Preface |
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xv | |
Changes in the Seventh Edition |
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xvii | |
Instructor's Resource Manual with Tests and Practica |
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xviii | |
Acknowledgments |
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xviii | |
To the Student |
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xix | |
PART I THE BEHAVIOR MODIFICATION APPROACH |
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1 | (13) |
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3 | (3) |
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What is Behavior Modification? |
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6 | (1) |
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What is Behavioral Assessment? |
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7 | (1) |
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Some Misconceptions about Behavior Modification |
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8 | (1) |
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The Approach of This Book |
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8 | (3) |
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11 | (1) |
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12 | (1) |
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Notes and Extended Discussion |
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12 | (2) |
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Areas of Application: An Overview |
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14 | (14) |
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Parenting and Child Management |
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14 | (1) |
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Education: From Preschool to University |
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15 | (2) |
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Severe Problems: Developmental Disabilities, Childhood Autism, and Schizophrenia |
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17 | (2) |
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Clinical Behavior Therapy |
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19 | (1) |
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Self-Management of Personal Problems |
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19 | (1) |
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20 | (2) |
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22 | (1) |
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Behavioral Community Psychology |
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22 | (1) |
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Business, Industry, and Government |
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23 | (1) |
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24 | (1) |
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Behavior Modification with Culturally Diverse Individuals |
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25 | (1) |
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25 | (1) |
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26 | (1) |
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Notes and Extended Discussion |
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26 | (2) |
PART II BASIC BEHAVIORAL PRINCIPLES AND PROCEDURES |
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Getting a Behavior to Occur More Often With Positive Reinforcement |
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28 | (21) |
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``Do you want to sit here, Mommy?'' |
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Reinforcing Darren's Cooperative Behavior |
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28 | (1) |
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29 | (2) |
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Factors Influencing the Effectiveness of Positive Reinforcement |
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31 | (12) |
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Pitfalls of Positive Reinforcement |
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43 | (1) |
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Guidelines for the Effective Application of Positive Reinforcement |
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43 | (2) |
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45 | (2) |
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47 | (1) |
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Notes and Extended Discussion |
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47 | (2) |
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Developing and Maintaining Behavior With Conditioned Reinforcement |
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49 | (24) |
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``OK, team! Here's how you can earn an Eagle Effort Award.'' |
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Coach Dawson's Point Program |
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49 | (1) |
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Unconditioned and Conditioned Reinforcers |
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50 | (1) |
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Factors Influencing the Effectiveness of Conditioned Reinforcement |
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51 | (2) |
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Pitfalls of Conditioned Reinforcement |
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53 | (1) |
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Guidelines for the Effectiveness Use of Conditioned Reinforcement |
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54 | (1) |
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54 | (1) |
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55 | (1) |
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Notes and Extended Discussion |
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55 | (3) |
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Decreasing a Behavior with Extinction |
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``Louise, let's get rid of your migraines.'' |
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58 | (1) |
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58 | (1) |
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59 | (2) |
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Factors Influencing the Effectiveness of Extinction |
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61 | (5) |
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66 | (2) |
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Guidelines for the Effective Application of Extinction |
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68 | (1) |
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69 | (1) |
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70 | (1) |
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Notes and Extended Discussion |
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70 | (3) |
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Developing Behavioral Persistence Through the use of Intermittent Reinforcement |
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73 | (16) |
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``Tom, let's see how many arithmetic problems you can do.'' |
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Improving Toni s Work Rate in Math Class |
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73 | (1) |
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74 | (1) |
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75 | (1) |
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Simple Interval Schedules |
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76 | (2) |
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Interval Schedules with Limited Hold |
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78 | (2) |
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80 | (2) |
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Overview of Eight Basic Schedules for Increasing and Maintaining Behavior |
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82 | (1) |
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Concurrent Schedules of Reinforcement |
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82 | (2) |
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Pitfalls of Intermittent Reinforcement |
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84 | (1) |
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Guidelines for the Effective Use of Intermittent Reinforcement |
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84 | (1) |
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85 | (1) |
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86 | (1) |
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Notes and Extended Discussion |
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87 | (2) |
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Types of Intermittent Reinforcement to Decrease Behavior |
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89 | (8) |
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``Tommy, a little less talking out, please!'' |
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Decreasing Tommy's Talking Out |
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89 | (1) |
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Differential Reinforcement of Low Rates |
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90 | (1) |
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Differential Reinforcement of Zero Responding |
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91 | (1) |
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Differential Reinforcement of Incompatible Responding |
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92 | (1) |
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Pitfalls of Schedules for Decreasing Behavior |
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93 | (1) |
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Guidelines for the Effective Use of Intermittent Schedules to Decrease Behavior |
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94 | (1) |
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95 | (1) |
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95 | (1) |
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Note and Extended Discussion |
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96 | (1) |
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Doing the Right Thing at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization |
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97 | (16) |
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``Now, children, please work at your desks.'' |
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Learning to Follow Teacher's Instructions |
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97 | (1) |
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Stimulus Discrimination Learning and Stimulus Control |
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98 | (2) |
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Types of Controlling Stimuli: SDs and Ss |
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100 | (2) |
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102 | (3) |
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Factors Determining the Effectiveness of Stimulus Discrimination Training |
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105 | (2) |
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Pitfalls of Stimulus Discrimination Training |
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107 | (1) |
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Guidelines for Effective Stimulus Discrimination Training |
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108 | (1) |
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109 | (1) |
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110 | (1) |
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Notes and Extended Discussion |
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110 | (3) |
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Developing Appropriate Behavior with Fading |
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113 | (9) |
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``Peter, what's your name?'' |
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113 | (1) |
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114 | (2) |
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Factors Influencing the Effectiveness of Fading |
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116 | (2) |
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118 | (1) |
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Guidelines for the Effective Application of Fading |
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119 | (1) |
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119 | (1) |
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120 | (1) |
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Notes and Extended Discussion |
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121 | (1) |
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Getting a New Behavior to Occur: An Application of Shaping |
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122 | (12) |
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``Frank, did you do your jogging?'' |
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Improving Frank's Exercising |
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122 | (1) |
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123 | (3) |
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Factors Influencing the Effectiveness of Shaping |
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126 | (2) |
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128 | (2) |
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Guidelines for the Effective Application of Shaping |
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130 | (1) |
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131 | (1) |
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132 | (1) |
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Notes and Extended Discussion |
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132 | (2) |
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Getting a New Sequence of Behaviors to Occur With Behavioral Chaining |
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134 | (13) |
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``Steve, your preputt routine is inconsistent.'' |
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Teaching Steve to Follow a Consistent Preputt Routine |
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134 | (1) |
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Stimulus-Response Chaining |
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135 | (1) |
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Methods for Teaching a Behavior Chain |
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136 | (3) |
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Chaining Compared with Fading and Shaping |
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139 | (1) |
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Factors Influencing the Effectiveness of Chaining |
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139 | (4) |
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143 | (1) |
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Guidelines for the Effective Use of Chaining |
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144 | (1) |
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144 | (1) |
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145 | (1) |
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Note and Extended Discussion |
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145 | (2) |
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Eliminating Inappropriate Behavior Through Punishment |
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147 | (15) |
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``Ben, don't be so aggressive.'' |
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Eliminating Ben's Aggressiveness |
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147 | (1) |
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The Principle of Punishment |
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148 | (1) |
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149 | (2) |
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Factors Influencing the Effectiveness of Punishment |
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151 | (3) |
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Should Punishment Be Used? |
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154 | (3) |
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157 | (1) |
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Guidelines for the Effective Application of Punishment Procedures |
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158 | (1) |
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159 | (1) |
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160 | (1) |
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Notes and Extended Discussion |
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160 | (2) |
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Establishing a Desirable Behavior by Using Escape and Avoidance Conditioning |
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162 | (9) |
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``Jason, that's bad for your health!'' |
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162 | (1) |
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163 | (2) |
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165 | (2) |
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Pitfalls of Escape and Avoidance |
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167 | (1) |
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Guidelines for the Effective Application of Escape and Avoidance |
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168 | (1) |
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169 | (1) |
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170 | (1) |
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Note and Extended Discussion |
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170 | (1) |
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Procedures Based on Principles of Respondent Conditioning |
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171 | (14) |
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Making Words ``Unpleasant'' |
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171 | (1) |
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Operant Versus Respondent Behavior |
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172 | (1) |
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Principle of Respondent Conditioning |
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172 | (3) |
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Higher Order Conditioning |
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175 | (1) |
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176 | (1) |
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177 | (1) |
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Common Respondently Conditioned Responses |
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177 | (2) |
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Respondent and Operant Conditioning Compared |
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179 | (1) |
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Applications of Respondent Conditioning Principles |
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179 | (3) |
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182 | (1) |
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183 | (1) |
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Notes and Extended Discussion |
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183 | (2) |
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Respondent and Operant Conditioning Together |
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185 | (12) |
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``I have to finish my term paper!'' |
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Responding to Meet Deadlines |
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185 | (1) |
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Operant-Respondent Interactions |
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185 | (2) |
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Respondent and Operant Components of Emotions |
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187 | (5) |
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Respondent and Operant Components of Thinking |
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192 | (1) |
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Private Thoughts and Feelings; More Respondent-Operant Interactions |
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193 | (1) |
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194 | (1) |
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195 | (1) |
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Note and Extended Discussion |
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195 | (2) |
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Transferring Behavior to New Settings and Making it Last: Generality of Behaviorial Change |
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197 | (13) |
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``Hi, there. I have a nice surprise for you in my car.'' |
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Teaching Stan to Protect Himself |
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197 | (1) |
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198 | (2) |
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Factors Influencing the Effectiveness of Programming Generality of Operant Behavior |
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200 | (4) |
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Programming Generality of Respondent Behavior |
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204 | (1) |
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205 | (2) |
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Guidelines for Programming Generality of Operant Behavior |
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207 | (1) |
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207 | (1) |
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208 | (1) |
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Notes and Extended Discussion |
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209 | (1) |
PART III SOME PRELIMINARY CONSIDERATIONS TO EFFECTIVE PROGRAMMING STRATEGIES |
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Capitalizing on Existing Stimulus Control: Rules and Goals |
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210 | (14) |
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211 | (6) |
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217 | (4) |
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221 | (1) |
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222 | (1) |
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Note and Extended Discussion |
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223 | (1) |
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Capitalizing on Existing Stimulus Control: Modeling, Guidance, and Situational Inducement |
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224 | (27) |
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224 | (3) |
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227 | (2) |
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229 | (5) |
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234 | (1) |
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235 | (1) |
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Note and Extended Discussion |
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236 | (1) |
PART IV DEALING WITH DATA |
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Behavioral Assessment: Initial Considerations |
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Minimal Phases of a Program |
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237 | (3) |
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Sources of Information for Baseline Assessment |
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240 | (4) |
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Data! Data! Data! Why Bother? |
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244 | (3) |
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Behavioral Assessment Compared to Traditional Assessment |
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247 | (2) |
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249 | (1) |
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Note and Extended Discussion |
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249 | (2) |
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Direct Behavioral Assessment: What to Record and How |
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251 | (17) |
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Characteristics of Behavior to Be Recorded |
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251 | (10) |
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Continuous Recording, Interval Recording, and Time-Sampling Recording |
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261 | (2) |
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Assessing the Accuracy of Observations |
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263 | (2) |
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265 | (1) |
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266 | (1) |
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Notes and Extended Discussion |
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266 | (2) |
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Functional Assessment of the Causes of Problem Behavior |
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268 | (13) |
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Approaches to Functional Assessment |
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268 | (3) |
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Major Causes of Problem Behaviors |
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271 | (6) |
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Medical Causes of Problem Behaviors |
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277 | (1) |
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Guidelines for Conducting a Functional Assessment |
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278 | (1) |
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279 | (1) |
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280 | (1) |
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Note and Extended Discussion |
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280 | (1) |
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Doing Research in Behavior Modification |
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281 | (14) |
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The Reversal-Replication (ABAB) Research Design |
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282 | (3) |
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Multiple-Baseline Designs |
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285 | (3) |
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The Changing-Criterion Design |
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288 | (1) |
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Alternating-Treatments (or Multi-Element) Design |
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288 | (2) |
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Data Analysis and Interpretation |
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290 | (2) |
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292 | (1) |
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293 | (1) |
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Notes and Extended Discussion |
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294 | (1) |
PART V PUTTING IT ALL TOGETHER |
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Planning, Applying, and Evaluating A Treatment Program |
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295 | (11) |
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A Problem Has Been Referred: Should You Design a Program? |
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295 | (2) |
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Selecting and Implementing an Assessment Procedure |
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297 | (2) |
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Strategies of Program Design and Implementation |
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299 | (3) |
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Program Maintenance and Evaluation |
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302 | (1) |
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303 | (1) |
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304 | (1) |
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Notes and Extended Discussion |
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304 | (2) |
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306 | (12) |
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Initial Steps in Setting Up a Token Economy |
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307 | (4) |
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Specific Implementation Procedures |
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311 | (1) |
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312 | (1) |
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Programming Generality to the Natural Environment |
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313 | (1) |
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314 | (1) |
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A Summary of Considerations in Designing a Token Economy |
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314 | (1) |
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315 | (1) |
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316 | (1) |
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Notes and Extended Discussion |
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316 | (2) |
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Helping an Individual to Develop Self-Control |
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318 | (21) |
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Causes of Self-Control Problems |
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319 | (2) |
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321 | (1) |
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Steps in a Self-Control Program |
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322 | (13) |
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Circumventing the Therapist |
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335 | (1) |
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336 | (1) |
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337 | (1) |
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Notes and Extended Discussion |
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337 | (2) |
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Systematic Self-Desensitization |
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339 | (15) |
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Behavioral Treatments of Simple Phobias |
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340 | (2) |
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Systematic Self-Desensitization |
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342 | (10) |
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When to Seek Professional Assistance |
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352 | (1) |
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352 | (1) |
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353 | (1) |
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Notes and Extended Discussion |
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353 | (1) |
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Cognitive Behavior Modification |
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354 | (18) |
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``Thinking,'' ``Feeling,'' and Private Behavior |
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354 | (1) |
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355 | (2) |
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Some Cognitive Behavioral Procedures |
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357 | (6) |
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Evaluation of ``Cognitive'' Techniques |
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363 | (3) |
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A Behavioral Interpretation of Cognitive Behavior Techniques |
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366 | (2) |
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368 | (1) |
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369 | (1) |
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370 | (1) |
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Note and Extended Discussion |
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370 | (2) |
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Areas of Clinical Behavior Therapy |
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372 | (12) |
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Anxiety Disorders: Focus on Agoraphobia |
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372 | (1) |
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Obsessive-Compulsive Disorder |
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373 | (1) |
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Failure to Cope with Stress |
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374 | (1) |
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375 | (2) |
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377 | (1) |
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378 | (1) |
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379 | (1) |
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Sexual Dysfunction: Focus on Low Sexual Desire |
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380 | (1) |
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Habit Disorders: Nervous Habits, Muscle Tics, and Stuttering |
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381 | (1) |
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382 | (1) |
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Note and Extended Discussion |
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382 | (2) |
PART VI A HISTORICAL PERSPECTIVE AND ETHICAL ISSUES |
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Giving all Some Perspective: A Brief History |
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384 | (12) |
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The Operant-Conditioning Orientation: Applied Behavior Analysis |
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384 | (4) |
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The Respondent-Conditioning (and Hullian and Wolpean) Orientation |
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388 | (2) |
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Mixtures and Offshoots of the Two Major Orientations |
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390 | (1) |
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The Terms Behavior Therapy, Behavior Modification, and Applied Behavior Analysis |
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391 | (2) |
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The Future of Behavior Modification |
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393 | (1) |
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393 | (1) |
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Notes and Extended Discussion |
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394 | (2) |
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396 | (13) |
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A Behavioral View of Ethics |
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397 | (1) |
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Arguments Against Deliberately Controlling Behavior |
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398 | (2) |
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400 | (6) |
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406 | (1) |
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406 | (1) |
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Notes and Extended Discussion |
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407 | (2) |
Glossary |
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409 | (10) |
References |
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419 | (34) |
Author Index |
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453 | (9) |
Subject Index |
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462 | |