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Behavior Analysis: A Computer-based Tutorial
by Reed Hardy
(C)1983-1992
Non-Technical Courseware Description
Target Population
This computer-based tutorial is designed to teach the basic terms and
concepts used in Applied Behavior Analysis (Behavior Modification),
and related behavioral research to any student who has an interest in,
or need to know this information. The reading level is high, but the
concepts should be within reach of any bright high-school student or
graduate. The courseware is designed to be used by a teacher or
staff-trainer as an adjunct to a text or other materials, but it is
sufficiently complete to act as a stand-alone introduction to the
basic concepts of classical and operant conditioning. The ideal use
for this courseware is as an introduction for new staff members at
behavioral treatment facilities. Therapists, especially family
therapists, will find that the courseware provides an excellent
introduction for parents or other patients/clients. The courseware
also makes an excellent inservice training experience for
teacher/educators and mental-health staff.
Courseware Operating Characteristics
The courseware functions as a branching electronic textbook. The
student begins the process by placing her/his copy of Lesson Disk #1
in any disk drive and typing "run", or "teach". The first time the
student does this, the computer asks a series of questions,
establishes the student's personal password, and an explanation of
how the system works is presented.
During this introduction the student learns how to "log-on", "log-
off", review a lesson, ask a question, and take a quiz. Following
this introduction, the student must pass a brief quiz in order to
begin the first course content unit.
Each content unit is roughly equivalent to a textbook chapter.
Following the introduction of new concepts in each content unit,
questions about the new material are asked. If the student misses a
question, an expanded explanation is presented. If the student
continues to be unable to answer embedded questions he/she is referred
to the course supervisor for further explanation, and progress through
the course continues. Following each content unit the student must
pass a unit test at a pre-determined mastery level before he/she is
permitted to advance to the next unit.
Graphic displays, sound effects, and graphic simulations are
distributed throughout each content unit to enhance and maintain
student interest. Most students find the courseware entertaining
and informative.
TECHNICAL COURSEWARE DESCRIPTION
Behavior Analysis: A Computer-Based Tutorial
by Reed Hardy
(c) 1983-1992
Course Content
System Introduction - Following a brief log-on procedure, during which
the student file containing information about his/her special
interests, personal characteristics, personalized password, etc. is
established, the general operating characteristics of the system are
explained. During this unit the student is exposed to all of the
question types and student control options (eg. back page, review,
special interest examples, etc.). Following this unit, the student
takes her/his first unit quiz. The student must pass this quiz at a
mastery level of approximately 65% in order to continue the course.
Unit One Completion time: 1/2 hour.1
History and Ethics - The first Behavior Analysis Course content unit
presents a brief history of the evolution of behavioral thinking and
compares this with the medical and psychoanalytic (Freudian) treatment
models. At the conclusion of the unit, a heavy emphasis upon benefits
to the client or subject of treatment is combined with recognition of
the value of eclecticism.
Completion time: one hour.
Classical Conditioning - After a brief introduction to Pavlov and his
land-mark research, a variety of interactive, real-world examples are
used to clarify these basic concepts, and to convince the student of
their utility. Extinction and related phenomena (partial-
reinforcement effect, spontaneous recovery, etc.) are introduced via
real-world examples and understandable language.
Completion time: two hours.
Operant Conditioning - This long unit begins with a tabular accounting
of the differences between operant and respondent conditioning
followed by a thorough treatment of positive and negative
reinforcement, the basic schedules of reinforcement (with real-world
examples), punishment and its limitations, and alternatives to
punishment (extinction, omission training, and/or Differential
Reinforcement of Incompatible behavior). The unit includes a graphic
simulation of shaping by successive approximations.
Completion time: three hours.
Stimulus Control - This unit is incomplete, but it makes a start at
introducing the concepts of discrimination, generalization and the
methods by which these are measured and displayed graphically. The
unit ends abruptly after introducing the concept of higher-order
conditioning.
Completion time: 1/2 hour.
____________________
1 Unit completion times will vary considerably from student
to student due to differing levels of computer skills, and
the branching nature of the courseware.
Behavior Analysis Course Description Page 3
Courseware Technical Description
The IBM-PC and Compatibles version of the courseware requires an IBM-
PC or compatible with at least one high-density (1.44 or 1.2 MB) disk
drive or a "hard disk", a color graphics adapter card (CGA or EGA-VGA)
with color monitor (Note: The software will also run with a
monochrome monitor.), and as little as 256K RAM, but quality will be
compromised.
Media - The current version resides on a single double-sided, high-
density 1.2 or 1.44 MB diskette.
General Operational Characteristics - The program is a branching
tutorial with menu-driven student control options. Student records
may reside on any specified disk, but the system control, unit
sequencing sub-programs and all text/graphic files must reside on the
default drive.
Runtime Operating Characteristics
Student Control Options - The student can gain access to control
options by pressing "q" (which the student may understand to mean
"Quit" or "Question?") at almost any point in the program. These
options are not available during testing. The following is an
annotated listing of the Student Control Menu:
Begin Review - Return to an earlier section of the program to review
before a quiz or at any other time.
Quit Review - Return to most advanced point after review.
Log Off - This records the student's progress and exits to DOS.
Note: An auto-log off procedure occurs if the student doesn't interact
with the program for approximately 6 minutes.
Special Interest Examples - Provides additional examples of
troublesome concepts or techniques. These examples are tailored to
the student's indicated special interests.
Definitions - Provides definitions of selected terms.
Explanations - Provides a definition and more in-depth explanation of
selected terms.
References - Provides a list of sources of information within the
field.
Configure System - Provides an opportunity to specify the disk drive
on which student records will be recorded.
____________________
IBM-PC is a registered trademark of International Business
Machines, Inc.
Behavior Analysis Course Description Page 4
Page Back - This important option is almost continuously available and
does not require the student to select the Student Control Menu. In
order to page back, the student simply presses "p" (for page back) or
"b" (for back page) rather than <RETURN> any time the current frame
ends with "*PRESS RETURN P/B TO CONTINUE*". Paging back takes one
back to earlier material several frames at a time so that one can
quickly review when and if necessary. Students like to use this option
to explore the consequences of answering embedded content questions in
a variety of ways. They also find it useful when they realize that
they have gone several frames without really paying attention.
Students may back page clear back to the beginning of the unit, but
must use the Begin Review option to review a previous unit.
Special Assessment Features:
The computer offers an excellent opportunity for creative testing and
other forms of assessment/evaluation. This courseware includes items
that assess the student's own self assessment of his/her
understanding, and measurement of the amount of time the student takes
to respond to a question as well as more traditional testing
techniques. The following is a list of some of the testing/assessment
features of this courseware.
Embedded Content Questions - Throughout the course brief questions
assess the student's understanding following the presentation of
material. Most of these yield remedial text which varies dependent
upon the particular alternative chosen in response to a multiple
choice question. Some of these are fill-in type questions.
Unit Tests - Following each unit, a brief test (from 9 to 20 items)
must be passed before the student is allowed to go on the next unit.
Feedback informs the student of the specific material she/he is having
the most trouble with without giving item by item feedback.
Special Unit Test Features:
Timed items - An adequate, but limited amount of time is allowed to
answer each question. If the question isn't answered, the program
scores that item incorrect and moves on. This feature discourages the
use of notes or text materials during unit tests.
Stratified Random Selection of Test Items - Unit tests are stored in
sub-groups of items based upon concept content. The testing program
then randomly selects a pre-determined number of items from each
concept group. This allows each student to take a different test (or
re-test) each time, while insuring that important concepts are
included within each test.
Hierarchic Item Presentation - Paper and pencil tests prevent the
author from testing really complex concepts and information
integration because complex questions often give away information
Behavior Analysis Course Description Page 5
which can be used to answer other questions on the test. However, by
presenting these questions at the end of the test, and disallowing
review of earlier items, these important concepts and processes can
be, and are, assessed.
Content-based, Performance-contingent Advancement/Remediation -
Following testing, review may be mandatory, recommended, or promotion
to the next unit may occur. When a disproportionate number of items
from a particular section of the unit are missed, review of that
portion of the unit is either automatic or recommended.
Summary - This is a relatively secure, stand-alone system which
functions well in classroom and/or inservice training environments.
Individualization, and immediate feedback motivate the student to read
carefully for understanding rather than skimming. Upon completion of
the course, students have a relatively high level of mastery of basic
Behavior Management concepts, and are ready for supervised field work.
Future Content Enhancements
Operant Conditioning Unit - The current version of this unit is too
long and contains too little diagnostic interaction. Planned
enhancements include breaking it into two units and adding simulations
and more interactive examples.
Simulations - Several graphic simulations are currently being
developed for inclusion in the Classical and Operant Conditioning
units.
Advanced Units - Units covering Stimulus Control, Program Planning and
Assessment, and Advanced Applications are also being developed.
Student Utilities - A utility program to help students keep track of
intervention project data and produce useful graphs is in the planning
stages.
Expert System - An interactive "expert system" to aid the student in
targeting behavior, conducting baseline and follow-up measures, and
choosing intervention strategies (reinforcement, extinction, omission
training, etc.) is being planned.
Expected Completion of Enhancements - The next major upgrade of the
courseware will include several of the enhancements described above.
The next version is expected to be completed by January, 1994.
Behavior Analysis Course Description Page 6
BEHAVIOR ANALYSIS: A Computer-Based Tutorial
Shareware Version SW 3.5
(C) 1983-1992 by Reed Hardy
Operating Instructions
April 18, 1992
Hardware Requirements: IBM PC or compatible computer with a minimum
of 256 K of RAM, a color graphics card (CGA)
and one high density disk drive.
A color monitor is useful, but not necessary. The program
will run on systems that do not have a CGA, but graphics
screens and characters will be lost. The program will also
run in less than 256K RAM, but repeated disk accesses will
slow operation. Note the program functions fine on EGA or
better monitors, but no special features for those monitors
have been written into the software.
Note: Before you use this software you should make a backup copy
of each disk. Consult your DOS Manual for instructions.
Startup: First turn on your computer with a DOS disk in Drive A.
Enter the current date and time information, then insert
Lesson Disk #1 in either Drive A or Drive B. Type "run",
"start" or "teach" in response to the A> prompt, then
press the RETURN/ENTER key.
All other operating instructions are included as part of the
courseware.
After you have used the program a new file called PISYS.SYS, which
contains your student records and performance data, will have been
created on Lesson Disk #1 (in drive A) or on a different drive of
your choice. If you wish to make a copy of the program for someone
else, simply delete this file by typing "DEL PISYS.SYS" at the A>
prompt (followed by <Return>) before making the new copy. If you
wish to keep your records intact, make your copy first then delete
PISYS.SYS from the copy. If your copy of the program has a file
named LOGO on Lesson Disk #1, it contains your institutional "logo".
You will also want to delete this file from any copy you wish to
forward to a friend, client or electronic bulletin board. You may
"upload" this program to your favorite BBS, but be sure to include
all of the files (except for LOGO and PISYS.SYS). The files called
BBSREAD.ME and READ.ME! give more instructions.
Behavior Analysis Course Description Page 7
For Hard-Disk or Single Floppy Users
Behavior Analysis (SW 3.5) resides on a single floppy disk:
Lesson Disk #1. This Disk #1 should be inserted in Drive A or B
during course execution. While the operating system will address
all I/O which concerns Lesson Disk #1 to whatever your current
default directory happens to be when you start program execution,
you may specify a different drive for storage of student record
files. If you are using this system with several students each
student/user should have his/her own floppy disk for record
keeping. See the file BBSREAD.ME for a listing of all of the
files which make up the complete system.
This software is available via any Learning Tree International
Electronic Bulletin Board Network Branch BBS. Check your phone
book for the number of the Learning Tree branch in your area, or
have your modem call (414) 337-9374.
BEHAVIOR ANALYSIS: A Computer-Based Tutorial
by R. Reed Hardy, Ph. D.
Author Information
Work Address: Home Address:
Psychology Department 1615 Lost Dauphin Road
St. Norbert College DePere, WI 54115
DePere, WI 51445 Phone: (414) 337-0904
Phone: (414) 337-3209 DATA 337-9374
Education:
M.A./Ph. D. West Virginia University 1970-1974
Major: Experimental Psychology/Behavior Analysis
Minor: Life-Span Developmental Psychology
Graduate faculty included K. Andy Lattal, B. Kent Parker,
James N. Shaffer, Hayne. W. Reese, K. Warner Scheia, John
Nesselroad, Paul Baltes etc...
Courseware Content Related Experience
Assistant/Associate Professor of Psychology 1974--Present
My teaching load has included a course on Applied Behavior Analysis
with a laboratory in the St. Norbert College preschool and/or the
College's animal research laboratory each semester since fall, 1974.
I have taught this subject matter in more than 50 courses.
I have conducted staff-training workshops on Behavior Management for
several mental-health and developmental disabilities agencies, and
have served as a Behavioral Programs Consultant for a variety of
agencies in the Green Bay, Wisconsin area.
Computer Related Experience
I began my career in educational computing at West Virginia University
where, under the direction of Drs. John Nesselroad and Kenneth
Kenoyer, I first learned Fortran IV then PL-1 programming languages,
and used them to write statistical analysis programs and an artificial
intelligence program designed to simulate simple learning processes.
In 1980, I undertook post-graduate training in educational computing
under the direction of Drs. Larry Keriaty and George Gerhold at
Western Washington University where I learned how to use "PILOT", a
powerful programming language designed specifically for the creation
of educational software.
In 1984 I co-founded Learning Tree Software, Inc. and in April 1988
initiated the Learning Tree International Electronic Bulletin Board
Network.
I am a member of the American Psychological Association, the
Association for Behavior Analysis, and the Association for the
Development of Computer-based Instructional Systems.
