Behavior Analysis in Higher Education

Overall, this book makes a timely and useful contribution to the literature on teaching and training behaviour analysts at HE institutions. It covers a lot of basic ground, including some of the main behaviour analysis-based teaching methods that can be useful in Higher Education. It also covers ethics and cultural diversity, both very topical issues in the context of behaviour analytic interventions. Prof. Dr. Karola Dillenburger Director of the Centre for Behaviour Analysis Queen's University Belfast The book provides a thorough and much-needed account of behavior analysis in higher education. One of its greatest strengths lies in its meticulous scholarship. It not only traces the roots of behavior analysis but also identifies current applications in the higher education sector. Referencing seminal works and offering a modern critique is an excellent way to give readers a holistic understanding of the subject. It also promises to fill a void in the literature by focusing on higher education, a topic the authors see as largely unexplored. This adds to the book's originality and practical and academic significance. The book's thematic organization into history, technology, teaching strategies, and professional foundations offers a well-rounded perspective, making it appealing to various domains. Whether it's academic scholars, educational practitioners, or even students in the field of behavior analysis, the book offers something of value for everyone. Overall, the book promises to be an important contribution to the field of behavior analysis in higher education, with the potential for a wide-reaching impact. Dr. Janet S. Twyman, BCBA, LBA-NY Director of Innovation & Technology, Center on Innovations in Learning; Founder, Blast: A Learning Sciences Company The book is divided into four logical sections, each with a concise introduction to the content. Every chapter ends with a list of study questions, which instructors and students should find helpful for integrating active learning activities into the instruction. All of the chapters emphasize evidence-based practices despite limited research in many of the areas. The chapters are well-written. The authors are careful to define concepts, terms, and approaches for those who may be less well-versed in behavior analysis. Dr. Dorothea C. Lerman, BCBA-D, LBA Chair, Behavior Analysis Program Director, Center for Autism and Developmental Disabilities Department of Clinical, Health, and Applied Sciences University of Houston