Engaging a dynamic environment: A review of Novak and Peláez's (2004) “Child and adolescent development: A behavioral systems approach”.

Abstract

Abstract Behavior analyst teaching child development courses would do well to look into this book as the main text for the course. It represents the most comprehensive attempt to date to try and integrate the developmental literature with the study of basic mechanisms of learning. The book is written in a clear and concise manner that can be understood by the average undergraduate. It is also comprehensive enough to be enjoyed by graduate students. This review looks at the book in greater detail. Key words: Book review, behavior analysis of child development, systems theory, principles and mechanisms of child development ********** Since the seminal work of Bijou and Baer (1961), attempts have been made to explain traditional developmental concepts in terms of basic learning principles. Novak and Pelaez offers the most sophisticate attempt at this process to date. The most important thing to be said about the book is that it is excellent. This book is well researched, concise, and demonstrates a strong command of traditional and the behavior analytic approach to child development. The scholarship is superior. As the authors of the text suggest, it is important to look beyond what develops to why it develops. This is a central argument for both behavior analysts and developmental psychologists (Rovee-Collier, 1996). We live in a dynamic and explosive environment. Novak and Pelaez integrate basic behavioral principles into dynamical systems theory to produce a unique view of how children become adults. Looking form birth through adolescence, the book looks at traditional behavioral areas such as language learning and more unique areas such as adolescences falling in love. In addition, the book attempts to look at deviations form normal development studying anorexia, bulimia, conduct disorder, autism, depression, anxiety disorders, substance abuse, and mental retardation. In the area of autism, the authors explore the conflicting forces of science, pseudoscience and antiscience in autism treatment. Overall, Novak and Pelaez's selection of chapter topics is very appropriate, providing up to date information theory and research. On specific chapters, the book is divided into 15. They are an introduction, modern development theory, behavioral genetics, prenatal, birth and post natal periods, habituation and respondent learning, operant learning, cognitive development, development of communication, personality and self, social and emotional development, development of antisocial behavior, the family system, schools, adolescence, and behavioral disorders of childhood. Some chapters are worth specific mention. Chapter 3 is on behavioral genetics. While any discussion of behavioral genetics seems to inspire controversy, Novak and Pelaez (2004) present the factual information in the chapter and how genes work in a fair and balanced way. On cognitive development the book presents a great overview of Piagetian. While many problems have been found in Piaget's stages (1), such as conservation, the approach is still a very informative one and an excellent approach to contrast with learning based approaches such as Fischer's skills model and the research on stimulus equivalence and relational frame theory. The work on stimulus equivalence is particularly well done. On communication development the chapter presents a solid argument for input and feedback's role in language development. I enjoyed this chapter. If I were to add anything to it, I would think that since behavior analysts have done so much work on language intervention then maybe a section on language intervention would be helpful. Behavioral studies have provided basic techniques for and range of speech and language phenomena. These phenomena include building articulation (e.g., Elbert & McRenyolds, 1987; Bierut, Elbert, & Dinnsen, 1987) and more complex language skills--some with limited generalization of grammatical construction taught such as syntax training for Broca's aphasia (Doyle, Goldstein, & Bourgeois, 1987) and some with profound long-term changes (Warren & Kasier, 1986 a,b; Goldstein & Hockenberger, 1991). …