A Tribute to Sidney W. Bijou, Pioneer in Behavior Analysis and Child Development: Key Works That Have Transformed Behavior Analysis in Practice

Mendres, Amber E.; Frank‐Crawford, Michelle A.

doi:10.1007/bf03391743

Cited by 4 publications

(4 citation statements)

References 18 publications

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“…Framework Bijou, Peterson, and Ault (1968) formulated the A-B-C framework, also called functional behavior analysis, to observe children in laboratory and naturalistic settings, including schools. This approach offers a systematic way to appraise a temporal sequence of events and may inform prevention and intervention strategies (Espelage et al, 2013;Mendres & Frank-Crawford, 2009). For instance, (A) a teacher-student conflict may precede (B) an act of aggression toward the teacher (Stipek & Miles, 2008); in turn, this act of aggression may then lead to (C) physical and emotional symptoms for the teacher (Wilson et al, 2011).…”

Section: Antecedent-behavior-consequence Theoreticalmentioning

confidence: 99%

“…For instance, (A) a teacher-student conflict may precede (B) an act of aggression toward the teacher (Stipek & Miles, 2008); in turn, this act of aggression may then lead to (C) physical and emotional symptoms for the teacher (Wilson et al, 2011). Regarding aggression in schools, functional behavioral analyses have primarily been used to develop and evaluate behavioral interventions for students with disabilities (Mendres & Frank-Crawford, 2009). Wehby, Symons, and Shores (1995) studied A-B-C patterns of teacher-directed aggression perpetrated by students with emotional or behavioral disorders.…”

Section: Antecedent-behavior-consequence Theoreticalmentioning

confidence: 99%

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Student verbal aggression toward teachers: How do behavioral patterns unfold?

McMahon¹,

Davis²,

Peist³

et al. 2020

Psychology of Violence

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The prevalence of verbal aggression in schools is well documented; however, most of this research focuses on verbal aggression between students. Examination of student verbal aggression toward teachers is limited. This qualitative investigation explores events that frequently precede and follow student verbal aggression toward teachers using an antecedent-behavior-consequence (A-B-C) framework. Method: The sample includes 98 prekindergarten through 12 th -grade teachers who experienced verbal aggression from a student and identified an antecedent and consequence of the incident. Conventional content analysis was conducted to identify common types of verbal aggression, antecedents, consequences, and A-B-C patterns among teacher-directed verbal aggression incidents perpetrated by students. Results: Findings reveal threats were the most common type of verbal aggression and varied across developmental level, with high school teachers reporting more threats than elementary teachers. In terms of A-B-C patterns, student verbal aggression was precipitated by disciplinary action; the aggression then led to the student's removal from the classroom or school, school staff becoming involved, or a positive outcome (e.g., an apology or a service provision). Teacher directives (e.g., requesting a student to sit down or complete classwork) led to verbal aggression, resulting in administrative inaction. Finally, academic performance-related situations (e.g., grades) led to verbal aggression followed by student removal. Conclusions: Common antecedents, consequences, and patterns suggest strategies for preventing and addressing verbal aggression, such as training for teachers and administrators, effective classroom rules, facilitation of student engagement, and improved discipline policies and practices.

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Section: Antecedent-behavior-consequence Theoreticalmentioning

confidence: 99%

Section: Antecedent-behavior-consequence Theoreticalmentioning

confidence: 99%

Student verbal aggression toward teachers: How do behavioral patterns unfold?

McMahon¹,

Davis²,

Peist³

et al. 2020

Psychology of Violence

View full text Add to dashboard Cite

show abstract

“…Para Bijou (1968), o diferencial de sua Psicologia do desenvolvimento operante é de que, a partir desses estágios, e de repetidas medidas de linha de base, é possível tanto mapear etapas de desenvolvimento levando a história individual como medida, como é também possível fomentar e desenvolver comportamentos (com o uso de técnicas de reforço, punição e modelagem) de modo a incrementar o repertório comportamental do indivíduo de maneira adaptativa e socialmente relevante. (Mendres & Frank-Crawford, 2009). Tal raciocínio geral levou a uma robusta agenda de propostas, pesquisas e intervenções analítico-comportamentais, voltadas inclusive para indivíduos com desenvolvimento atípico, particularmente indivíduos diagnosticados com Transtorno do Espectro Autista (e.g., Tarbox, Dixon, Sturmey, & Matson, 2014).…”

Section: Uma Perspectiva Analíticocomportamental Do Desenvolvimento Hunclassified

Uma proposta conceitual para o estudo comportamental do desenvolvimento e criatividade individual: A árvore de comportamentos

Filho

Leite²,

Araripe³

et al. 2019

Rev. Bras. Ter. Comp. Cogn.

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Criatividade e desenvolvimento humano são duas áreas de pesquisa nas quais a Análise do Comportamento tem tido inserção ativa. Entretanto, dado que estas inserções ocorreram em paralelo, há pouco diálogo entre as abordagens comportamentais da criatividade e do desenvolvimento. No presente ensaio, tal aproximação é feita, indicando pontos de encontro entre pesquisas nos dois temas. Como produto dessa aproximação, é apresentada a árvore de comportamentos, um diagrama esquemático com fins de planejamento de intervenções comportamentais. A arvore de comportamentos é um diagrama que explicita e mapeia o repertório comportamental individual, levando em conta variáveis filogenéticas, ontogenéticas e culturais, de modo a permitir o planejamento de programas de ensino que fomentem a criatividade (i.e. comportamento novo e funcional). Implicações e vantagens da adoção deste tipo de diagrama para planejamento de intervenções são discutidas ao final.

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“…Juntamente com Donald M. Baer (1931Baer ( -2002, produziu uma obra de três volumes sobre o desenvolvimento humano nesta perspectiva (Mendres & Frank-Crawford, 2009), sendo a publicação de 1961 considerada o primeiro livro da área (Gehm, 2013): Child Development: a systematic and empirical theory (Bijou & Baer, 1961), Child Development: the universal stage of infancy (Bijou & Baer, 1965) e Child Development: the basic stage of early childhood (Bijou, 1976). Bijou e Baer (1974, 1980 definem desenvolvimento como transformações progressivas na interação entre o comportamento de um indivíduo com o seu ambiente que ocorrem com a passagem do tempo, da concepção à morte.…”

Section: O Estudo Do Desenvolvimento Na Perspectiva Analítico-comportunclassified

Desenvolvimento moral na análise do comportamento: uma revisão bibliográfica

Carvalho¹

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A Tribute to Sidney W. Bijou, Pioneer in Behavior Analysis and Child Development: Key Works That Have Transformed Behavior Analysis in Practice

Cited by 4 publications

References 18 publications

Student verbal aggression toward teachers: How do behavioral patterns unfold?

Student verbal aggression toward teachers: How do behavioral patterns unfold?

Uma proposta conceitual para o estudo comportamental do desenvolvimento e criatividade individual: A árvore de comportamentos

Desenvolvimento moral na análise do comportamento: uma revisão bibliográfica

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