A Behaviorist’s Response to the Report of the National Commission on Excellence in Education

Sulzer-Azároff, Beth

doi:10.1007/bf03391910

Cited by 7 publications

(3 citation statements)

References 24 publications

(20 reference statements)

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“…Finally, behavior analysts have attempted to extend their impact through strategies of developing large-scale interventions (e.g., Geller, Winett, & Everett, 1982) and disseminating their technologies to relevant audiences (e.g., Fawcett, Seekins, & Braukmann, 1981;Paine, Bellamy, & Wilcox, 1984;Seekins & Fawcett, 1984;Stolz, 1981). State laws and policies established by legislative bodies represent an important mechanism for amplifying the effects of behavior change efforts (see, for example, Carpenter, 1983;Greenberger, 1983;Maccoby, Kahn, & Everett, 1983;Seekins & Fawcett, 1986;Sulzer-Azaroff, 1985;Takanishi, DeLeon, & Pallack, 1983). As suggested by case studies and experimental research Jason & Rose, 1984) behavioral research data may even contribute to the enactment, implementation, and later revision of such laws.…”

Section: Resultsmentioning

confidence: 99%

Experimental Evaluation of Public Policy: The Case of State Legislation for Child Passenger Safety

Seekins

Fawcett

Cohen

et al. 1988

J of App Behav Analysis

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Observations of children in automobiles were made in seven states before and after implementation of legislation requiring use of child passenger safety devices. Increases in safe seating for children covered by state laws and children under 1 year old were observed in three of the five states implementing legislation during this study. Decreases in safe seating for these age groups were observed in two states, however. Increases in safe seating for children from 1 to 5 years old were observed in four of these five states. Although methodological limitations require cautious interpretation, these data suggest the impact child safety seat laws may have on compliance. Implications of this research for policies on child passenger safety and the importance of exploiting naturally occurring public experiments are discussed.

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Section: Resultsmentioning

confidence: 99%

Experimental Evaluation of Public Policy: The Case of State Legislation for Child Passenger Safety

Seekins

Fawcett

Cohen

et al. 1988

J of App Behav Analysis

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“…The research on effective schools has not identified teacher or supervisor variables which are sufficient to produce the common characteristics of effective schools (Edmonds, 1979;Stallings, 1980). The literature in behavior analysis, however, has isolated functional pedagogical variables at the classroom level (SulzerAzaroff, 1985;Sulzer-Azaroff & Mayer, 1986). A few functional relationships between supervisor responses and client or student responses have been isolated in the behavior analysis literature also, but only in subunits of schools or human resource agencies (Greene, Willis, Levy, & Baily, 1976;Page, Iwata, & Reid 1982;Quillitch, 1975).…”

mentioning

confidence: 97%

A sustained analysis of the behaviors of schooling

Greer

McCorkle

Williams

1989

Behavioral Interventions

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Educationally significant behaviors of students, teachers, and supervisors were directly assessed daily for a fiscal year in a residential school in which the results of behavior analysis research are applied to all levels of schooling. The variables assessed included those found to be concomitantly related to effective schooling as determined by the educational research literature, and functionally related to effective teaching as determined by the literature of behavior analysis. Weekly summaries of the following variables were analyzed for each of two daily shifts of teachers and supervisors: (a) number of trials presented and correct number of trials, (b) number of instructional sessions conducted, (c) number of learning objectives achieved, (d) percentage correct in each of three curricular areas, (e) weekly teacher observation scores, and (0 the total and rate per hour of supervisors' task accomplishments. There were strong positive correlations between: (a) instructional sessions and learning objectives, (b) teachers use of behavioral techniques in weekly observations by supervisors and students' achievement, (c) number of supervisor tasks completed and number of instructional sessions conducted by teachers, (d) number of teacher observations by supervisors and teachers' performance during observations, and (e) number of student objectives attained and number of tasks completed by supervisors. The assessment is the most comprehensive and sustained analysis of the daily behaviors of schooling. The relationships found between students and teacher behaviors replicate the effects of numerous experiments but do so in a

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“…A third strategy extends a suggestion made by Sulzer-Azaroff (1985). She notes that a diverse array of behavioral technologies exist for producing high levels of skilled academic performance, and that successes resulting from application of these methods "need to be communicated to educators, the public at large, and public policy makers" (Sulzer-Azaroff, 1985, p. 31).…”

Section: A Proactive Strategy: Advertising the Research Accelerationsmentioning

confidence: 92%

Promoting the behaviorological analysis of verbal behavior

Eshleman

Vargas

1988

Analysis Verbal Behav

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An important contribution of radical behavioral science is its analysis of verbal behavior. Slowly but surely an increasing number of efforts verify the propositions explicit or inherent in Skinner's theory of verbal behavior, or apply his analysis to clinical or educational practice. But both the theory and the effort to apply it are met with silence. Such silent neglect simply varies the calumnious attention usually given to behavioristic science. In recent years several papers have called attention to how non-behaviorists have habitually misrepresented the science of behavior and its underlying philosophy of radical behaviorism (Cooke, 1984; DellaLana, 1982; Morris, 1985; Todd, 1987a; Todd & Morris, 1981; Todd & Morris, 1983). These authors offer various solutions. Their preferred strategy stresses an increased effort to disseminate accurate information about behavioristic science to the press and to the world at large. They generally address, however, errors of commission, not omission. Further, their solutions tend to dwell on "processes" instead of "products." This paper first reviews the problem of misrepresentation of the science. It then addresses the principal error of omission in the psychological literature, and offers a solution based on achieving new products resulting from new verbal behavior technology.

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A Behaviorist’s Response to the Report of the National Commission on Excellence in Education

Cited by 7 publications

References 24 publications

Experimental Evaluation of Public Policy: The Case of State Legislation for Child Passenger Safety

Experimental Evaluation of Public Policy: The Case of State Legislation for Child Passenger Safety

A sustained analysis of the behaviors of schooling

Promoting the behaviorological analysis of verbal behavior

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