Behavior Analysis in Education

Envisioning Education 3.0: The Fusion of Behavior Analysis, Learning Science and Technology

“…Behavior analysis has a long history in education focusing on individualized, adaptive instruction, mastery-based learning, high rates of meaningful responding, frequent (or continuous) measurement, and ongoing analysis to make instructional decisions in real time (Twyman, 2014a;Axelrod, 1991). In 1954 Skinner published "The Science of Learning and the Art of Teaching" which described a technology of instruction based on the behavioral principles of small, incremental steps, simple to complex sequencing, high rates of learner interaction, reinforcement of correct responses, and individual pacing (Skinner, 1968(Skinner, /2003.…”

“…The literature on behavior analysis is replete with meta-analyses, systematic reviews, studies, replications, and empirical demonstrations of its effectiveness in classrooms. For more than 50 years, behavior analysts have been designing, developing, implementing, testing, and refining numerous procedures that have produced substantial gains for all types of learners across a wide variety of behavior and subject matter domains (Axelrod, 1991;Heward, 2008;Twyman, 2014a). Skinner and early colleagues began an instructional technology revolution featuring well-designed instruction and scientific validation aided by mechanical delivery systems, including the teaching machine and programmed instruction (Rump et al, 2007;Skinner, 1968Skinner, /2003Vargas & Vargas, 1992).…”

“…Yet for many it is the tools of educational technology that makes Education 3.0 now possible. In this heyday of technology driving educational reform it is important to distinguish between at least two types of technology: that of tools and that of instruction Twyman, 2014a). The first one-the technology of tools (especially mobile or digital ones) is what most people think of when hearing "educational technology."…”

The Special Issue on the Education of Behavior Analysts: Common Themes

“…The field of behavior analysis has long taken a strong interest in the general topic of education, including associated processes, procedures, and methods for evaluating its effects (e.g., Baer, Wolf, & Risley, 1968;Skinner, 1984;Twyman, 2014). This interest has included a wide variety of topics including (but not limited to) academic outcomes in children and adolescents (e.g., Lang & Rispoli, 2015;Martens, Daly, & Ardoin, 2015); skill acquisition in early childhood education contexts (Conard, Johnson, Morrison, & Ditzian, 2016), in individuals with autism and other developmental disabilities (Lovaas, 1987), and in professionals from a variety of fields and industries (e.g., Gravina et al, 2018); academic outcomes of postsecondary students (Fienup, Hamelin, Reyes-Giordano, & Falcomata, 2011); and teaching approaches to train individuals to implement behavioral interventions (e.g., Heitzman-Powell, Buzhardt, Rusinko, & Miller, 2014;Shapiro & Kazemi, 2017) and other clinic and educational-based skills (e.g., Gravina et al, 2018).…”