THE EVOLUTION OF BEHAVIOR AND THE PROCEDURES OF TEACHING
To teach students the SM system strategies, our talk about behavior and teaching must make another technical advance. Much of this advance has already taken place through the description of initial, expansion, refinement, and correction teaching using models, prompts, tests, and consequences. The present objective is to build on this foundation so that a language covering the evolution of behavior, the process of teaching, and their relationship, emerges.
The bits of behavior with which a human is born evolve into wonderfully complex repertoires. The suckling-crying-kicking infant becomes the teacher-dancer-comic-parent-lover-humanitarian. How can we put some sense into this behavioral evolution? By building on the analysis performed in Chapter 2. We ask, how can a class of behavior evolve and how can we control this evolution? The answer provides a correspondence between our languages of evolution and teaching, between theory and practice. For each of seven types of change that a class of behavior can undergo, there is a teaching procedure. 1
A class of behavior must first emerge. The emergence of behavior refers to performance of the first instances of a class. Releasing a hold on a chair,