
Lindsley, O. R. (1991). Precision teaching’s unique legacy from B. F. Skinner. Journal of Behavioral Education, 1,
253-266.
Lindsley, O. R. (1992). Precision teaching: Discoveries and effects. Journal of Applied Behavior Analysis, 25, 5157.
Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective
schooling. Reno, NV: Context Press. (Chapter 4, pp. 79-85)
Skinner, B. F. (1977). Why I am not a cognitive psychologist. Behaviorism, 5(2), 1-10.
5. Curriculum-Based Measurement
Shinn, M. R. (1995). Best practices in curriculum-based measurement and its use in a problem-solving model. In A.
Thomas & J. Grimes (Eds.), Best practices in school psychology-III (pp. 547-567). Washington, DC: National
Association of School Psychologists.
Shinn, M. R., Powell-Smith, K. A., & Good, R. H. III (1996). Evaluating the effects of responsible reintegration into
general education for students with mild disabilities on a case-by-case basis. School Psychology Review, 25(4), 519539.
Stoner, G., Carey, S. P., Ikeda, M. J., & Shinn, M. R. (1994). The utility of curriculum-based measurement for
evaluating the effects of methylphenidate on academic performance. Journal of Applied Behavior Analysis, 27, 101113.
6. Active Student Responding
Greenwood, C. R., Hart, B., Walker, D., & Risley, T (1994). The opportunity to respond revisited and academic
performance revisite: A behavioral theory of developmental retardation and its prevention. In Gardner, R., Sainato,
D. M., Cooper, J. O., Heron, T. E., Heward, W. L., Eshleman, J., & Grossi, T. Behavior analysis in education:
Focus on measurably superior instruction (pp. 213-223). Belmont, CA: Brooks/Cole.
Heward, W. L. (1994). Three “low-tech” strategies for increasing the frequency of active student response during
group instruction . In Gardner, R., Sainato, D. M., Cooper, J. O., Heron, T. E., Heward, W. L., Eshleman, J., &
Grossi, T. Behavior analysis in education: Focus on measurably superior instruction (pp. 283-320). Belmont, CA:
Brooks/Cole.
7. Thinking, Creativity, & Constructivism
Skinner, B. F. (1968). The technology of teaching. Englewood Cliffs, NJ: Prentice Hall (Chapters 6 & 8)
Brooks, J. G., & Brooks, M. G. (1999). The case for constructivist classrooms. New Jersey: Merrill. (Chapters 1-3,
pp. 3-31; Chapter 10, pp. 101-118)
8. Intrinsic and Extrinsic Motivation
Skinner, B. F. (1968). The technology of teaching. Englewood Cliffs, NJ: Prentice Hall (Chapter 7)
Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist,
51(11), 1153-1166.
Cameron, J., Banko, K. M., & Pierce, W. D. (2001). Pervasive negative effects of rewards on intrinsic motivation:
The myth continues. The Behavior Analyst, 24, 1-27.
9. Classroom Management
Paine, S. C. (1983). Structuring your classroom for academic success. Champaign: Research Press.
Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective
schooling. Reno, NV: Context Press. (Chapter 5, pp. 115-143)
10. School Reform (a)
Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective
schooling. Reno, NV: Context Press. (Chapter 1, pp. 7-22; Chapter 3, pp. 57-77)
Skinner, B. F. (1984). The shame of American education. The American Psychologist, 39(9), 947-954.
Lindsley, O. R. (1992). Why aren't effective teaching tools widely adopted? Journal of Applied Behavior Analysis,
25, 21-26.
11. School Reform (b)
Fredrick, L. D., Deitz, S. M., Bryceland, J. A., & Hummel, J. H. (2000). Behavior analysis, education, and effective
schooling. Reno, NV: Context Press. (Chapter 8, pp. 193-207)
Engelmann, S. (1991). Change schools through revolution, not evolution. Journal of Behavior Education, 1, 295304.
Carnine, D. (1992). Expanding the notion of teacher’s rights. Journal of Applied Behavior Analysis, 25. 13-19.
12. Behavioral Consultation
Witt, J. C. (1986). Teacher’s resistance to the use of school-based interventions. Journal of School Psychology, 24,
37-44.
Fantuzzio, J. & Atkins, M. (1992). Applied behavior analysis for educators: Teacher centered and classroom based.
Journal of Applied Behavior Analysis, 25, 37-42.