Syllabus - ניתוח התנהגות ייישומי (ABA) בבית הספר (34935)

חומר חובה לקריאה:
בנש"ק, א.(1994). התלמיד הבעייתי: גישה התנהגותית-קוגנטיבית. תל אביב: אוצר המורה.

רונן, ת. (1994). שליטה עצמית ותושיה נלמדת. תל אביב: מועצת בתי הספר לעבודה סוציאלית.

*Alberto, P. A., & Troutman, A. C. (1995). Applied Behavior Analysis for Teachers (4th ed.). Columbus, Ohio: Merrill.

הספר מקור מצוין לגישה ההתנהגותית לחינוך המיוחד.

Amr, M., Raddad, D., El-Mehesh, F., Mahmoud, E.-H., & El-Gilany, A.-H. (2011). Sex differences in Arab children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(4), 1343-1350. doi: 10.1016/j.rasd.2011.01.015

*Beard, K. Y., & Sugai, G. (2004). First Step to Success: An Early Intervention for Elementary Children At Risk for Antisocial Behavior. Behavioral Disorders, 29(4), 396-409.

Browder, D. M., & Snell, M. E. (1988). Assessment of individuals with severe handicaps. In E. S. Shapiro & T. R. Kratochwill (Eds.), Behavioral Assessment in Schools: Conceptual foundations and practical applications (pp. 121-159). New York: Guilford.

*Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.

*Derby, K. M., Wacker, D. P., Peck, S., Sasso, G., & et al. (1994). Functional analysis of separate topographies of aberrant behavior. Journal of Applied Behavior Analysis, 27(2), 267-278.

Gumpel, T. P. (2007). Are social competence difficulties caused by performance or acquisition deficits? The importance of self-regulatory mechanisms. Psychology in the Schools, 44(4), 351-272.

Gumpel, T. (1994). Social competence and social skills training for persons with mental retardation: An expansion of a behavioral paradigm. Education and Training in Mental Retardation and Developmental Disabilities, 29, 194-202.

*Iwata, B. A., Pace, G. M., Dorsey, M. F., Zarcone, J. R., & et al. (1994). The functions of self-injurious behavior: An experimental-epidemiological analysis. Journal of Applied Behavior Analysis, 27(2), 215-240.

Jerome, J., Frantino, E. P., & Sturmey, P. (2007). The effects of errorless learning and backward chaining on the acquisition of internet skills in adults with developmental disabilities. Journal of Applied Behavior Analysis, 40(1), 185-189.

*Kodak, T., Northup, J., & Kelley, M. E. (2007). An evaluation of the types of attention that maintain problem behavior. Journal of Applied Behavior Analysis, 40(1), 167-171.

Kuhn, S. A. C., Lerman, D. C., Vorndran, C. M., & Addison, L. (2006). Analysis of factors that affect responding in a two-response chain in children with developmental disabilities. Journal of Applied Behavior Analysis, 39(3), 263-280.

Lafasakis, M., & Sturmey, P. (2007). Training parent implementation of discrete-trial teaching: Effects on generalization of parent teaching and child correct responding. Journal of Applied Behavior Analysis, 40(4), 685-689.

Lam, A. L., Cole, C. L., Shapiro, E. S., & Bambara, L. M. (1994). Relative effects of self-monitoring on-task behavior, academic accuracy, and disruptive behavior in students with behavior disorders. School Psychology Review, 23, 44-59.

*Larson, P. J., & Maag, J. W. (1998). Applying functional assessment in general education classrooms: Issues and recommendations. Remedial and Special Education, 19(6), 338-349.

Maag, J. W., Reid, R., & DiGangi, S. A. (1993). Differential effects of self-monitoring attention, accuracy, and productivity. Journal of Applied Behavior Analysis, 26(3), 329-344.

*Maag, J. W. (2001). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. Exceptional Children, 67(2), 173-186.

*Martin, G., & Pear, J. (2003). Behavior modification: What it is and how to do it (7th ed.). Englewood Cliffs, NJ: Prentice Hall. (פרקים נבחרים)

*McGinnis, J. C., Friman, P. C., & Carlyon, W. D. (1999). The effect of token rewards on “intrinsic” motivation for doing math. Journal of Applied Behavior Analysis, 32(3), 375-379.

McIntosh, K., Filter, K. J., Bennett, J. L., Ryan, C., & Sugai, G. (2010). Principles of sustainable prevention: Designing scale-up of school-wide positive behavior support to promote durable systems. Psychology in the Schools, 47(1), 5-21.

*Neef, N. A., & Iwata, B. A. (1994). Current research on functional analysis methodologies: An introduction. Journal of Applied Behavior Analysis, 2(27), 211-214.

*Rapport, M. D., Murphy, H. A., & Bailey, J. S. (1982). Ritalin vs. response cost in the control of hyperactive children: A within-subject comparison. Journal of Applied Behavior Analysis, 15(2), 205-216.

*Rusch, F. R., Rose, T., & Greenwood, C. R. (1988). Introduction to Behavior Analysis in Special Education. Englewood Cliffs: Prentice Hall.

Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86-92. doi: 10.1177/108835760101600204

*Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.

Woolf, M. (1978). Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203-214.

Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 202-231). Cambridge, UK: Cambridge University Press.

Zirpoli, T. J., & Melloy, K. J. (1997). Behavior management: Applications for teachers and parents (2nd Edition). Upper Saddle River, NJ: Merrill.

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