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Wilds, Thomas, Comp.The Behavior Modification Audio-Visual Directory.Texas Univ., Austin. Special Education Instruc%ionalMaterials Center.7455p.University of Texas, Special Education InstructionalMaterials Center, College of Education, 2613 Wichita,Austin, Texas 78712

MF-$0.75 HC-$3.15 PLUS POSTAGE*Audio Visual Aids; *Behavior Change; *Directories;*Exceptional Child Education; Films; Filmstrips;*Handicapped Children; Instructional Materials;Instructional Media; Operant Conditioning; TapeRecordings; Video Tape Recordings

ABSTRACTDescribed in the directory are approximately 125

audiovisual aids that pertain to the area of behavior modificationwith handicapped children. It is explained that the audiovisuals wereselected for their relevance to behavior modification steps such askeeping appropriate records and scheduling reinforcements. Entriesare alphabetical within the following sections (number of aids arelisted in parentheses): Audio Tapes (26), Films (65), Filmstrips(15), Slide Shows (9), Transparencies (1), Video Tapes (3), andAudiovisual Training'Kits (6). Each inclusion contains title,description of entry, technical information available, price ifavailable, and publisher's address. An information sheet forsubmitting other aids for future editions of the directory is alsoincluded. (DB)

U S DEPARTMENT Of HEALTHtOUCATION A WELFARENA TIONAl INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCE° EXACTLY AS RECEIVED PROMu-N THE PERSON OR ORGANIZATION OR'OtNAT IND IT POINTS OF VIEA OR OPINIONS00 STATED DO NOT NECESSARILY REPRESENT OPP1C1AL NATIONAL INSTITUTECO EDUCATION POSITION OR POLICY

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The Behavior Modification Audio-Visual

Directory

Compiled by

Thomas Wilds

Special Education Instructional Materials Center

The University of Texas at Austin

1974

TABLE OF CONTENTS

Page

INTRODUCTION

Criterion for Inclusion 1

Format 2

Sources 2

Limitations 3

Information Sheet 4

Audio Tapes 5

Films 14

Filmstrips 37

Slide Shows 42

Transparencies 47

Video Tapes 49

Introduction

The following is an annotated listing of audio-visuals that pertain

to the area of behavior modification. The annotations do not reflect the

opinion of the University of Texas SE1MC; they are the descriptions as

written by the publisher.

Criterion for inclusion

The audio-visuals included in this catalog have been chosen for their

direct relation to the teaching of behavior modification techniques. Though

there are many techniques in behavior modification, such as token economy,

precision teaching, contingency management, etc., the audio-visuals have not

been chosen with these areas in mind. Rather, the inclusion criterion was

based on the 10 steps that are needed to implement behavior modification

techniques. These steps are as follows:

1. Keeping appropriate records

2. Establishing a target behavior

3. Defining behavioral objectives

4. Defining current behavior

5. Developing a task analysis and criterion for advancement

6. Developing appropriate cues

7. Developing and implementing appropriate reinforcements

8. Scheduling of reinforcements

9. Evaluating behavior modification program

10. Planning for future behavior modifications

1

Format

Catalog - The catalog has been divided into six sections. They are:

Audio Tapes, Films, Filmstrips, Slide Shows, Transparencies,

and Video Tapes. The audio-visuals in each section have then

been listed alphabetically.

Annotation - Each inclusion contains title, description of entry, tech-

nical information available, price if available, and publisher's

address.

Sources

This catalog of behavior modification audio-visuals has been compiled from

several sources. The bulk of -information has come from the following:

An Introduction to Behavior ModificationBehaviordelia, Inc.P. 0. Box 1044Kalamozoo, Michigan 49005

Film CatalogAims Instructional Media ServiceP. 0. Box 1010Hollywood, California 90028

Film Catalog 1973The Kansas Center for Mental Ret .dation and Human Development.Bureau of Child Research223 Haworth HallUniversity of KapsasLawrence, Kansas 66044

IMC/RMC Network Professional Film CollectionCEC Information Center1411 South Jefferson Davis Highway, Suite 900Arlington, Virginia 22202

Index to 16mm Educational FilmsNational Information Center forEEducational MediaUniversity of Southern CaliforniaUniversity ParkLos Angeles, California 90007

Managing Behavior CatalogH & H Enterprises, Inc.P. 0. Box 3342Lawrence, Kansas 66044

2

Pre-Service/In-Service Training MaterialsUniversity of Kansas SEIMCUniversity of KansasLawrence, Kansas 66044

The Staff Training Resource SeriesThe University of Texas, Department of Special EducationStaff Training Program for Exemplary Early Childhood

Education for Handicapped Children2611 Wichita, University StationAustin, Texas 78712

U. S. Government FilmsNational Audio Visual CenterWashington, D. C. 20409

Limitations

Though extensive research has been undertaken to identify audio visuals

relevant to this collection, it is evident that, because of continual publication

in this area, many relevant audio visuals have been unintentionally excluded.

Because of this, an audio visual Information Sheet has been included on the

following page. Thus, additional audio visuals that are submitted can be

added to later publications of this Directory.

It is hoped that this catalog will aid you in your efforts to train

those individuals in need of behavior modification techniques.

April, 1974

3

Thomas WinsTraining CoordinatorUniversity of Texas SEIMC2613 Wichita, University StationAustin, Texas 78712

University of Texas

SEIMC

Behavior ModificationAudio-Visual Information Sheet

Instructions: Additional audio-visuals which are to be included in subsequenteditions of this collection should be reported on this form. Be sure to completeinformation in all categories, since the absence of any data will be reason forexclusion.

TITLE:

MINUTES

to Purchase $

, Color or Black/White. Sound or Silent, Cost

, Rent $ Format

ABSTRACT OR DESCRIPTION

Available from:name, source or center Name

Address

CityCenter and person submitting this sheet:

State Zip

Center

Person

Send 1 copy to:

Training CoordinatorSpecial Education Instructional Materials CenterUniversity of Texas at Austin2613 Wichita, University StationAustin, Texas 78712

AUDIO TAPES

5

Behaviordelia Cassette Tapes' Unit Price, 8 tapes - $60.00

BEHAVIOR MODIFICATION IN THE CLASSROOM:Excessive Talking

This presentation takes the form of a melo-drama set in the old west. The hero of thislifely audio presentation is Tex Nology, whoimplements a token economy program in an ele-mentary school classroom. By using tokens toreward (or reinforce) the student's appropriatebehaviors, a pleasant and productive classroomsituation is created, in which both students andteacher reap the benefits of this behavioral pro-cedure. One specific problem that we deal withis that of "talking-out behavior," which oftenplagues teachers working with young children. Byreducing this type of verval behavior, the qualityof the learning experience is greatly enhanced andthe use of punishment techniques is .:voided, muchto the relief of the teacher.

Behaviordelia.P. O. Box 1044Kalamazoo, Michigan 49005

BEHAVIOR MODIFICATION IN THE

CLASSROOM: UNDERACHIEVEMENT I

Rocky, like many junior high school students,lacks the reading skills necessary to successfullyadapt to school and modern society. This enter-taining presentation describes how the implementationof a systematic program of behavior proceduresallowed one student to acquire the skills involvedin reading. The emphasis is on moving away fromthe traditional classroom structure, and toward moreinnovative procedures -- such as, using otherstudents as tutors to set up an intensive readingprogram. Teachers should find this approach helpfulin dealing with oder students who have failed todevelop the reading skills appropriate to theirage level.

BehaviordeliaP. O. Box 1044Kalamazoo, Michigan 49005

6

cassette taperunning time: 27 min.Unit Price: 8 tapes,

$60.-0

cassette taperunning time: 24 min.

Unit Price: 8 tapes,$60.00

BLUEPRINT FOR EDUCATIONAL REVOLUTION

This presentation deals directly with a numberof the practical problems facing higher educationtoday. Student underachievement, high student/faculty ration, rising costs of education, andeducational irrelevance are all pressing concernswithin the educational compunity.

By describing how these problems were overcomein the design and management of an introductorypsychology, course for 1000 students, this tape iscertain to provide a new perspective and generatenew ideas for all those who are faced with theseimportant problems.

BehaviordeliaP. 0. Box 1044Kalamazoo, Michigan 49005

DETERMINISM SUITE

This tape provides listeners with a brief historyof scientific determinism; it takes the form of afolk ballad. This combination of m.isical artistryand philosophy of science is an entertaining pre-sentation.


THE FIRST FLY-BY-NIGHT UNDERGROUND,

EXPERIMENTAL COLLEGE OF KALAMAZOO

This presentation describes the first attemptto use behavioral principles to design an entireone-year college curriculum. In this inter-departmental venture, the learning environmentof the students was structured to develop bothacademic and creative behaviors. The importanceof peer group relations in promoting learningwas recognized, and consequently a special dor-mitory was created in which the students' socialinteractions complemented their classroom activities.Perhaps the vanguard of a new approach to higher

education, the presentation is designed to stimu-late thought on the part of educators and studentswho are interested in new directions in the con-struction of optimal learning and social environ-ments.


$60.00


$60.00

cassette taperunning time:, 27 min.Unit Price: 8 tapes,

$60.00


7

HARRY THE WOLFMAN

Harry is a college student, and like the wolf-man of cinema fame, he cannot control himself; hecannot make himself study. The appeal of partiesand other social activities, lure him away fromstudying and academic achievement. Fortunatelyfor Harry, however, a knowledgeable behavioralpsychologist comes to his rescue. A program isinstituted which balances his life so that he canenjoy both the rewards of academic behavior, andsocial activities.

This presentation shows one way that behavioralprinciples can be applied to solve a problem commonto many students.


HUMANISTIC BEHAVIORISM

In this short production, the rationale and goalsof a genuinely humanistic behavior are explained ina straight-forward manner. Humanistic behaviorismcan be described as a set of principles which allowa person to change his environment in such a waythat he becomes the kind of individual he wants tobe. By exploring these underlying purposes of-be-havioral science, it is possible to gain a moreencompassing view of what psychologists are tryingto do to improve the human condition.


REINFORCING DADDY BLUES

The tempered humor of the blues lyrics inthis musical composition provides listenerswith some of the basic terminology of appliedbehavioral science. The subject of the song,applies behavioral principles in a social re-lationship, the success of which he attributesto B.F. Skinner.


8


$60.00

cassette taperunning time: S min.Unit Price: 8 tapes,

$60.00


$60.00

UP TO ACHIEVEMENT

This tape describes the use of behavioralprocedures in a summer project for eightygrade school children. These children, allof whom had had histories of severe learningand adjustment difficulties, benefited directlyfrom a systematic behavior modification program.

BehaviordeliaP. O. Box 1044Kaldiudhuo, Michigan 49005

USING PRIVILEGES AS REWARDS

The use of privileges, or the opportunity toparticipate in enjoyable activities as rewards(or reinforcers), has been found to be one ofthe most effective techniques of behavior manage-ment in the classroom. This tape explores a var-iety of ways in which su0 rewards (reinforcers)can be used to produce a more creative, produc-tive, and pleasant classroom environment. Oneexample of a system that uses these techniques isdiscussed. Developing "privilege menus", usingmonitors, constructing "high interest" areas toprovide rewards for desired behaviors, and otherrelated topics are dealt with, making the mater-ial sufficiently broad in scope to be useful tomost educators.


BEHAVIOR MODIFICATION AND SPECIAL EDUCATION

Dr. Sidney Bijou discusses his behavior modi-fication program used with retarded children.Emphasizes identifying and filling children'sneeds, and using positive reinforcement.

National Educational Tape Foundation2775 Cottage Way, Suite 31Sacramento, California 95825

9


$60.00


$60.00

reel-to-reel taperunning time: 45 min.

BEHAIOR MODIFICATION IN THE CLASSROOM

Dr. Thomas Lovitt discusses behavior modi-fication in the classrooM emphasizing that theresponsibility of planning goals, judging responseand deciding reinforcement should be given over tothe student. Through these practices, the child willimprove his own motivation and performance.

National Educational Tape Foundation2775 Cottage Way, Suite 31Sacramento, California 95825

reel-to-reel taperunning time: 40 min .

BEHAVIORAL OBJECTIVES DEBATE

The Issue: the value of measurable instructionalobjectives; Pro: W. James Popham, Con: George F.Kneller, UCLA Professor of Educational Philosophy,Moderator: John I. Goodlad, Dean of the UCLA GraduateSchool of Education. Professors Kneller and Pophamengage in a no-holds-barred debate regarding thestrengths and weaknesses of measurable instructionalobjectives. Dean Goodlad provides an insightfulbackground for the major issues. An audience questionand answer session concludes the 47 minute recording.Taped live.

Vimcet AssociatesP. O. Box 24714Los Angeles, California 90024

CASSETTE TAPE IN-SERVICE PACKETS

Tape 1 Behavior ModificationTape 2 Modeling Techniques as a Classroom Strategy

Each cassette tape gives a general overview ofthe subject listed in the title. The materialis presented as a lecture with an outline in-cluded on an auxilary form. Reprints of relatedarticles and evaluation forms are included ineach packet.

University of Wisconsin SpecialEducation Instructional Materials Center415 West Gilman StreetMadison, Wisconsin 53706

10

cassette or reel-to-reel47 min.

cassette tape, printedmaterial

15-20 minutes eachPrice: $4.00 each

LOVE IN THE CLASSROOM

Dr. Leo Buscaglia talks on how to use theaffective side of behavior modification in theclassroom. Dr. Buscaglia feels that love canhelp the teacher work with all children. Hestresses loving life and being able to give loveaway.

National Educational Tape Foundation2775 Cottage Way, 1 Suite 31Sacramento, California 95825

reel-to-reel taperunning time: 1 hour

VIHCET TAPES Price: $10.00 foraudio tapes


Analyzing, Learning Outcomes

In this program tedhniques of task analysis areapplied to learning objectives. Practice is providedso that an operational objective can be analyzed intosubtasks, designated as either entry or en routeskills. Use of a particular strategy is advocated

which instruction is approached in terms oflearners' response rather than teacher presentations.

Defining Content £or Objectives

In this program the application of behavioralobjectives is made feasible in an ordinary class-room situation. Teachers are taught that operationalobjectives should specify content that is generalizablebeyond a single test item. The viewer learns toidentify objectives which do and do not exemplifycontent generality and to write objectives which do.

Discipline in the Classroom

Lis program describes a translation of operantmethods to problems of classroom control. Theviewer learns to describe the basic reules of cor-tingency management, to identify instances whenoperant methods are being used, and to writesolutions to common classroom behavior problemsaccording to a reinforcement paradigm.

Educational Objectives

This program assists one in developing preciselystated instructional goals. At its conclusionviewers are able (1) to distinguish between be-haviorally and non-behaviorally stated instructionalobjectives and (2) convert non-behavioral objectivesto a form specifying student post-instruction behavior.

11

Establishin Pettformance Standards

This program describes concrete ways of judgingthe adequacy of studentaccomplishment. Bothqualitative and quantitative techniques for asses-sing learner competence are illustrated, includingintellectual, attitudinal, and psychomotor be-havior changes. The viewer 1.s taught (1) to dis-tinguish between performance standards used todifferentiate achievement Jf students and thosewhich aid the teacher in judging his own perfor-mance and (2) to construct performance standards forobjectives in a number of subject fields.

Evaluation

This program treats a topic of great interest to allinvolved in instruction, discussing a rigorous systemfor assessment of teaching. Test construction, itemsampling, and interpretation, of student performancedata are given attention and the critical role of pre-assessment of learner competency is emphasized., The

viewer learns to select and construct test items ap-propriate to given objectives, to design both formaland informal pre-assessment procedures, and to makeappropriate inferences regarding instruction basedon data obtained from his students.

Humanizing Educational Objectives

This program attempts to demonstrate that instruc-tional technology can have positive impact in class-rooms. Examples are provided where measurable objec-tives are formulated for social and personal developmentgoals. Procedures for systematically involvingindividual learners in the selection of their uniqueobjectives are also described.

Identifying Affective Objectives

Perhaps the most difficult task of those who mustformulate obejctives is the generation of non-cognitive, that is, affective objectives. Thisprogram provides a four step strategy for designingaffective objectives and gives the viewer practicein using the strategy.

Knowledge of Results

This program stresses the importance of allowingthe learner to judge the adequacy of all importantreponses made during an instructional sequence. Theviewer is given practice in discriminating betweenhypothetical situations in which an instructor doesor does not provide knowledge of results.

12

FILMS

14

ABC'S OF BEHAVIORAL EDUCATION

Describes the behavior modification program thethe Anne Arundel County Learning Center. Itemphasizes the relationships between antecedents,behavior, and consequences and describes howantecedents and consequences can be programmedin a school environment to influence staff andstudent behaviors.

Hallmark Films and Recordings, Inc.1511 East North Avenue

Baltimore, Maryland 21213

ALL MY BUTTONS

Illustrates a few contemporary problems associatedwith the normalization of developmentally disabledcitizens, and it creates an atmosphere for dis-cussion about local solutions to those problems.

H & H Enterprises (for purchase)Box 3342Lawrence, Kansas 66044

University of Kansas (for rental)

Audio-visual Center746 Massachusetts StreetLawrence, Kansas 66044

APPLIED BEHAVIOR ANALYSIS RESEARCH DESIGNS

The three behavioral researchers who wrotethe defipitive article on Applied BehaviorAnalysis talk with R. Vance Hall about whyit was necessary to develop Applied Behav-ior Analysis, what makes it work, what hasresulted from the technique, and some im-plications of Applied Behavior Analysisin our changing social system.

H & H Enterprises, Inc. (for purchase)Box 3342Lawrence, Kansas 66044

University of Kansas (for rental)Audio-Visual Center746 Massachusetts StreetLawrence, Kansas 66044

15

color film, 16 mm.

running time: 20 min.Price: $135.00Rental: $15.00 per day

16mm film, color, soundrunning time: 28 min.'Price: $240; rent: $6

16mm, colorrunning time: 40 min.Price: $280 (Plus post-

age and handling)Rental: $28 (Plus post-

age and handling)

AUTISM'S LONELY CHILDREN

Explains the work of Dr. Frank Hewett,University of California at Los Angeles,as he attempts to teach autistic children totalk and identify objects. Discusses the pos-sibile effectiveness of the approach, introducesa four and one-half-year-olt" patient and shows hisbehavior as he meets his parents for the first timein eight months. From the Spectrum Series.

Indiana UniversityAudio-Visual CenterBloomington, Indiana 47401

BEHAVIORAL ANALYSIS CLASSROOM

Made on location in various Follow-ThroughBehavior Analysis Classrooms, the film brieflyexplains the philosophy behind behavior analysis.The film demonstrates how tokens are used andwhat benefits derive from implementing behavioranalysis and token reinforcement in public schoolclasses. It also shows how parents from the commu-nity supplement the regular teaching force so thatchildren get more individual attention to specificproblem areas.

Audio-visual Center6 Bailey HallUniversity of KansasLawrence, Kansas 66044

BEHAVIOR MODIFICATION

black and white film16 mm.

running time: 20 min .

released in 1964

16mm color film,running time: 20 min .

released in 1970

Bureau of Child Research223 Haworth HallUniversity of KansasLawrence, Kansas 66044

Based on the pioneering work of O. Lvai Lovaas 16mm. color filmat UCLA, the film describes the use of reinforce- running time: 40 min.ment and stimulus fading techniques in the teaching Price: $450.00of speech to psychotic children. Recording thedevelopment of lc tr psychotic children, the filmshows how self-destruction was suppressed throughextinction and punishment and how imirative verbal

.behavior was established in previously mute children.Aimed specifically at a college and university audience.

Appleton-Century-CroftsFilm Library440 Park Avenue SouthNew York, New York 10016

16

BEHAVIOR MODIFICATION: TEACHING LANGUAGE TO PSYCHOTIC CHILDREN - A -

The use of reinforcement and stimulus fading tech- 40 min .

niques in teaching speech to psychotic youngsters is 16 mm color filmdemonstrated in this film. It also shows the suppres-sion of self destruction through extinction and punish-ment and the establishment of imitative verbal behaviorin youngsters previously mute.

Appleton-Century-Croft

227 West 25th StreetNew York, New York 10001

BEHAVIOR THEORY IN PRACTICE, PT 1.

RESPONDENT AND OPERANT BEHAVIOR

Discusses general lags which govern many kindsof behavior in many different species. Examinesbasic principles with laboratory animals and thenextends these findings to other species outsidethe laboratory. Presents systematic descriptionof behavior within the framework of a'singlemodel, the Skinnerian behavior theory.

Appleton-Century-Croft440 Park Avenue, SouthNew York, New York 10001

BEHAVIOR THEORY IN PRACTICE, PT 2.

SHAPING VARIOUS OPERANTS IN

VARIOUS SPECIES, PROGRAMMED

Demonstrates the shaping of various operants invarious species with the use of lever pressing,high jump and natural conditioning. Discussesschedules of reinforcementli.

Appleton-Century-Croft440 Park Avenue, South

New York, New York 10001

17

color film, 16 mm.running time: 18 min.released in 1965

16 mm.color filmrunning time: 18 min.released in 1965

BEHAVIOR THEORY IN PRACTICE, PT 3,

GENERALIZATION, DISCRIMINATION,

MOTIVATION

Discusses the strength of a response in thepresence of one or more stimuli. Demonstratesthe control of behavior by discriminative stimuli.Includes positive reinforcement, conditionedreinforcement, punishment, negative reinforcementor escape, avoidance and intracranial self-stimulation.

Appleton-Century-Croft440 Park Avenue, SouthNew York, New York 10001

BEHAVIOR THEORY IN PRACTICE, PT 4 -

SEQUENCES OF BEHAVIOR

Presents examples of sequences of behavior,such as homogeneous chain, heterogeneous chain,dropping out, alternative responses and multiplestimulus control.

Appleton-Century-Croft440 Park Avenue, South

New York, New York 10001

BEHAVIOR THERAPY WITH AN AUTISTIC CHILD

A 30 minute therapeutic session is preceded bya technical introduction and concludes with abrief summary illustrating techniques of behavioralchange.

National Audio-Visual CenterGeneral Services Administration

Washington, D. C. 20409

BUSINESS, BEHAVIORISM AND THE BOTTOM LINE

In Elizabeth Hall's opening interview withDr. Skinner, he defines his terms: behaviorism,operant conditioning, reinforcement, and shaping.These terms and concepts are then interpreted andapplied systematically in an industrial settingby Edward Feeney, Vice President, System Perform-ance, Emery Air Freight.

Using actual examples, the film demonstrates whatcan be done to modify behavior for greater produc-tivity. Filmed examples include warehousing,shipping and receiving, telephone orders, deliveries,computer rooms, as well as the manager's office.

CRM Educational FilmsDel Mar, California 92014

18

16 mm.color filmrunning time: 17 min.released in 1965

1A mm.

color filmrunning time: 17 min.released in 1965

16 mm.black and whit,; filmrunning time: 42 min.Price: $59.00

16mm color filmrunning time: 20 min.Price: $250.00Rental: $25.00

1973

CAN I COME BACK TOMORROW?

Classroom management and,teaching techniques witheducationally handicapped students in one of theclassrooms in the Learning and Behavior ProblemsProject at California State College, Los Angeles.

California State College at Los Angeles5151 State College DriveLos Angeles, California 90032

CHANGING KIP4

16 mm.color, sound filmrunning timer 50 min.Price: $215.00

Case study of a young boy and how principles of behav-ior modification increased appropriate speech and hisability to follow directions. It also illustrates howdiscipline is used and how parents can be trained touse behavior modification.

University of Washington Child Training UnitSeattle, Washington 98195

CONTROLLING BEHAVIOR THROUGH

REINFORCEMENT

Shows how varying reinforcement schedules affectthe behavior of pigeons. Compares the outcome oftests with the results of similar experiments madein a typical elementary classroom. Explains thatthis schedule produces behavior that is persistentand difficult to extinguish. From the PsychologySeries.

McGraw-Hill Textfilms330 West 42nd StreetNew York, New York

A CONVERSATION WITH B.F. SKINNER

Using terms and examples of particular interestto the psychology student, Dr. Skinner begins byansr:ering some of his most persistent critics.He then goes on to illuminate the origin ofbehaviorism and some of its basic principles.The need for a culture designed by behaviorists

is Dr. Skinner's main argument. Within this context,he explores the notion of control, its use andpotential misuse; punishment; and freedom. Theresistance to a behavioral technology and the"hidden" controls used in our culture are alsoexamined.


19

16 mm,

color, 45 min.Price: $160.00

1971

16 mm.

black and white filmrunning time: 16 min.1956


COUNTING AND CHARTING WITH TARGET

PHONEMES

Demonstrates counting and charting procedureswhich were developed in public school speech settingto evaluate how well children with misarticulationare learning to use new sounds in spontaneous speech.


16 mm color film

running time: 14 min.Price: $125.00

DEMONSTRATION OF DYNAMIC TEACHING

TECHNIQUES 16mm color filmrunning time: 20 min.

After a brief lecture on changing behavior bychanging environmental variables, Siegfried Engel-mann works with children on number place valuesand directional concepts. The children's enthusiasmand his style of teaching are well portrayed. Itwas filmed during Learning Disabilities Seminars atRocky Mountain Educational Laboratory, Greeley,Colorado.

Barbre Productions, Inc.2130 South Bellaire StreetDenver, Colorado 80222

DR. B. F. SKINNER, PT 1

Presents Dr, B. F. Skinner's evaluation ofFreudian theory, including his views on motiva-tion, operant conditioning, schedules of reinforce-ment, punishment and teaching machines.

From the PSYCHOLOGY OF PERSONALITY Series

Assn. Films347 Madison Ave.New York, New York 10017

DR. B. F. SKINNER, PT 2-WALDEN II

Dr. B. F. Skinner describes the problems ofcreating a society based on positive ratherthan negative control. He evaluates the AmericanEducational System and discusses applications ofoperant conditioning to society-at-large.

From the PSYCHOLOGY OF PERSONALITY Series

Assn. ,Films

347 MAdison Ave.New York, New York 10017

20

black and white 16 mm fi]running time: 50 min.optical sound

black and white 16 mm filrunning time: 50 min.optical sound

GOOFING OFF WITH OBJECTIVES

The film is a spoof on the misuses of behavioralobjectives. It points out that objectives are notan end in themselves, but are prepared for a purpose.

Mager Associates13245 Rhoda DriveLos Altos Hills, California 94022

HELP FOR MARK

This is the first in a series of films designed tohelp parents and teachers understand and use behaviormodification techniques to teach self-help skills toretarded children. Other films in the series to bereleased will dwell on feeding, dressing, hygienehabits, toilet training, behavior problems, and motordevelopment.

Exceptional Child Research ProgramTeaching ResearchMonmouth, Oregon 97361

HELP FOR MARK -- TMR

The film is an introduction to behavior modificationfor parents and teachers of the trainable retarded. It

describes the principles of behavior modification andportrays types of reinforcement which can be used.

Teaching Research DivisionOregon State System of Higher EducationMonmouth, Oregon 97361

HOW TO USE TOKENS IN TEACHING

A teacher and a mother from the community demon-strate the proper way to use tokens in preschooleducation. The film gives specific points ofinstruction about the use of tokens as reinforcersin an educational setting. Filmed at the Juniper

Gardens Children's Project in Kansas City, Kansas...

Audio-visual Center6 Bailey HallUniversity of 'Kansas

Lawrence, Kansas 66044

21

16mm color filmrunning time: 14 min.Price: $125.00released in 1969

16mm color film15 min.

16mm black and white filmrunning time: 25 min.Price: $200.00released in 1969

16mm color filmrunning time: 8 min.released in 1970

I'M READY MOM, ARE YOU?

Depicts inappropriate emotional behaviorsparents display in toilet training their handi-capped child. Shows use of positive operantconditioning.

Exceptional Children's Foundationof Los Angeles

2225 West Adams BoulevardLos Angeles, California 90018

AN INDIVIDUAL BEHAVIOR MODIFICATION PLAN

During this film, Jacqueline Montgomery, Ph.D.,explains and demonstrates the fundamentals of a basicbehavior modification plan. Using inappropriategrooming behavior as a target problem, Dr. Montgomeryteaches a ward attendant how to chart behavior, iden-tify reinforcers, and implement a behavioral trainingprogram using reinforcement principles. Examples ofthe client's pre- and post-dressing behaviors are alsoprovided. In summary, this film demonstrates how basicprinciples of behavior modification are employed tochange inappropriate grooming behaviors.

Jacqueline Montgomery, Ph.D.Box A, Division 4Camarillo, California 93010

LEARNING AND BEHAVIOR--THE TEACHING MACHINE

Presents Drs. B. F. Skinner and R. J. Herrnstein,who demonstrate how to measure the learning and con-ditioning process in the laboratory and show that alllearning is dependent upon reward. The work of Dr.Ivan Pavlov, 1904 Nobel Prize winner, is also discussed.

Carousel Films, Inc.1501 BroadwayNew York, New York 10036

22

16 mmcolor filmrunning time: 8 min.Price: $80.00

16mm, color22 min.

16mm, black/whiterunning time: 26 minPrice: $ 5.75 (rent)Price: $ 135.40

LEARNING AND BEHAVIOR, WHAT MAKES US HUMAN

Describes the reward-theory of learning andshows how the learning process may be measuredthrough scientific techniques.

From the CONQUEST SeriesL C No-FIA66-176Prod. CBSTV

Carousel Films1501 BroadwayNew York, New York 10036

LEARNING DISCRIMINATIONS AND SKILLS

Presents laboratory tests in which pigeonsare taught to discriminate between stimuli andare trained to develop specific skills. Showsthat the basic principles of stimulus discrimi-nation and xesponse differentiation are gener-ally the same in any organism.

From the PSYCHOLOGY Series

McGraw-Hill Textfilms330 West 42nd StreetNew York, New York 10018

MADISON PLAN

The film illustrates the implementation of theMadison School Plan in the Santa Monica SchoolDistrict. The project involves handicappedchildren who would tranditionally be labeled EMR,EH, LD, visually impaired and auditorily impaired.This plan provides for the education of these kidsin a setting allowing free flow of children betweenthe regular classes and the specialized facility(Learning Center). Narration includes Frank Taylorand Frank Hewett.

AIMS, Instructional Media Services, Inc.P. O. Box IcanHollywood, California 90028

23

black and white 16mmfilm

running time: 26 min.optical sound

black and white16mm filmrunning time: 10 minireleased in 1956optical sound

color, 16mm. filmrunning time: 18 min.Price: $ 180.00

OPERANT AUDIOMETRY

WITH SEVERELY RETARDED CHILDREN

This film demonstrates the use of positivereinforcement to test the hearing of a severelyretarded subject. It traces the progress of11-year-old retarded boy through several clinicalsessions designed to detect and diagnose hearingimpairments. It demonstrates how the child isconditioned to wear a headset and how reinforce-ment techniques are employed to train the childto respond to auditory stimuli.


color 16 mm filmrunning time: 16 min.released in 1968

OPERANT CONDITIONING: A TOKEN ECONOMY16mm,color

Produced at Camarillo State Hospital under the direc- 15 min.

tion of Raymond McBurney, M.D., and Jacqueline Mont-gomery, Ph.D., this film describes a token economysystem employed by the hospital staff with theirpopulation of retarded residents. Evidnece is pre-sented to illustrate the utility of this type oftreatment system for retardee persons living withinan institutional environment. The description focuseson a three-level token economy system through whichretarded residents learn adaptive behavior. Afteracquiring skills and behaviors defined for the firstlevel, the residents are confronted with progressivelyhigher levels of competency demanded by levels B andC. The behaviors appropriate to each level are clari-fied, and the types of reinforcers built into eachlevel are illustrated and explained. A major goal ofthe program is to teach the client a set of behaviorsthat will increase his likelihood of functioningeffectively in the outside world. In summary, thisfilm provides a non-technical overview of the prin-ciples related to a token system, including the rolesof various staff members, This film can be well usedwith rehabilitation and mental health personnel inter-ested in behavioral approaches.

Jacqueline Montgomery, Ph.D.Box A, Division 4Camarillo, California 93010

24

OPERATION

BEHAVIOR MODIFICATION

The training received by girls inMimosa CoLtage is designed to enablethem to look and act as much as pos-sible like girls of the same age wholive in the community. Postiive rein-forcement of desired responses is theprimary behavior-modification tech-nique applied by the demonstrationproject staff. A different reinforceris used with each of three groups.Thelifilm traces the progress of 20-yeartVold Ellen H. through-the varioustraining programs to eventual place-ment in the community as a nurse'saide.

National Medical Audiovisual CenterCommunicable Diseases CenterAtlanta, Georgia 30333

Special Education InstructionalMaterials Center

University of KansasLawrence, Kansas 66044

OPERATION DRY PANTS

Explained is a program utilizing behaviorshaping techniques for habit training of severlyretarded children in institutions (dressing)self-feeding, toilet training, bathing.)

Abilene State SchoolP. 0. Box 451Abilene, Texas 79604

OPERATION REENTRY

Demonstrates successful rehabilitation ofpatients through first giving them tokens forrewards, then making a transition from token useto sheltered workshop training and finallyto work outside of the hospital. From theSave Tomorrow Series.


25

black and white 16mmfilm

running time: 40 min.released in 1967



color film, 16mm.running time: 30 min.Price: $184.00released in 1966

16mm

black and white filmrunning time: 30 min.

OUT OF THE SHADOWS

This film demonstrates a special education pro-ject with about 50 severely retarded children,none of whom have IQ's above 40. After a yearthey are able to feed themselves properly, theyare toilet trained, and most of them can findtheir way around the hospital grounds withoutsupervision.Through a well-organized reinforcement system,

these children, who would otherwise have contin-ued to exist in a custodial environment, learnthe motor skills, color perception, and the basicspeech formation which allow them to participatein regular hospital programs which are geared tothe moderately and mildly retarded.



THE POPPE PROJECT: BEHAVIOR SHAPING WITH THE SEVERELY RETARDED16 mm

Documents a project studying a group of severely re- black and whitetarded children using operant conditioning techniques 23 min.to shape their behavior in areas of eating, dressing, 1967

structured and unstructured play, group interactionand socialization of a beginning level.

University of California at BerkeleyExtension Media CenterFilm Distribution2223 Fulton StreetBerkeley, California 94720

PROBLEMS IN SELF-HELP TASK PERFORMANCE

(Part II of the series,SYSTEMS OF PRECISE

OBSERVATION FOR TEACHERS SPOT FILMS)

Handicapped children attempting to perform certain

self-help tasks. An accompanying observation guideis used in conjunction with the film to determine

which tasks were performed successfully by the student

and which were not, so appropriate teachingstrategies can be determined.

Department of Special EducationSan Francisco State CollegeSan Francisco, California 94132

26

16 mm.

color, sound filmrunning time: 20 min.

Price.. $19.50

PROGRAMMED INSTRUCTION: THE DEVELOPMENT PROCESS

Introduces the viewer to the major stages inthe development of programmed instructional ma-terials with primary emphasis on student tryoutsand revisions leading to lasting and influentialeffects on education.

National Audiovisual CenterWashington, D. C. 20409

PROGRAMMED INSTRUCTION: THE TEACHER'S ROLE

A series of five short films designed tostimulate teachers discussion of the varioususes of programmed instruction in teachingthe following subjects:First Grade ReadingThird Grade ScienceFourth Grade VocabularyFifth Grade GeographyEighth Grade Mathematics

National Audiovisual CenterWashington, D. C. 20409

PROGRAMMED READING

Remedial reading -- demonstrates word games,a primary typewriter, and the Sullivan ProgrammedReading Series.

University of the State of New YorkThe State Education DepartmentAlbany, New York 12224

PROGRAMMED TUTORING

Shows how a tutoring program using non-professionals can supplement regular classroomteachers in improving individual reading skills.


27

color 16 mm filmrunning time: 19 min.sound

16 mm filmblack and white10 min. )

11 min. )13 min. ) running time10 min. )

10 min. )

16 mm.

black and white filmrunning timer 25 min.Price: $59.00

16 mm filmreleased in 1972

PROGRAMMING IS A PROCESS - AN

INTRODUCTION TO INSTRUCTIONAL

TECHNOLOGY

Introduces viewers to the basic process ofinstructional technology-programming aninstructional sequence for maximum studentlearning. Tells that the steps of the program-ming process, applicable to all media, aredescribed as a means toward instruction.

University of Illinois501 S. Wright StreetChampagne, Illinois 61820

REACHING THE UNREACHED

The 1968 Santa Cruz County Behavior Modi-fication Institute staff conducted demonstra-tions of behavior modification techniquesthrough the use of closed circuit television.Video tapes were made of the sessions andprocessed into this 16mm film.

Santa Cruz Office of EducationsState Department of EducationDivision of Special Schools and Services

Santa Cruz, California

REINFORCEMENT

Short spoof on choosing appropriate rewardsto achieve desired behavior.

Peter University Press4475 Rosewood AvenueLos Angeles, California 90004

REINFORCEMENT IN LEARNING AND EXTINCTION

Shows how behavior that is reinforced does getlearned while non-reinforced behavior is ex-tinguished. Demonstrates this with both humansand pigeons.

McGraw-Hill Textfilms330 West 42nd StreetNew York, New York 10018

28

15 mm

color filmrunning time: 32 min.released in 1967

16 mmblack and white filmrunning time: 24 min.

16 mm

black and white filmrunning time: 6 min.Price $64.00

16mm, black/whiteLrunning time: 8 mirPrice: $60.00Rental: $6,5_0

REINFORCEMENT THEORY FOR TEACHERS

Dr. Madeline Hunter discusses postive re-inforcement, extinction and schedule of re-inforcement. Suggests how the theory behindreward and punishment can be applied effectivelyin daily teaching. From the Translating Theoryinto Classroom Practices Series.

Special Purpose Films26740 Latigo Shore DriveMalibu, California 80240

gUNFORCEMENT THERAPY

Filmed at the Neuropsychiatric Institute at theUniversity of California, Los Angeles, atPalton State Hospital in San Bernadino Valley inCalifornia, and at the Rainier School in Buckley,Washington, the film presents three experimentalprograms in the application of reinforcement .

therapy.

Smith, Kline & French Laboratories1500 Garden StreetPhiladelphia, Pennsylvania 19137

REWARDS AND REINFORCEMENTS

Points out that economically underprivilegedchildren must often be provided with motives forlearning, that the value systems of thesechildren may differ from those of the economicallysatisfied child, and that behavior may need to bereinforced with rewards, such as candy, money,clothes, or other material objects.


REWARDS AND REINFORCEMENTS IN LEARNING

Describes behavior modification. Use oftechnique is shown in teaching a retarded childto walk, correcting a lisp in speech therapy, andteaching a young child to tie a shoe:kace. Thefilm can be supplemented by a study guide - $1.00.

Behavior Modification Products

P. O. Box 3207Scottsdale, Arizona 85257

29

16 mm.

black and white filmrunning time: 28 min.

16 mm.

black and white filmrunning time: 45 min.Price: $67.50

lfi mm.

black and white filmrunning time: 26 min.released in 1968

16 mm.

black and white filmrunning time: 25 min.Price: $150.00return-postage rent

SANTA MONICA PROJECT

Shown is how Santa Monica, California hashandled the problem of educationally handicappedchildren by placing them in special classroomand rewarding the child at the end of each week.

AIMS, Instructional Media Services, Inc.P. O. Box 1010Hollywood, California 90028

SHIFT OF STIMULUS CONTROL:

A CLINICAL PROCEDURE

IN ARTICULATION THERAPY

This was filmed over a period of several weeksin dozens of clinical sessions with two mentallyretarded children. It shows the general strategyof the stimulus-shift techniques in which newphoneme responses are developed under precisestimulus control and are made functional for thechild in a systematic programmed clinical pro-cedure. The scenes show the baseline responsesof the children and trace their progress throughtherapy programs on two phonemes.The film sequence specifically demonstrates

the generalization trends of such training. Theprocedures demonstrated in this film were developedfor mentally retarded children, but the proceduresand the principles on which they are based are con-sidered appropriate for all children with articula-tion problems.


30

16 mm.

color filmrunning time: 28 min.Price: $280.00


THE STEP BEYOND SERIES

The three films described below may be used separatelyor sequentially. Each of the films is designed toteach viewers the basic steps of behavior modificationskills useful in assisting the mentally retarded childto reach the level of adaptive behavior acceptable foradmission into special education classes in the commu-nity. The films are up-to-date, clear in their pre-sentation of information, and non-technical enough tohave wide appeal and teaching value. Potential audiencesfor these films would include: physicians, teachers,social workers, paraprofessionals, psychologists andparents of retarded children.

GENESIS

The first film in the series presents the step-by-stepbehavior modification procedures used to teach basicself-help skills to retarded children. Areas of self-help skills included are dressing, eating, and toileting

ASK JUST FOR LITTLE THINGS

The second film of the series moves from the basicself-help skills into more advanced activities ofdaily living. Skills taught with behavior modifi-cation techniques in "Ask Just for Little Things"are ambulation, attending behaviors, and personalhygiene.

I'LL PROMISE YOU A TOMORROW

The last film of the series covers the rese of thelife skills necessary to prepare the retarded childfor a community education setting. Communication,following directions, and orientation to group sit-uations are the areas presented. Again, as in all3 films, the emphasis is on instructing the parentor paraprofessional to teach these skills to theretarded child.

Hallmark Films and Recordings, Inc.1511 East North AvenueBaltimore, Maryland 21213

31

16 mm color film25 min.Price: $200.00Rental: $20.00

16 mm color film20 min.

16 mm color film20 min.

SYSTEMS OF PRECISE OBSERVATION FOR

TEACHERS (S.P.O.T. FILMS)

Part 1 - Problems in Academic Task Performance.Pertains to observation of any child with problemsin performance of academic tasks.

Part 2 - Problems in Self-Help Task Performance.Pertains to observation of children who have diffi-culty in self-help task performance.

Part 3 - Devices for Self-Help Performance. Per-tains to use of adaptive devises for children withcrippling conditions.

June Bigge, Project DirectorDepartment of Special EducationSan Francisco, California 94132San Francisco, California 94132

TEACHING MACHINES AND PROGRAMMED

LEARNING

Presents B. F. Skinner explaining the theoryof programmed learning, Arthur Lunsdaine des-cribing a variety of teaching machines and prog-rammed materials, and Robert Glaser discussingthe implication of such machines and materialsfor children.

National Audio-Visual Center

Washington, D. C. 20409

TEACHING THE MENTALLY RETARDED: A POSITIVE

APPROACH

Intended for use with the book, Teachin& theMentally Retarded, A Handbook for Ward Personnel,which contains material dealing with behavior-shaping technique, language development, self-care skills and evaluation of the retarded inplanning training programs.

DuArt Film Laboratories245 West 55th StreetNew York, New York 10019

32

16mm films (3), manualPart 1 - 30 min.Part 2 - 20 min.Part 3 - 30 min.Price: $107.25

16 mm.black and white filmrunning time: 29 min.released in 1960

16 mm

black and white filmrunning time: 23 min.Price: $30.03

return-postage rent

TEACHING THE WAY THEY LEARN(The Learning Series)

The keynote of educating children withlearning disabilities is believed to be precision.The basic operating principle is that if a childcannot do the job, the teacher must figure out whatlevel of functioning he is on and start there withmaterials and procedures to help him take the smallnext steps in the desired direction.

Teaching the itEt.They Learn presents a series oflearning episodes which illuminate a specificapproach to the remediation of that difficulty.

McGraw-Hill Book CompanyFilm DivisionLowell House 20488 West SchillerChicago, Illinois 60610

TOKEN ECONOMY: BEHAVIORISM APPLIED

The film begins with Dr. Skinner citing thefive classical examples of mistreatment: oldpeople, orphaned children, prisoners, psychotics,and retardates. He then goes on to explain theuse of "tokens" in a program of reinforcementtherapy.

To demonstrate his theories, the film then takesus to the Adolf Meyer Center, a facility of theIllinois Department of Mental Health, where CRMFilms was granted permission to film behavioraltherapy in use with retarded and delinquentadolescents.

The program director, Dr. Bernard Wagner, explainshow the token economy is practiced. He points outthe use of reinforcement, scheduling, punishment,extinction, and other methods first developed byDr. Skinner.


33

16mmblack and white filmrunning time: 29 min.Price: $195.00


A TOKEN SYSTEM

FOR BEHAVIOR MODIFICATION

The premise of a token system is that thereceipt of a reward, candy, or other suitablereinforcer for a specific desired behavior willincrease the probability that this behavior willrecur in the future.This film demonstrates the use of a token

economy in an institutional environment to teachretarded girls self-help skills and to give themoccupational skills to make the transition tocommunity living. The token system is illustratedin a variety of applications, starting with theintroduction of the reinforcement system to thechild, and proceeding to illustrate increasinglycomplex applications.


TRAINING RESOURCES

AND TECHNIQUES

color 16 mm. filmrunning time: 8 min.released in 1971

Part III of the series, COUNSELING THE MENTALLYcolor 16 mm film

RETARDED, this film shows several training pro-running time: 20 min.

grams, facilities, and procedures which vocationalreleased in 1968

counselors employ in rehabilitation programs forretarded clients.

Three incentive programs are described showingthe value of realism, reward, recognition,and re-sponsibility in rehabilitation.The first program is for training the client who

was academically saturated by age 13 but is capableof learning mechanical skills and teaching him howto find competitive employment. The second is thesheltered workshop, competitive community-basedemployment without competitive demands. The thirdis the cottage program for severely retarded adoles-cent girls. The girls are taught to care for them-selves and a home, and some learn to contribute totheir income through acquisition of semi-vocationalskills.


University of KansasLawrence, Kansas 66044


National Medical Audiovisual Center

Communicable Diseases Center

Atlanta, reorgia 3033334

WHO DID WHAT TO WHOM?

16 mm filmExcept for an opening and closing scene, the film colorconsists of a series of 40 short scenes, each de- 161/4 minutespicting one of the four principles in action. 1973Each of these 40 scenes is followed by 5 secondsof black leader so that the projector may be stoppedand the scene discussed. The film is divided into 5sections, as follows:

1. In a short opening scene, Dr. Mager describes thenature of the film and the procedure to be followedduring the viewing.

2. Scenes 1-21 introduce and illustrate the 4 be-havioral principles in scenes around the office, inschool, at home. Two optional scenes illustrate avariation on the theme, that of superstitious behavior.

3. Scenes 22-30 provide a practice set of scenes de-picting the principles in random order (Scene 30 is alsooptional). Viewers are given an opportunity to identifyresponses that inadvertently and unknowingly produce anundesired effect, and are given practice in predictingwhat actions will lead to what effect. In this wayviewers are led to increase their skill in coping withsituations that commonly arise when one person inter-acts with another.

4. Scenes 31-40 provide a second set of practicescenes similar to the previous set. Both this and theprevious set also may be used as a criterion test.

5. In a short closing scene, Dr. Mager brieflysummarizes the principles considered. The ending ofthe film provides a further illustration of one of theprinciples, and at the same time allows the session tobe ended on a positive note (a chuckle or more).

The Leader's Guide - the Script Pages of the Leader'sGuide contain all the information needed to lead apractice session. Right-hand pages contain: 1. anintroductory comment at the top of the pa0 for thosescenes that need it; 2. the script for the scene, soyou will be,easily refreshed about what comes next;3. questions to ask your viewers, in the sequence theyshould be asked (in bold type); 4. typical acceptableresponses; 5. optional comments you might want to make(also in bold type); 6. a large asterisk* on some pagesto remind you that here might be a particularly goodplace to tailor the session to your own situation byasking how the interaction shown in the scene appearsin your own enviornment. Left-hand pages include:1. interpretation - a technical explanation of thescene (to be used only in case of emergency); 2. anoccasional Note containing additional information tohelp with the explanation of the scene that follows;3. Summary so far - a brief summary of the principlesillustrated to that point, which you may or may notelect to use.

Research Press Company

P. O. Box 3177 CFS

Champaign, Illinois 61820 35

WHICH STUDENTS GET YOUR ATTENTION?

A film which demonstrates in an actual class-room situation techniques for securing a student's 16mm filmattention and for eliminating disruptive attention- running time: 15 min,getting behavior. Color

New England Special EducationInstructional Mateials CenterBoston University704 Commonwealth AvenueBoston, Massachusetts 02215

36

FILMSTRIPS

37

CONTINGENCY MANAGEMENT

Continagla Management, in simplest terms,is a contracting system in which students'successful task completion is consistently rewardedby free time activity. At the Conclusion of thisprogram, learners will know the major concepts of aContingency Management System and be able tosuccessfully set up a system in the classroom. Thefilmstrips consist of: A Positive Approach to Moti-vation, Contingency Management in the Classroom,and Planning a Contingency Management Program I andII.


University of Southern California1031 South Broadway Suite 623

Los Angeles, California 90015

PRECISION TEACHING

Sound/filmstrip. Developed for use in work-shops, methods classes, or by individuals.Featuring teacher Ann Starlin, the filmstripprovides an introduction to precision teaching,and demonstrates key procedures in precisionclassrooms.

The Council for Exceptional Children1920 Association DriveReston, Virginia 22091

STRUCTURING THE CLASSROOM FOR SUCCESS

Demonstrates to teachers how to create, structureand maintain a stimulating n10 . productive learning

environment. The filmstrips cover the followingareas: Overview, Room Environment, CreatingActivity Centers, Behavior Management Principles,Behavior Management in the Classroom, andIndividualized Instruction.

University of Southern California


1031 South Broadway Suite 623

Los Angeles, California 90015

TOTAL INFORMATION PACKAGE #1 THE ENGINEERED

LEARNING PROJECT

Describes a program for assisting childrel,withacademic and learning problems. It is founded on

a classroom design utilizing individualizedinstruction and procedures as they have evolved

from an experimental research project.

Northwest Regional Special EducationInstructional Materials CenterClinical Services BuildingEugene, Oregon 97402 38

filmstrips, cassettetapes, manual

self - instructional

Price: $20.00

filmstrips,cassette tapes,76 color framesrunning time: 25 min.Price: $20.00

filmstrip (6), cassettetapes (3), manual

7 minutes eachPrice: $15.00

filmstrips (8), cassettetapes (8), printedmaterial, 2 Final ReportVolumes

Unit I - 14 min.Unit II - 30 min.Unit III - 27 min.Unit IV - 27 min.Unit V - 12 min.

VIMCET TAPES

Price: $17.00 for film-Each of the filmstrip-tape programs includes: strip and tape

1. Illustrated filmstrip.2. Accompanying audio-taped narration, approximately

$10.00 for audio

30 minutes in length.tape

3. Instructor's manual4. Cassette or reel-to-reel-tape.5. Statement of specific objectives accomplished bythe program.6. Reports of validation studies regarding the program'seffectiveness.7. Sample copy of optional response sheet.


Analyzing Learning Outcomes

In this program techniques of task'analysis areapplied to learning objectives. Practice is providedso that an operational objective can be analyzed intosubtasks, designated as either entry or en routeskills. Use of a particular strategy is advocatedin which instruction is approached in terms oflearners' response rather than teacher presentations.

Defining Content for Objectives

In this program the application of behavioralobjectives is made feasible in an ordinary class-room situation. Teachers are taught that operationalobjectives should specify content that is generalizablebeyond a single test item. The viewer learns toidentify objectives which do and do not exemplifycontent generality and to write objectives which do.

Discipline in the Classroom

This program describes a translation of operantmethods to problems of classroom control. The

viewer learns to describe the basic rules of con-tingency management, to identify instances whenoperant methods are being, used, and to writesolutions to common classroom behavior problemsaccording to a reinforcement paradigm.

Educational Objectives

This program assists one in developing preciselystated instructional goals. At its conclusionviewers are able (1) to distinguish between be-haviorally and non-behaviorally stated instructionalobjectives and (2) convert non-behavioral objectivesto a form specifying student post-instruction behavior.

39

Establishina Performance Standards

This program describes concrete ways of judgingthe adequacy of student accomplishment. Bothqualitative and quantitative techniques for asses-sing learner competence are illustrated, includingintellectual, attitudinal, and psychomotor be-havior changes. The viewer is taught (1) to dis-tinguish between performance standards used todifferentiate achievement of students and thosewhich aid the teacher in judging his own perfor-*mance and (2) to construct performance standards forobjectives in a number of subject fields.

Evaluation

This program treats a topic of great interest to allinvolved in instruction, discussing a rigorous systemfor assessment of teaching. Test construction, itemsampling, and interpretation, of student performancedata are given attention and the critical role of pre-assessment of learner competency is emphasized. Theviewer learns to select and construct test items ap-propriate to given objectives, to design both formaland informal pre-assessment procedures, and to makeappropriate inferences regarding instruction basedon data obtained from his students.

Humanizing Educational Objectives

This program attempts to demonstrate that instruc-tional technology can have positive impact in class-rooms. Examples are provided where measurable objec-tives are formulated for social and personal developmentgoals. Procedures for systematically involvingindividual learners in the selection of their uniqueobjectives are also described.

Identifying Affective Objectives

Perhaps the most difficult task of those who mustformulate obejctives is the generation of non-cognitive, that is, affective objectives. Thisprogram provides a four step strategy for designingaffective objectives and gives the viewer practicein using the strategy.

Knowledge of Results

This program stresses the importance of allowingthe learner to judge the adequacy of all importantreponses made during an instructional sequence. Theviewer is given practice in discriminating betweenhypothetical situations in which an instructor doesor does not provide knowledge of results.

40

Selecting Appropriate Educational Objectives

What objectives should a teacher attempt to achieve?This program provides several tools with which toanswer this question. Demonstrating that merespecificity of instructional goals does not insureworthwhile goals, the program develops the viewer'sskills in using modified versions of the Taxonomiesof Educational Objectives.

Writing Tests Which Measure Objectives

Because standardized measures are often notappropriate for objective-based instruction, the useof the "item form" approach to writing testingsituations is described. Practice is given intransforming objectives into this format and producingitems which match objectives.

41

SLIDE SHOWS

42

BEHAVIOR MODIFICATION IN THE CLASSROOM:Excessive Talking

This presentation takes the form of a melo-drama set in the old west. Th hero of thislively presentation is Tex Nology, who imple-ments a token economy program in an elementaryschool classroom. By using tokens to reward(or reinforce) the student's appropriate be-haviors, a pleasant and productive classroomsituation is created, in which both studentsand teacher reap the benefits of this innovativebehavioral procedure. One specific problem thatwe deal with is that of "talking-out behavior",which often plagues teachers working with youngchildren. By reducing this type of verbal be-havior, the quality of the learning experienceis greatly enhanced and theuse of punishmenttechniques is avoided, much to the relief ofthe teacher. Created in cartoon format withfigures from the old west, this show offers ahumorous, as well as educational approach tothis problem.


BEHAVIOR MODIFICATION IN THE CLASSROOM:Underachievement I

slide showrunning time: 27 min.Price: $ 150.00

Rocky, like many junior high school students, slide showlacks the reading skills necessary to successfully running time: 24 min.adapt to school and modern society. This enter- Price: $ 150.00taining presentation, created from studio photo-graphy, describes how the implementation of a system-atic program of behavior procedures allowed onestudent to acquire the skills involved in reading.The emphasis is on moving away from the traditionalclassroom structure, and toward more innovativeprocedures - such as using other students as tutorsto set up an intensive reading program. Teachersshould find this approach helpful in dealing witholder students who have failed to develop thereading skills appropriate to their age level.

Behaviordelia

P. O. Box 1044Kalamazoo, Michigan 49005

43

BLUEPRINT FOR EDUCATIONAL REVOLUTION

Enhanced by creative use of graphic arts, cartoonsand live photography, this presentation deals directly slide showwith a number of the practical problems facing higher running times 27 min.education today. Student underachievement, high student/ Price: $ 150.00faculty ratios, rising costs of education) and educa-tional irrelevance are all pressing concerns within theeducational community.

By describing how these problems were overcome in thedesign and management of an introductory psychology coursefor 1000 students, this tape is certain to provide a newperspective and generate new ideas for all those who arefaced with these important problems.


THE FIRST FLY-BY-NIGHT UNDERGROUND, EXPERI-MENTAL COLLEGE OF KALAMAZOO

This is a review of the first attempt to use behavior-slide showal principles to design an entire one-year college curr-running time: 27 min.iculum. In this inter-departmental venture, the learn-Price: $ 150.00ing environment of the students was structured to develop

both academic and creative behaviors. The importance ofpeer group relations in promoting learning was recog-nized, and. consequently a special dormitory was createdin which the students' social interactions complementedtheir classroom activities.Perhaps the vanguard of a new approach to higher educa-

tion, offered in a format combining live photography andfantasy, the presentation is designed to stimulate thoughton the part of the educators and students who are inter-ested in new directions in the construction of optimallearning and social environments.


HARRY THE WOLFMAN

Harry is a college student, and like the wolfmanof cinema fame, he cannot control himself; hecannot make himself study. The appeal of partiesand other social activities, lure him away fromstudying and academic achievement. Fortunatelyfor Harry, however, a knowledgeable behavioralpsychologist comes to his rescue. A program isinstituted which balances his life so that hecan enjoy both the rewards of academic behavior,and social activities.

This entertaining, educational, and somewhatsurrealistic elide show employs studio photographyand some cartoon format.


44

slide showrunning times 25 min.Price: $ 150.00

HUMANISTIC BEHAVIORISM

In this short cartoon the rationale and goalsof a genuinely humanistic science of behavior areexplained in a straight-forward manner. Humanis-tic behaviorism can be described as a set ofprinciples which allow a person to change hisenvironment in such a way that he becomes thekind of indiyidual he wants to be. By exploringthese underlying purposes of behavioral science,it is possible to gain a more encompassing viewof what psychologists are trying to do to improvethe human condition.


UP TO ACHIEVEMENT

This slide show, employing photo composition,describes the use of behavioral procedures in asummer project for eighty grade school children.These children, all of whom had had histories ofsevere learning and adjustment difficulties, bene-fitted directly from a systematic behavior modification program.


REINFORCING DADDY BLUES

The tempered humor of the blues lyrics inthis composition provides the audience withsome of the basic terminology of applied be-havioral science. The subject of the showapplies behavior prindiples in a social rela-tionship, the success of which he attributes toB. F. Skinner. Amusing "Orphan Annie" cari-catures are utilized in this slide show with acartoon format.


45


slide showrunning time: 6 min.Price: $150.00


USING PRIVILEGES AS REWARDS

The use of privileges, or the opportunity toparticipate in enjoyable activities as rewards

slide show

(or reinforcers), has been found to be one ofrunning time: 6 min.

the most effective techniques of behavior manage-Price: $ 50.00

ment in the classroom. This presentation, incartoon format, explores a variety of ways in whichsuch rewards (reinforcers) can be used to producea more creative, productive, and pleasant class-room environment. One example of a system thatuses these techniques is discussed. Developing"privilege menus", using monitors, constructing"high interest" areas to provide rewards fordesired behaviors, and other related to)ics aredealt with, making the material sufficientlybroad in scope to be useful to most educators.


46

TRANSPARENCIES

47

THE RESPONSIVE TEACHING MODEL TRANSPARENCY KIT

The Responsive Teaching Model TransparencyKit is designed to be used in teaching thebehavior modification model developed byR. Vance ftall in applied behavior managementsettings. It is deisgned for the trainingsequence outlined in the Managing Behavior Series,Parts 1, 2 and 3.

The kit includes a guide for use and it isdivided into functional modules which make itapplicable to a variety of classroom or workshoppresentations. Each transparency of a case studyhas an accompanying text of the case history,including a summary of the results of the study.

H & H Enterprises, Inc.Box 3342

Lawrence, Kansas 66044

48

60 plastic transparenciesPrice: $68.00

, 1 ,,,,,,, , `.11, ,,,,,,,,,,,,, 1, , 1.1 ,,,,,,

VIDEO TAPES

49

BEHAVIOR MODIFICATION TECHNIQUES FOR TEACHERS OF THEDEVELOPMENTALLY YOUNG 1/2" Sony Video Tape

Manual, printedPerformance-based course consisting of 8 units: materialThe Behavior Model, Describing Behavior Pre-cisely, Recording Behavior, Graphing Behavior,Arranging Consequences, Teaching New Behavior,and Classroom Management Techniques I and II.Self-paced; can be used for: 7 or 15 day inten-sive course, one university quarter; or 2-dayintensive workshop.

Rocky Mountain Regional Special EducationInstructional Materials Center

University of Northern ColoradoGreeley, Colorado 80631

HELPING WILLIE WANTOO

Focuses on children who exhibit behaviors in-compatible with their learning in the classroom.Deals with the elimination of NEGATIVE behaviorsnot compatible with classroom learning.

Joint County System ofCedar, Johnson, Linn and

Washington CountiesCedar Rapids, Iowa 52401

HOW TO WRITE INSTRUCTIONAL OBJECTIVES

Stan Dublinske discusses the necessary parts ofwaiting instructional objectives. Including our

purposes and rationales for using instructional

objectives in the classroom.

Iowa State Department ofSpecial Education

Des Moines, Iowa 50319

30

1/2 inch video tapeEIAJ - 1 Standard Formatrunning time: 20 min.

1/2 inch video tapeEIAJ - 1 Standard Formatrunning time: 20 min.

Late Inclusions

(Transparency and Audio Tapes)

AUDIO-VISUAL TRAINING KITS

Teachin by Korth Lundell. Thistraining kit describes in a step-by-step manner. theprocess of Competency-Based Education. It illus-trates how instruction can become more individual -ized and effective through the use of assessmentprocedures, skill grouping, learning modules, andcontracting. Student involvement in the processis emphasized.

lohavioral 05jec.iives in Education, by Tyrone Payne.With the emohasis that it; currently being placed onrelevance and accountability in education, we areseeing a new emphasis upon the use of behavioralobjectives. This training kit, deVeloped specific-,!ally to meet this need, offers a simplified way of;training educators to create objectives for thetdevelopment,and evaluation of educational programs.

Skill Crooning-incentive S ystems,- by William Brown.!Through the use of numerous classroom examples, thiskit demonstrates that teaching is more efficient whenstudents are given (1) tasks they can do and (2)

!reasons for doing them. This program is based onseven curriculum and incentive objectives that arebasic to good instruction.

Behavior ManaFzement in the Classroom, by KerthLundell. Now in use in hundreds of school systemsand universities throughout the United States andCanada, this kit has proven to be a key tool in avariety of classroom management projects, The

presentation covers four basic areas: (1) Intro-duction to the behavioral approach, (2) Basic prin-ciples of learning, (3) Specific techniques forstrengthening desired behaviors, and (4) Specifictechniques for weakening undesired behaviors.

Praise - Criticism Ratio (Teacher Behavior--StudentOutput), by William Brown. Developed through numer-ous workshops with teacher groups, this training kitoffers a dynamic process for getting educators toexamine the discrepancies between the behavior controlmethods they do and should use. The audio-visual pre-sentation, which forms a basis for the group involvemeat section, provides a comprehensive examination ofthe effectS Of seven common:categories of pupil-teacherinteraction.

Instruction trans-parencies andcassette tapes$55.00

Instruction trans-pare ncies and

cassette tapes$55.00

Instruction transparencieS andcassette tapes$55.00



110,N1, by Korth Lundell.

This "i;t: is dosined to aid in toachiw; parents toIcre v.anae the behaviors of their -child-ren. The p-:ogram is desii;ned to be mcd over a seriesof fora 1..reeldy sessions so that participants can be-coc actively involved in trying the procedures.I;esides na oa 1-1:1g social behaviors,;areats also riceive helpful suggestions on changingho;lework habits.

Behavior. Products4357 H ':ar Hills AvenueKettering,- Ohio 45429
