COURSE SYLLABUS
EDF 7227
BEHAVIOR ANALYSIS AND AUTOMATED INSTRUCTION

Offered by:
Department of Psychological and Social Foundations
Learn From A Distance
College of Education
University of South Florida

Instructor: Darrel E. Bostow, Ph.D.
Office: FAO 269
Office Hours: TBA
Phone: 813.974.9475
Email: bostow@tempest.coedu.usf.edu

Course Prerequisites: EDF 6215 or EDF 6217 and Instructor approval

Syllabus Outline

What is the scope and purpose of this course?
What is the outline of this course?
What are the criteria for evaluation of student performance?
What are the general educational objectives of this course?
What are terminal research skills developed by this course?
What are specific behavioral objectives of this course?
What are recommended texts and course references?
What are concepts basic to the content of this course?
What are the course activities?

What is the scope and purpose of this course?

This course comprehensively covers the field known as BEHAVIOR ANALYSIS. The present outline, while incomplete, sketches critical terminal verbal and non-verbal skills which are to be products of the course. Entry into this course will be by prior instructor approval only following extensive assessment of entry level skills. Since no two students will approach the course with identical prerequisite skills, (with permission of the instructor) a student may repeat the course and accumulate credit hours which correspond to the breadth of skills acquired. Much of the course will be delivered by automated instruction and adjustments in course objectives may occur as the course is taken.

This course is formulated to produce researchers. It is primarily organized to produce active college/university professors who develop and experimentally evaluate better ways of teaching. It focuses upon those learning processes most closely associated with the acquisition, elaboration, and refinement of behavior (i.e., learning). While the course focuses upon automated instruction, the majority of its objectives are relevant to all methods of instruction.

Permission to register for this course assumes the student has met certain prerequisites. The student must be able to read and to compose effective sentences. The student will be submitted to pre-examination before acceptance into the course. The instructor reserves the right to evaluate the adequacy of the student's preparation and to deny students entry into the course based upon the overall evaluation of the student preparation.

The instructor assumes that all students will have varying degrees of advance preparation. Many of the course objectives listed herein are reasonably achieved in lower-level course work. However, there being no way of ensuring adequate preparation, these prerequisites are identified within the syllabus of this course (see section IV of the course objectives for a list of prerequisite skills ordinarily required by the instructor). In most cases, students registering for this course must have a working familiarity with both MS-DOS based computers and Apple MacIntosh computers. The students must be skilled in the use of a widely used wordprocessing program such as WordPerfect. The student must also be able to operate computer peripherals such as printers, videodisc players, and ROM drives. Some skill in video photography and familiarity with the operation of video equipment will ordinarily be prerequisite to the course.

Rarely will any student successfully achieve all of the course objectives listed in this document--even during successive registrations for course credit. The course was formulated for a diverse student population. Student professional objectives will differ widely as the course may be used by many students as an adjunct to other primary program objectives.

What is the outline of this course?

The present document is generic. The topics, activities, and assignments will be selected from the objectives which follow based upon the program objectives of each individual doctoral student. Such selection will be accomplished in consultation with the student's Major Professor and possibly the student's entire program committee.

This course emphasizes practical application of learning principles and the experimental evaluation of advanced instructional technology. In most cases, the student will construct automated instructional programs which could be applied in educational situations. These programs will teach skills which are an important focus of the student's field of doctoral specialization. Such programs will be formulated and field tested within the time-span of the course work. Examination of student performance will be accomplished by reviewing the student's responses to automated instructional programs--much of this accomplished by the computer. Assignments in this course will often be computer tutorial programs, text materials with extensive study questions, and the completion of computer laboratory examinations.

What are the criteria for evaluation of student performance?

The course will be competency-based. Objectives will be selected at the beginning in the form of a "contract." Successful completion of all contracted objectives will result in a grade of A. Should the student fail to complete all objectives by the end of a given academic term an "Incomplete" grade will be registered and removed following successful completion of the remaining objectives.

"Attendance" for course activities will be both physical and via the computer. Course work time will be flexible as much of the work in this course will be self-guided (following the contracted course objectives). The instructor will meet intermittently with the student to discuss course content, consult with the student about developing instructional materials, and to insure achievement of reasonable deadlines. A deadline schedule will be formulated within the beginning two weeks of the course.

What are the general educational objectives of this course?

The objectives of this course include all levels of Bloom's taxonomy of educational objectives in the following ways:

  1. Extensive knowledge (called "rote memory" in the vernacular) is required in this course. The student will be pretested with respect to his or her knowledge about these concepts prior to admission into the course. It is expected that the entering student will be able to define, recognize, or give examples of a substantial portion of the 622 concepts listed later in this document. Those concepts with which the student is not familiar will automatically become necessary objectives in the early part of the course. (It is assumed that no doctoral student will have a complete knowledge of basic concepts prior to this course and "knowledge objectives" are, therefore, reasonable portions of the curriculum.)

  2. It is assumed that the entering student will have had some experience in the application of skills and knowledge prior to this course. However, there are relatively few courses in the university curriculum which have application as critical components. Therefore, many of the objectives listed below require the student to apply principles of behavior management in practical situations under supervision of the instructor. (Most of these situations will be instructional settings.) This course requires (as entry competencies) some skills which students will have acquired in practical field experiences.

  3. Analysis requires the student to identify the component parts or structure of a whole. This course requires the student to identify and measure critical dimensions of human behavior and relate these dimensions to manipulatable variables in the external environment. Analysis is a central objective of this course because it requires the student to extend or generalize knowledge to novel situations.

  4. Behavior analysis naturally leads to synthesis or the combination of skills and knowledge to form unique products. This course will require students to compose new instructional programs and in doing so will include skills the doctoral student has acquired previously. Its focus will be the formulation of experimental investigations which measure the extension of analysis and application to new educational situations.

  5. All good research leads to the evaluation of its products. The objective of this course is a competent active professional researcher. Many objectives listed below require the student to tell whether a given product meets specified criteria. They require the student to compare two or more products with respect to relative effectiveness. They require the student to consider the costs and social relevance of various new techniques of instruction. In this sense, the terminal course objectives of this course require the student to express an individual viewpoint. Behavior analysis results in techniques which have powerful effects and these effects must be evaluated with respect to the evolution of the kinds of cultures which have a future. The final segment of this course deals with the design of cultures. Such a large-scale endeavor will require the comprehensive evaluation of techniques of instruction and their products.

Therefore, the following are terminal behavioral objectives of the entire program of study. A student should be able to achieve a large proportion of these objectives by taking a total of 12 semester hours. Such an achievement would qualify this as an "interdisciplinary specialization" in behavior analysis within the College of Education doctoral programs. However, specific subsets of these objectives can be achieved with the accumulation of less semester hours and will often comprise a "cognate" or sub-specialization in addition to another specialization focus.

For a full specialization in behavior analysis, (at the completion of credit hour requirements) the doctoral student should be able to demonstrate competence with respect to the course objectives below.

What are terminal research skills developed by this course?

  1. To measure available environmental (including behavioral) variables and manipulate other variables while noting the functional relationships revealed.
  2. To evaluate and rank-order any given set of research variables in terms of their relevance to educational (including instructional) objectives, and to justify the order.
  3. To engage in (and describe the products of) research which evaluates the effectiveness of instructional practices in relation to the practical skills acquired by students.
  4. To explain the importance of manipulating and measuring research variables which can be objectively described.
  5. To describe the difficulties created by the discussion of instructional variables and processes which are only inferred and which cannot be directly observed (i.e., by objective means).
  6. To explain the advantages of "single-organism" research methods and to show how these methods can be applied to the investigation of instructional variables.
  7. To formulate terminal educational objectives, to break these down into subordinate objectives, and to formulate a program of instruction which employs effective instructional design principles.
  8. To produce at least one automated instructional program about a subject matter area in which the student is an expert.
  9. To prepare a data presentation for a scientific community.
  10. To engage in honest and ethical research, to study research results of others, and to incorporate the results of previous research into the formulation of new research activies.
  11. To employ instructional practices based upon the results of experimental research and to question the traditional instructional practices of current educators.
  12. To recommend ways in which our educational techniques can be changed in light of the results of scientific research.

What are specific behavioral objectives of this course?

  1. HISTORICAL ANTECEDENTS

    1. Sketch the philosophical antecedents of a science of behavior.
    2. Give several popular historical explanations of behavior.
    3. Outline the major assumptions necessary for the scientific study of behavior.
    4. Explain the notion of causality.
    5. Explain the importance of the assumption of determinism and its relation to a science of human behavior.
    6. Describe the role of the scientific method in understanding human behavior.
    7. Describe the historical factors leading to the development of behaviorism.
    8. Explain the notion of operationism and its significance for a science of behavior.

  2. SCIENCE AND BEHAVIOR

    1. Describe the role and goals of a science of human behavior.
    2. Describe the difference between inductive and deductive scientific reasoning and give examples of each.
    3. Define the goals of behavioral research.
    4. Give criteria for the selection of experimental variables (dependent variables and independent variables).
    5. Explain the philosophy of science called "behaviorism" and the position taken by its advocates.
    6. Explain the notion of a functional analysis and give examples.
    7. Explain the concept of mentalism, contrast this with behaviorism, and relate these concepts to the development of effective instructional procedures.

  3. BASIC DIMENSIONS

    1. Explain the importance of a repeatable unit of behavior as a necessity for accurate measurement.
    2. Carefully define the notion of a response and relate this to the development of an effective technology of behavior.
    3. Identify the basic dimensions of human behavior and contrast these with complex measurement dimensions.
    4. List important problems that arise with inadequate measurement dimensions.
    5. What can be precisely and reliably measured is not necessarily of value to a science of behavior and the development of instructional techniques. What are the criteria for appropriate measurement dimensions?
    6. Explain why temporal relations may or may not be important in the functional analysis of behavior.

  4. FUNCTIONAL RELATIONS (PRINCIPLES OF BEHAVIOR)

    1. Explain and give examples of:

      1. Respondent (classical) conditioning
      2. Operant conditioning
      3. Positive reinforcement & extinction
      4. Conditioned reinforcers
      5. Shaping
      6. Stimulus control-discrimination & generalization
      7. Intermittent reinforcement
      8. Negative reinforcement & aversive control
      9. Punishment
      10. Emotion & motivation
      11. Complex behavior
      12. Private events
      13. Feelings

    2. Apply the principles of respondent conditioning to practical human examples.
    3. Explain the notions of secondary and higher order conditioned stimuli and the elicitation of a the reflex.
    4. Explain the place of the conditioned reflex and it's survival value to humans.
    5. Explain the difference between and the arguments that there is an overlap between operant and respondent classifications of behavior.
    6. Explain the role of reinforcing stimuli (consequences) and the generation and maintenance of operant behavior.
    7. Explain the notion of a contingency of reinforcement and identify a broad variety of examples in instructional situations and in everyday life.
    8. Identify factors which affect the processes of acquisition and extinction.
    9. Explain the difference between positive and negative reinforcement.
    10. Explain the notion of response generalization.
    11. Explain the effects and variables which produce operant extinction and the spontaneous recovery of operant behavior.
    12. Explain the notions of conditioned and generalized reinforcers.
    13. Explain how conditioned reinforcers are acquired and relate their strength to other environmental variables.
    14. Explain how conditioned reinforcers are created and maintained.
    15. Explain and demonstrate how novel behavior can be shaped from the currently available repertoire.
    16. Explain the process called shaping in which new behavior is acquired through the differential reinforcement of successive approximations.
    17. Explain the dimension of topography and its importance in the process of shaping.
    18. Define the concept called "stimulus control" as it relates to both operant and respondent behavior.
    19. Explain the notion of stimulus control and demonstrate its establishment.
    20. Describe the matching-to-sample discrimination training procedure.
    21. Explain the differences and similarities between stimulus and response discrimination, and stimulus and response generalization.
    22. Explain the dual role of conditioned reinforcers and discriminative stimuli in maintaining operant behavior.
    23. Give acceptable definitions of simple reinforcement schedules and their characteristic rates of performance.
    24. List and explain the complex reinforcement schedules and their plausible relation to human affairs.
    25. Explain the multiple respondent and operant effects of aversive stimulation.
    26. Explain how the conditioned aversive stimulus develops and give human examples and everyday behavioral interpretations.
    27. Describe the differences in the effects of intermittent and continuous punishment.
    28. List and give the advantages and disadvantages of alternatives to punishment when attempting to eliminate undesirable behavior.
    29. Explain the following techniques for the elimination of behavior: punishment through presentation of aversive stimuli, withdrawal of reinforcing stimuli, time out procedures, response cost, DRL, DRO, and reinforcement of incompatible behavior. Give plausible examples of each.
    30. List the potential undesirable byproducts of punishment.
    31. Explain the conditioned suppression/conditioned facilitation paradigms and their relevance for interpretation of human behavior.
    32. Explain how "emotional" behavior can have both respondent and operant components.
    33. Explain how emotional reactions are collateral byproducts of the interaction between an organism and environment.
    34. Explain the notion of "motivation" and give an operational definition of this concept.
    35. Explain the relation of the concept of "motivation" to the variables responsible for the maintenance of behavior at stable rates.
    36. Explain the concept of behavioral chaining and the formation of operant repertoires.
    37. Define the class of behavior called "verbal" give the significance of the behavioral definition.
    38. Redefine the concepts of goals, needs, drives, and motivations in observable behavioral terms.
    39. Identify and give examples of techniques for the building of behavior including forward and backward chaining, shaping, prompting, imitation, and fading).
    40. Describe how superstitious behavior develops from accidental contingencies and give plausible examples in everyday human behavior.
    41. Explain the role of discriminative stimuli and their relationship to the concept of "attention."
    42. Explain the role of physiological conditions (feelings) and their relation to the behavior of a person as a whole.
    43. Explain the relationship between avoidance, fear, and anxiety.
    44. Explain the notion of behavioral contrast and its relation to everyday human behavior.
    45. Explain the concept of multiple causation and relate it to the strength of operant behavior.
    46. Explain the notions of multiple and collateral reinforcement contingencies and relate these notions to the strength of chained operant behavior.
    47. Explain and give examples of self-instructional training, self-monitoring, self-punishment, self-reinforcement, self-statement modification, self- verbalization, and self-control.
    48. Describe the therapeutic processes called systematic desensitization and aversive counterconditioning.

  5. EXPERIMENTAL RESEARCH ISSUES AND METHODS

    1. General experimental research issues:

      1. Explain the importance of an analysis of individual performances.
      2. Explain the notion of steady state performance and its importance in the evaluation of behavior.
      3. Describe the usefulness of symbolic notation in behavior analysis.

    2. Experimental apparatus:

      1. Demonstrate competence in working with the experimental apparatus which investigates basic learning principles.
      2. Describe and operate contingency programming equipment and the cumulative recorder.

    3. Methodology:

      1. Outline major sources of uncontrolled variability and appropriate procedures for measuring (or controlling) its contribution in experimental research results.
      2. Describe the strengths and weaknesses of group comparisons.
      3. Describe appropriate reasons for the baseline procedures and duration of treatment phases.
      4. Formulate appropriate research questions and arrange experimental programs appropriate to behavioral science.
      5. Evaluate techniques of systematic and direct replication of experimental procedures.
      6. Determine the appropriate moment for a change in experimental conditions, based on the data.
      7. Identify possible confounding variables in data analysis.

    4. Measurement issues:

      1. Describe, evaluate, and employ the merits of objective measurement of behavior.
      2. Create a valid and reliable method of objective measurement for any observable behavior.
      3. Compare and critique the major methods for observing and recording behavior, and calculate the observer reliability of each of the methods.
      4. Evaluate the validity of a given behavioral measure.
      5. Describe the major problems involved in using human observers in research, and to say how these problems can be overcome.

    5. Experimental design issues:

      1. Describe major laboratory operant conditioning procedures.

    6. Data analysis and display:

      1. Describe the role of descriptive statistics in an experimental analysis and their relation to data evaluation.
      2. Appropriately display experimental data in graphic forms.
      3. Critically evaluate and interpret data and organize it for communication to the scientific community.
      4. Describe the variables important to a visual analysis of graphically presented experimental data.
      5. Demonstrate how conclusions from experimental data displays can be erroneously distorted by methods of the display of experimental results.
      6. Record and accurately chart behavior using standard charting procedures.
      7. Evaluate the advantage of cumulative and non-cumulative data recording.
      8. Correctly accomplish logarithmic transformations of data and give the advantages.

    7. Evaluation and criteria for practical action:

      1. Explain the difference between laboratory research and research in the so-called "natural" environment.
      2. Outline appropriate techniques for selecting and summarizing representative data.
      3. Describe the limits of generalization from data obtained from single subject experimental designs as compared to group comparisons.
      4. Explain how descriptive and inferential statistics may obscure effects or confuse interpretation as well as provide clarification.
      5. Evaluate the validity and utility of research presentations as well as and prose articles in professional journals.
      6. Evaluate the number of experimental subjects needed and replications necessary to draw appropriate conclusions from research.
      7. Critically evaluate and interpret experimental results.

  6. EXTENSION OF BEHAVIOR ANALYSIS (INTERPRETATION)

    1. Explain and interpret behavior using the concepts of genetic endowment, conditioning history, and current reinforcement contingencies.
    2. Speak fluently using behavioral terms, avoiding vernacular terminology which de-emphasizes the role of the environment in producing behavior.
    3. Explain the process of interpretation and its importance for a science of behavior.
    4. Convert descriptions of educational problems stated in the vernacular into the vocabulary of a science of behavior.
    5. Explain the parallel between the natural selection of phylogenic mutations and the environmental selection of operant behavior.
    6. Explain the concepts of phylogeny and ontogeny as they relate to the development of behavior.
    7. Describe plausible human analogues of characteristic of intermittent reinforcement performances.
    8. Explain and give everyday human examples of avoidance and escape conditioning paradigms.
    9. Give the reasoning for the position that aversive control procedures (e.g., coercion and punishment) are undesirable methods of behavior management.
    10. Define the dimensions of private events and their role in the experimental analysis of behavior.
    11. State the definition of "understanding" from a behavioral point of view and relevance of this kind of behavior to a history of reinforcement.
    12. Explain the difficulty inherent in establishing stimulus control of self-description, especially as it relates to private events such as respondent emotional behavior.
    13. Translate so-called "cognitive phenomena" into terms with objective referents.
    14. Give typical objective/behavioral referents of so-called "cognitive processes" and then give behavioral translations.
    15. Conceptualize in behavioral terms, the notions of problem solving, concept formation, and thinking, and describe programs of contingencies which develop these kinds of behavior.
    16. Explain the relation of instructional programming to the concept of "mastery learning."
    17. Explain why effective instructional contingencies require the student to actively respond and differentially reinforce such responding.
    18. Explain why typical instructional settings in our schools and at home often contain defective contingencies of reinforcement.
    19. Engage in skillful self-management and to accurately describe the methods by which this is accomplished.

  7. APPLIED BEHAVIOR ANALYSIS

    1. GENERAL ISSUES

      1. Explain the notions of vicarious reinforcement, imitation, rehearsal, and instructional control.
      2. Explain the difference between applied and basic research in psychology, correctly identify examples of each type, and engage in both types of research.
      3. Describe several major parent management training programs arising from behavior analysis research.
      4. Explain the necessary environmental arrangements for achieving response generalization.
      5. Describe several effective behavior management programs which focus upon smoking, drug abuse, alcoholism, sexual deviations, eating disorders, juvenile delinquency, and depression.
      6. Give defensible criteria for the judgement of the stability of data or the importance of trends.
      7. Evaluate the effectiveness of behavior management procedures which treat psychotic children, self-destructive behavior, tantrums, self-stimulatory behavior, echolalic, and psychotic speech.
      8. Outline effective programs for the establishment of verbal repertoires in normal and developmentally disabled children.
      9. Discuss the problems of "treatment integrity" as they relate to consistency of treatment and in dealing with behavior managers such as hospital staff, teachers, therapists, and parents.
      10. Outline criteria for the misuse of behavior analysis and behavior management techniques.
      11. Describes procedures which prevent the abuse of research findings.

    2. APPLICATION ISSUES

      1. Implement a behavior change program with control over the arrangement of antecedent and consequent events.
      2. Demonstrate the ability to train others to use any of a variety of operant techniques.
      3. Evaluate the extent to which educational programs employ active responses, step-by-step presentation of material, immediate knowledge of results (possibly, reinforcement), and self-pacing.
      4. Design and implement programmed instruction in an educational setting.
      5. Design and evaluate behavior analysis programs for a variety of problem behaviors, in a variety of settings.
      6. Design and implement token economies.
      7. Carefully apply important instructional design features found in "programmed instruction."
      8. Outline and evaluate the effectiveness of social skills, problem-solving, and communication skills training.
      9. Describe effective treatment techniques for dealing with behavior problems in mental retardation such as toilet training, aggressive behavior, self-injurious behavior, rumination, and building self-help behaviors.
      10. Describe procedures which effectively employ group or individual contingency contracts.

  8. CULTURAL DESIGN

    1. General issues:

      1. Explain the applied significance of changes in the basic dimensions of behavior (i.e., rate, intensity, duration, and topography),
      2. Explain the notions of "personal freedom" and "social responsibility."
      3. Explain the notion of "counter-control" and how control techniques generate this type of behavior.
      4. Explain the notion of "behavioral humanism."
      5. Explain the possible limitations of behavior analysis.
      6. Explain how the notions of freedom, dignity, and survival relate to the objectives of behavior analysis.
      7. Give important criteria for the determination of what is desirable behavior and explain how these criteria evolve.
      8. Describe different arrangements of social contingencies which might help to solve world social and physical problems and to say why they might work.
      9. Evaluate the importance of social and non-social contingencies and the dependency of personal behavior upon each of these classes of events.
      10. Say how those individuals who control might be controlled through the rearrangement of social contingencies.

    2. Ethical issues:

      1. Explain the notion of "ethics" as it applies to the experimental analysis of behavior and applied behavior analysis.
      2. Evaluate the legal implications of various behavior management procedures.
      3. Describe the criteria which apply to the evaluation of the ethical use of aversive contingencies.

What are recommended texts and course references?

CLASSICAL/HISTORICAL TEXTS AND BOOKS

BASIC BEHAVIOR ANALYSIS TEXTS AND BOOKS

ENRICHMENT TEXTS AND BOOKS

RECOMMENDED RESEARCH JOURNALS

What are concepts basic to the content of this course?

(includes text sources from above)

  1. A-B-A design (Cooper)
  2. A-B-A-B design (Cooper)
  3. A-B-C analysis (Sulzer)
  4. abscissa (Sulzer)
  5. accidental chaining (Ferster & Skinner)
  6. accidental reinforcement (Ferster & Skinner)
  7. accountability (Sulzer)
  8. accuracy (Sulzer)
  9. accuracy of observation (Cooper)
  10. across-behavior multiple-baseline design (Sulzer)
  11. across-individuals multiple-baseline design (Sulzer)
  12. across-situations multiple baseline design (Sulzer)
  13. active behavior (Vargas)
  14. active responding (Vargas)
  15. activity reinforcer (Cooper)
  16. activity table (Sulzer)
  17. ad lib body-weight (Ferster & Skinner)
  18. adaptation (Sulzer)
  19. adaptation period (Sulzer)
  20. adjunctive behavior (Cooper)
  21. adjusting schedule (Ferster & Skinner)
  22. advocate (Sulzer)
  23. affirmation of the consequent (Cooper)
  24. al lib feeding (Ferster & Skinner)
  25. alt-R (Sulzer)
  26. alternating-treatment design (Sulzer)
  27. alternation effects (Sulzer)
  28. alternative schedule (Ferster & Skinner)
  29. analysis (Cooper)
  30. analytic (Cooper)
  31. anecdotal observation (Cooper)
  32. antecedent stimulus (Sulzer)
  33. anxiety (Ferster & Skinner)
  34. applied (Cooper)
  35. applied behavior analysis (Cooper)
  36. applied behavior analysis program (Sulzer)
  37. applied research (Sulzer)
  38. artificial discriminative stimulus (Sulzer)
  39. artificial reinforcer (Sulzer)
  40. ascending baseline (Cooper)
  41. attitude (Vargas)
  42. automaticity (Cooper)
  43. aversive stimulus (Ferster & Skinner)
  44. avoidance (Cooper)
  45. avoidance behavior (Ferster & Skinner)
  46. B-A-B reversal design (Cooper)
  47. backup reinforcer (Cooper)
  48. backward chaining (Cooper)
  49. backward chaining with leap aheads (Cooper)
  50. bar graph (Cooper)
  51. base rate (Vargas)
  52. baseline (Cooper)
  53. baseline logic (Cooper)
  54. behavior (Ferster & Skinner)
  55. behavior analysis procedures or strategies (Sulzer)
  56. behavior chain (Cooper)
  57. behavior chain with a limited hold (Cooper)
  58. behavior change procedure (Cooper)
  59. behavior checklist (Cooper)
  60. behavior modification (Vargas)
  61. behavioral (Cooper)
  62. behavioral assessment (Cooper)
  63. behavioral consequence (Cooper)
  64. behavioral contract (Cooper)
  65. behavioral contrast (Sulzer)
  66. behavioral dimensions (Sulzer)
  67. behavioral laws (Sulzer)
  68. behavioral measurement (Sulzer)
  69. behavioral objective (Vargas)
  70. behavioral principles (Sulzer)
  71. behavioral process (Cooper)
  72. behavioral rehearsal (Sulzer)
  73. behavioral repertoire (Sulzer)
  74. behavioral shaping (Cooper)
  75. behavioral technicians (Sulzer)
  76. behaviorally anchored rating scale (BARS) (Sulzer)
  77. behaviorism (Vargas)
  78. body-weight (Ferster & Skinner)
  79. bonus response cost (Cooper)
  80. calibration (Cooper)
  81. carry-over effects (Sulzer)
  82. chain (Sulzer)
  83. chained responses (Ferster & Skinner)
  84. chained schedules (Ferster & Skinner)
  85. chaining (Vargas)
  86. changing criterion design (Cooper)
  87. client (Sulzer)
  88. clinical significance (Sulzer)
  89. clock (Ferster & Skinner)
  90. coded interval-recording sheet (Sulzer)
  91. coefficient of agreement (Sulzer)
  92. coercion (Sulzer)
  93. collateral behaviors (Sulzer)
  94. collateral measures (Sulzer)
  95. communicative behavior (Sulzer)
  96. communicative stimuli (Sulzer)
  97. compensatory rate (Ferster & Skinner)
  98. competency-based instruction (Vargas)
  99. complex behavior (Sulzer)
  100. complexity of measurement (Cooper)
  101. complexity of task items (Cooper)
  102. component analysis (Sulzer)
  103. computer assisted or aided instruction (Sulzer)
  104. concept (Vargas)
  105. concept formation (Cooper)
  106. conceptual analysis (Sulzer)
  107. conceptually systematic (Cooper)
  108. concurrent operants (Ferster & Skinner)
  109. concurrent reinforcer (Ferster & Skinner)
  110. concurrent schedules (conc) (Cooper)
  111. concurrent task method of teaching (Sulzer)
  112. condition change line (Cooper)
  113. conditional discriminations (Sulzer)
  114. conditioned aversive stimulus (Cooper)
  115. conditioned reinforcer (Sulzer)
  116. conditioned stimulus (Ferster & Skinner)
  117. conditioned suppression (Ferster & Skinner)
  118. conditioning (Vargas)
  119. confounding variable (Cooper)
  120. conjunctive schedule (Ferster & Skinner)
  121. constructional approach (Sulzer)
  122. contingency (of reinforcement or punishment) (Ferster & Skinner)
  123. contingency analysis (Sulzer)
  124. contingency contract (Cooper)
  125. contingency control (Sulzer)
  126. contingency management (Vargas)
  127. contingency-shaped behavior (Vargas)
  128. contingent delay (Sulzer)
  129. contingent exercise (Cooper)
  130. contingent exertion (Sulzer)
  131. contingent observation (Cooper)
  132. contingent reinforcement (Vargas)
  133. contingent relation (Sulzer)
  134. continuous behavior (Sulzer)
  135. continuous recording (Cooper)
  136. continuous reinforcement (Ferster & Skinner)
  137. contrast phenomenon (Sulzer)
  138. control (Ferster & Skinner)
  139. cooperative learning (Sulzer)
  140. corporal punishment (Cooper)
  141. correlation (Cooper)
  142. correspondence learning (Sulzer)
  143. correspondence training (Sulzer)
  144. counter (Ferster & Skinner)
  145. countercontrol (Sulzer)
  146. criterion (Sulzer)
  147. criterion analysis (Sulzer)
  148. criterion observer (Sulzer)
  149. critical features of stimuli (Sulzer)
  150. criticism trap (Vargas)
  151. cruel and unusual punishment (Cooper)
  152. cue (Vargas)
  153. cumulative curve (Ferster & Skinner)
  154. cumulative record (Vargas)
  155. cumulative recorder (Cooper)
  156. curve (Ferster & Skinner)
  157. daily report card (Sulzer)
  158. data (Cooper)
  159. data path (Cooper)
  160. data point (Cooper)
  161. delayed imitation (Cooper)
  162. delayed multiple baseline design (Cooper)
  163. delayed prompting (Sulzer)
  164. delphi method (Sulzer)
  165. dependent group contingency (Sulzer)
  166. dependent group-oriented contingency (Cooper)
  167. dependent variable (Ferster & Skinner)
  168. deprivation (Ferster & Skinner)
  169. descending baseline (Cooper)
  170. determinism (Cooper)
  171. differential rate reinforcement (Ferster & Skinner)
  172. differential reinforcement of incompatible behavior (DRI) (Cooper)
  173. differential reinforcement (Cooper)
  174. differential reinforcement of other behavior (DRO) (Cooper)
  175. differential reinforcement of alternative behavior (DRA) (Cooper)
  176. differential reinforcement of diminishing rates (DRD) (Sulzer)
  177. differential reinforcement (Ferster & Skinner)
  178. differential reinforcement of high rates (drh) (Ferster & Skinner)
  179. differential reinforcement of low rates (drl) (Ferster & Skinner)
  180. differential reinforcement of paced responses (drp) or (pacing) (Ferster & Skinner)
  181. differentiation (Ferster & Skinner)
  182. direct instruction (Sulzer)
  183. direct observational recording (Sulzer)
  184. direct replication (Cooper)
  185. discrete behavior (Sulzer)
  186. discriminated operant (Sulzer)
  187. discrimination (Ferster & Skinner)
  188. discriminative stimulus (Ferster & Skinner)
  189. double-blind control (Cooper)
  190. DRI/DRO reversal design (Cooper)
  191. duration (Sulzer)
  192. duration recording (Cooper)
  193. ecobehavioral assessment (Sulzer)
  194. ecological assessment (Cooper)
  195. edible reinforcer (Sulzer)
  196. educational significance (Sulzer)
  197. effective (Cooper)
  198. elicit (Vargas)
  199. emit (Vargas)
  200. empirical task analysis (Sulzer)
  201. empiricism (Cooper)
  202. entering behavior (Vargas)
  203. environment (Cooper)
  204. environmental control (Cooper)
  205. equal-interval graph (Vargas)
  206. equal-interval vertical axis (Cooper)
  207. equivalence class (Sulzer)
  208. errorless learning (Cooper)
  209. escape (Vargas)
  210. escape behavior (Ferster & Skinner)
  211. establishing operation (Cooper)
  212. establishing stimulus (Cooper)
  213. ethics (Sulzer)
  214. event recording (Cooper)
  215. exclusionary timeout (Sulzer)
  216. excursion (Ferster & Skinner)
  217. exemplars (Sulzer)
  218. experimental analysis of behavior (Cooper)
  219. experimental analysis (Cooper)
  220. experimental control (Cooper)
  221. experimental design (Sulzer)
  222. experimental significance (Sulzer)
  223. explanatory fiction (Vargas)
  224. external validity (Cooper)
  225. extinction (Ferster & Skinner)
  226. extinction burst (Sulzer)
  227. extinction-induced aggression (Sulzer)
  228. extraneous variables (Sulzer)
  229. extrinsic aversive stimuli (Sulzer)
  230. facial screening (Sulzer)
  231. fading (Vargas)
  232. fair pair rule (Cooper)
  233. feedback (Vargas)
  234. figure legend (Cooper)
  235. fixed DRO (Cooper)
  236. fixed time (FT) schedule (Sulzer)
  237. fixed-interval schedule (FI) (Ferster & Skinner)
  238. fixed-ratio schedule (FR) (Ferster & Skinner)
  239. forced movement exercises
  240. forgetting
  241. forward chaining (Sulzer)
  242. four-term contingency (Sulzer)
  243. frame (Sulzer)
  244. free operant
  245. freeze technique (Sulzer)
  246. frequency (Sulzer)
  247. frequency graph (Vargas)
  248. frequency of reinforcement (Vargas)
  249. frequency recording (Sulzer)
  250. full-session DRL
  251. functional equivalence (Sulzer)
  252. functional relation (Cooper)
  253. functional relationship (Vargas)
  254. functional skill (Sulzer)
  255. general case analysis/strategy (Cooper)
  256. generality (Cooper)
  257. generality of behavior change (Cooper)
  258. generalization (induction) (Ferster & Skinner)
  259. generalization across subjects (Cooper)
  260. generalization training (Sulzer)
  261. generalized conditioned reinforcer (Cooper)
  262. generalized imitation (Sulzer)
  263. goal (outcome or treatment) (Sulzer)
  264. goal-setting (Sulzer)
  265. good behavior game (Cooper)
  266. gradient (Ferster & Skinner)
  267. graduated guidance (Cooper)
  268. graduated prompting (Sulzer)
  269. grain (& fine grain) (Ferster & Skinner)
  270. graph (Cooper)
  271. group contingencies (Sulzer)
  272. guiding (Sulzer)
  273. habilitation (Cooper)
  274. habit reversal (Cooper)
  275. hatch/tick mark (Cooper)
  276. hero procedure (Cooper)
  277. history of reinforcement (Cooper)
  278. horizontal axis (Cooper)
  279. house light (Ferster & Skinner)
  280. imitation (Sulzer)
  281. imitative behaviors (Cooper)
  282. imitative prompt (Sulzer)
  283. immediate feedback (Vargas)
  284. immediate reinforcement (Vargas)
  285. incidental teaching (Sulzer)
  286. incompatible behaviors (Vargas)
  287. incomplete stimulus control (Sulzer)
  288. independent group contingency (Sulzer)
  289. independent variable (Vargas)
  290. individualized instruction (Vargas)
  291. induction (Ferster & Skinner)
  292. informed consent (Cooper)
  293. instructional demand (Sulzer)
  294. instructional objective (Sulzer)
  295. intensity (Sulzer)
  296. intensive designs (Sulzer)
  297. inter-response time (IRT) (Ferster & Skinner)
  298. interdependent group contingencies (Sulzer)
  299. interface (Cooper)
  300. interlocking schedule (interlock) (Ferster & Skinner)
  301. intermittent reinforcement (Ferster & Skinner)
  302. intermittent schedule (Ferster & Skinner)
  303. internal validity (Cooper)
  304. interobserver agreement assessment (IOA) (Sulzer)
  305. interpolated schedule (Ferster & Skinner)
  306. interresponse time (IRT) (Cooper)
  307. interval DRL (Cooper)
  308. interval schedules (Ferster & Skinner)
  309. interval spoilage (re. partial interval time sampling) (Sulzer)
  310. interval time-sampling (Sulzer)
  311. interval-by-interval (II) method (Cooper)
  312. intervention (Sulzer)
  313. intrinsic aversive stimuli (Sulzer)
  314. intrinsic motivation (Vargas)
  315. irreversibility (Cooper)
  316. key (Ferster & Skinner)
  317. key light (Ferster & Skinner)
  318. latency (Sulzer)
  319. latency recording (Cooper)
  320. learning (Vargas)
  321. learning history (Sulzer)
  322. learning set (Cooper)
  323. least restrictive alternative (Cooper)
  324. least-to-most prompting (Cooper)
  325. level (Cooper)
  326. level system (Cooper)
  327. limited hold (Ferster & Skinner)
  328. line graph (Cooper)
  329. line of progress (Cooper)
  330. link (Sulzer)
  331. local rate (Ferster & Skinner)
  332. local response rate (Cooper)
  333. logical positivism (Smith)
  334. magazine (Ferster & Skinner)
  335. magnitude of response (Cooper)
  336. maintenance procedures (Sulzer)
  337. mand (Vargas)
  338. manipulandum (Ferster & Skinner)
  339. masking (Cooper)
  340. match-to-sample method (Sulzer)
  341. matching law (Sulzer)
  342. mean level line (Cooper)
  343. mean rate (rate of responding) (Ferster & Skinner)
  344. median level line (Cooper)
  345. mediating behavior (Ferster & Skinner)
  346. mixed schedule (Ferster & Skinner)
  347. model (Vargas)
  348. modeling procedure (Sulzer)
  349. module (Vargas)
  350. momentary DRO (Sulzer)
  351. momentary time sampling (Cooper)
  352. most-to-least prompting (Cooper)
  353. motivation (Vargas)
  354. movement suppression timeout (Sulzer)
  355. multielement design (Sulzer)
  356. multiple baseline across subjects design (Cooper)
  357. multiple baseline across settings design (Cooper)
  358. multiple baseline across behaviors design (Cooper)
  359. multiple baseline design (Cooper)
  360. multiple probe design (Cooper)
  361. multiple probes (Sulzer)
  362. multiple schedule (Ferster & Skinner)
  363. multiple treatment design (Cooper)
  364. multiple-schedule design (Sulzer)
  365. multiple-treatment interference (Sulzer)
  366. narrative recording (Sulzer)
  367. natural (or intrinsic) consequences (Vargas)
  368. natural discriminative stimulus (Sulzer)
  369. naturalistic observations (Cooper)
  370. needs (Vargas)
  371. needs assessment (Sulzer)
  372. negative practice (Cooper)
  373. negative reinforcement (Vargas)
  374. negative reinforcer (Ferster & Skinner)
  375. neutral stimulus (Sulzer)
  376. non-contingent reinforcement (Vargas)
  377. non-intermittent schedules (Ferster & Skinner)
  378. noncontinuous observational control (Cooper)
  379. nonexclusion time out (Cooper)
  380. nonparametric study (Cooper)
  381. normalization (Cooper)
  382. objective measurement (Sulzer)
  383. observation code (Cooper)
  384. observational recording (Cooper)
  385. observer drift (Cooper)
  386. observer expectations (Cooper)
  387. occasion (Sulzer)
  388. ontogenetic history (Cooper)
  389. operant (Ferster & Skinner)
  390. operant aggression (Cooper)
  391. operant behavior (Cooper)
  392. operant conditioning (Ferster & Skinner)
  393. operant discrimination (Ferster & Skinner)
  394. operant extinction (Ferster & Skinner)
  395. operant level (Vargas)
  396. operant reinforcement (Ferster & Skinner)
  397. operation (Ferster & Skinner)
  398. operational statement (Sulzer)
  399. operationally defined (Sulzer)
  400. opportunity to respond (Cooper)
  401. ordinate (Sulzer)
  402. origin (Cooper)
  403. outcome variables (Sulzer)
  404. over-all rate (Ferster & Skinner)
  405. overcorrection (Cooper)
  406. overgeneralization (Sulzer)
  407. overshadowing (Cooper)
  408. pacing (Ferster & Skinner)
  409. parameter (Sulzer)
  410. parametric study (Cooper)
  411. parsimony (Cooper)
  412. partial-interval time-sampling (Sulzer)
  413. pause (Ferster & Skinner)
  414. Pavlovian conditioning (Ferster & Skinner)
  415. peer influence strategies (Sulzer)
  416. peer mediated time out (Cooper)
  417. peer review (Sulzer)
  418. peer-mediated strategy (Sulzer)
  419. percent graph (Vargas)
  420. percentage of generalization (Cooper)
  421. percentage of response (Cooper)
  422. percentage reinforcement (Ferster & Skinner)
  423. performance (Ferster & Skinner)
  424. permanent product recording (Sulzer)
  425. permanent products (Cooper)
  426. personalized system of instruction (PSI) (Sulzer)
  427. phase change line (Cooper)
  428. phase/condition label (Cooper)
  429. philosophic doubt (Cooper)
  430. phylogenetic history (Cooper)
  431. physical guidance (Sulzer)
  432. PLA-Check (Planned Activity Check) (Sulzer)
  433. planned ignoring (Cooper)
  434. positive practice overcorrection (Cooper)
  435. positive reinforcement (Cooper)
  436. positive reinforcer (Cooper)
  437. positive scanning (Sulzer)
  438. positivism (Smith)
  439. postreinforcement pause (Cooper)
  440. practice effects (Cooper)
  441. praise (Sulzer)
  442. pre- and posttests (Cooper)
  443. pre-aversive stimulus (Ferster & Skinner)
  444. preattending skills (Cooper)
  445. precise behavioral measurement (Sulzer)
  446. prediction (Cooper)
  447. Premack principle (Vargas)
  448. primary/unconditioned reinforcer (Cooper)
  449. prime (Ferster & Skinner)
  450. principle of behavior (Cooper)
  451. probability of response (Ferster & Skinner)
  452. probe (Ferster & Skinner)
  453. procedural package (Sulzer)
  454. procedural reliability (Cooper)
  455. process (Ferster & Skinner)
  456. process (or treatment) goal
  457. programmed instruction (Vargas)
  458. programming (Ferster & Skinner)
  459. progressive delay procedure (Sulzer)
  460. prompt (Vargas)
  461. punisher (Sulzer)
  462. punishment (Ferster & Skinner)
  463. qualitative praise (Sulzer)
  464. rate (Vargas)
  465. rate graph (Vargas)
  466. rate of responding (Ferster & Skinner)
  467. ratio schedules (Ferster & Skinner)
  468. ratio strain (Cooper)
  469. reactivity (Cooper)
  470. recalibrate (Sulzer)
  471. recovery (Sulzer)
  472. reductive procedure (Sulzer)
  473. reflex (Cooper)
  474. reinforced positive practice (Sulzer)
  475. reinforcement (Ferster & Skinner)
  476. reinforcement density (Sulzer)
  477. reinforcement history (Sulzer)
  478. reinforcement procedure (Sulzer)
  479. reinforcement schedule (Sulzer)
  480. reinforcer (** especially good non-circular definition) (Ferster & Skinner)
  481. reinforcer (Sulzer)
  482. reinforcer isolation (Cooper)
  483. reinforcer menu (Sulzer)
  484. reinforcer sampling (Sulzer)
  485. reinforcer survey (Sulzer)
  486. relational task analysis (Sulzer)
  487. relevance (Vargas)
  488. relevance of behavior rule (Cooper)
  489. reliability (Sulzer)
  490. reliability of observations (Cooper)
  491. reliable measurement (Sulzer)
  492. repeated measures (Cooper)
  493. repertoire (behavioral) (Sulzer)
  494. replicate (Sulzer)
  495. replication (Cooper)
  496. required relaxation (Sulzer)
  497. resistance to extinction (Vargas)
  498. respondent (Ferster & Skinner)
  499. respondent aggression (Cooper)
  500. respondent behavior (Cooper)
  501. respondent behavior (Vargas)
  502. respondent conditioning (Ferster & Skinner)
  503. respondent conditioning (Vargas)
  504. respondent discrimination (Ferster & Skinner)
  505. respondent extinction (Cooper)
  506. respondent reinforcement (Ferster & Skinner)
  507. response (Ferster & Skinner)
  508. response class (Cooper)
  509. response cost (Sulzer)
  510. response delay (Sulzer)
  511. response deprivation hypothesis (Sulzer)
  512. response differentiation (Cooper)
  513. response fluency (Sulzer)
  514. response generality (Cooper)
  515. response generalization (Sulzer)
  516. response induction (Sulzer)
  517. response prompts (Cooper)
  518. response-response interval (Ferster & Skinner)
  519. response-shock interval (Ferster & Skinner)
  520. restitutional overcorrection (Cooper)
  521. restitutional training (Sulzer)
  522. restricted operant (Cooper)
  523. reversal design (Cooper)
  524. role-playing (Sulzer)
  525. rule-governed behavior (Cooper)
  526. running rate (Ferster & Skinner)
  527. running weight (Ferster & Skinner)
  528. salience (Cooper)
  529. sampling procedure (Cooper)
  530. satiation (Ferster & Skinner)
  531. scale break (Cooper)
  532. scallop (Ferster & Skinner)
  533. schedule effects (Vargas)
  534. schedule thinning (Cooper)
  535. schedules of reinforcement (Vargas)
  536. scientific manipulation (Cooper)
  537. scored-interval (S-I) method (Cooper)
  538. SD (Vargas)
  539. second-order effect (Ferster & Skinner)
  540. secondary/conditioned reinforcer (Cooper)
  541. segment (Ferster & Skinner)
  542. self-contract (Cooper)
  543. self-control (Vargas)
  544. self-instruction (Sulzer)
  545. self-management (Cooper)
  546. self-modeling (Sulzer)
  547. self-monitoring (Cooper)
  548. semilogarithmic chart (Cooper)
  549. sensory extinction (Cooper)
  550. sequence analysis (Sulzer)
  551. sequence effects (Cooper)
  552. sequential withdrawal design (Sulzer)
  553. session (Ferster & Skinner)
  554. set up (Ferster & Skinner)
  555. setting event (Cooper)
  556. shadowing (Cooper)
  557. shaping (Vargas)
  558. shock-shock interval (SS) (Ferster & Skinner)
  559. simple correction (Cooper)
  560. simultaneous discrimination (Cooper)
  561. simultaneous treatment design (Sulzer)
  562. single-case designs (Sulzer)
  563. social reinforcer (Cooper)
  564. social validity (Cooper)
  565. spaced-responding DRL (Cooper)
  566. spatial fading (Cooper)
  567. specific praise (Sulzer)
  568. split-middle line of progress (Cooper)
  569. spontaneous recovery (Ferster & Skinner)
  570. stable baseline (Cooper)
  571. standard behavior chart (Cooper)
  572. steady state responding (Cooper)
  573. stimulus (Ferster & Skinner)
  574. stimulus change (Sulzer)
  575. stimulus change decrement (Sulzer)
  576. stimulus class (Cooper)
  577. stimulus control (Vargas)
  578. stimulus delay procedure (Sulzer)
  579. stimulus equalization (Sulzer)
  580. stimulus equivalence (Sulzer)
  581. stimulus fading (Cooper)
  582. stimulus generality (Cooper)
  583. stimulus generalization (Cooper)
  584. stimulus generalization gradients (Cooper)
  585. stimulus induction (generalization) (Ferster & Skinner)
  586. stimulus prompts (Cooper)
  587. stimulus property (Sulzer)
  588. stimulus shaping (Cooper)
  589. strength of response (Ferster & Skinner)
  590. subset of behavior (Sulzer)
  591. successive approximations (Vargas)
  592. successive discrimination (Cooper)
  593. superimposition (Cooper)
  594. superstitious behavior (Ferster & Skinner)
  595. supplementary reinforcers (Sulzer)
  596. system (Vargas)
  597. systematic replication (Cooper)
  598. tandem schedule (Ferster & Skinner)
  599. tangible reinforcer (Cooper)
  600. target behavior (Cooper)
  601. task analysis (Cooper)
  602. teaching (Vargas)
  603. technological (Cooper)
  604. terminal behavior (Sulzer)
  605. terminal rate (Ferster & Skinner)
  606. three-term contingency (Cooper)
  607. time delay (Cooper)
  608. time delay prompting (Sulzer)
  609. time out (Ferster & Skinner)
  610. time out from positive reinforcement (Cooper)
  611. time out ribbon (Cooper)
  612. time-sampling (Sulzer)
  613. timeout room (Sulzer)
  614. token (Cooper)
  615. token economy (Cooper)
  616. topography of response (Cooper)
  617. total task presentation (Cooper)
  618. transfer of stimulus control (Cooper)
  619. transitory behavior (Sulzer)
  620. treatment (Sulzer)
  621. treatment drift (Cooper)
  622. treatment integrity (Cooper)
  623. treatment phase (Sulzer)
  624. treatment unity of assessment (Sulzer)
  625. trend (Cooper)
  626. trend line (Cooper)
  627. trials to criterion (Cooper)
  628. Type error (Cooper)
  629. Type error (Cooper)
  630. Type I punishment (Cooper)
  631. Type II punishment (Cooper)
  632. unconditioned aversive stimulus (Cooper)
  633. unconditioned reinforcer/punisher (Cooper)
  634. unconditioned stimulus (Ferster & Skinner)
  635. validity (Sulzer)
  636. value (Vargas)
  637. variability (Cooper)
  638. variable (Ferster & Skinner)
  639. variable baseline (Cooper)
  640. variable DRO (Cooper)
  641. variable time schedule (Sulzer)
  642. variable(s) (Sulzer)
  643. variable-interval schedule (Ferster & Skinner)
  644. variable-ratio schedule (Ferster & Skinner)
  645. verbal behavior (Sulzer)
  646. verbal stimuli (Sulzer)
  647. verification (Cooper)
  648. vertical axis (Cooper)
  649. visual analysis (Cooper)
  650. voluntarily (Sulzer)
  651. warm up (Ferster & Skinner)
  652. weak stimulus control (Sulzer)
  653. whole-interval DRO (Sulzer)
  654. whole-interval recording (Cooper)
  655. whole-interval time-sampling (Sulzer)
  656. withdrawal design (Sulzer)
  657. withdrawal of a specific positive reinforcer (Cooper)
  658. within-subject experimental designs (Sulzer)
  659. X-axis (Cooper)
  660. Y-axis (Cooper)
  661. yolked boxes (Ferster & Skinner)
  662. zone system (Sulzer)

What are the course activities?

The following is a list of typical course activities:

  1. Extensive use (as a student) of already constructed computer tutorials.
  2. Intermittent informal discussion with the instructor during which progress will be evaluated through oral examination.
  3. Participation in the ongoing research program of the instructor as a research assistant. ("Hands-on" treatment manipulation, performance measurement, and data evaluation).
  4. Composition of written instructional program materials for evaluation by experimental applications.
  5. Composition of segments of manuscripts which are to be submitted for professional review (papers and publication submissions).
  6. "At the terminal" production of instructional programs on MS-DOS and Apple MacIntosh computers.
  7. Acquisition of competence in using various current authoring software programs.
  8. Demonstration of facility in problem resolution when hardware operation difficulties are encountered.
  9. Formulation of a tentative description of personal/professional life goals and the relation of the skills developed by this course to the achievement of these goals.

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