DIVISION 25 RECORDER BEHAVIOR ANALYSIS Volume 38, Number 1 Summer, 2005
THE 2004 DON HAKE BASIC/APPLIED RESEARCH AWARD JOHN A. (TONY) NEVIN THE MOMENTUM OF TERRORISM
t’s a great honor to receive the Don Hake Award for Basic and and duty; talk on the streets and in cafes about acts of oppres- I Applied Research. I didn’t know Don well, but I’m sure that sion by the occupying power; delays and humiliations at check- heÐlike all of usÐwould have been profoundly concerned about the points; and perhaps most powerfully, the death of friends or killing and disruption caused by terrorist attacks and the coercive, family members at the hands of the despised authorities. These violent reactions by authorities that terrorism often provokes. widely experienced antecedents raise the probability that an Every scientific association that is concerned with human behav- individual will join a terrorist group and volunteer for a mis- ior must, it seems to me, try to come to grips with the extremities sion. The positive consequences, should he or she survive, of violence exemplified by terrorism and consider ways to reduce include enhanced status with peers, celebration in the commu- or eliminate it. nity, and media attention; some negative consequences are In Skinner’s Walden Two, Frazier quotes himself exhorting his arrest, imprisonment, and perhaps a death sentence. For many rats: “Behave, damn you! Behave as you ought!” but had to con- young men and women, the antecedents are likely to outweigh cede that “The rat was always right.” Leaving aside any theoreti- the mixed positive and negative consequences. cal or moral connotations of “ought” and “right” –for example, Now let’s consider some antecedents and consequences for a that the terrorist “ought” to behave in accordance with some theo- terror campaign conducted by a group, where the individuals ry of deterrence, or that it is “right” to kill in the name of some Ðexcept for top leadersÐare largely interchangeable. Like the allegedly noble causeÐthe terrorist, like the rat, is always right in campaign itself, these antecedents and consequences are likely to the sense that a terrorist’s action is a natural outcome of identifi- be extended in time rather than episodic, as for individual acts. able variables. Let’s consider variables that have proven effective Terror campaigns seem to thrive in settings involving occu- in analyses of many sorts of behavior: the antecedents and conse- pation and subservience to an alien authority, suppression of quences of action. cultural or religious practices, and economic exploitation. Their Among the antecedents to a terrorist act by an individual are recurring positive consequences include disruption and fear in schooling and sermons that stress national or religious identity 2004 RESEARCH AWARD: Continued on page 4
The 2004 Don Hake Basic/Applied The 2004 Fred S. Keller Behavioral Research Award Address ...... 1 Education Award Address...... 10 For The Record ...... 2 President-Elect Message...... 12 2006 Division 25 Award Announcements ...... 13 Call for Nominations...... 3 Report of Council of The 2004 B.F. Skinner New Representatives Meeting...... 15 Researcher award...... 6 In Memoriam: American Psychological Association, Ogden Lindsley...... 15
InThis Issue… Division 25 Convention Program...... 8 Application for Membership ...... 16 BA
FOR THE RECORD DIVISION 25 EXECUTIVE COMMITTEE CHRISTINE E. HUGHES, RAYMOND C. PITTS, Editors, Division 25 Recorder PRESIDENT: Timothy Hackenberg e hope to see everyone at this year’s APA convention in University of Florida WWashington, DC (August 18-21, 2005). Sherry Serdikoff and Dorothea Lerman have put together what looks to be a great PRESIDENT-ELECT: program. They have done an especially outstanding job of coor- Larry A. Alferink dinating presentations with other divisions (e.g., 28 and 33). The Illinois State University Division 25 program, along with some highlights from other divisions, is presented on the center pages of this issue. PAST PRESIDENT: We especially are pleased to feature articles from three of the 2004 Division 25 Award winners: Tony Nevin (The Don Hake Steven I. Dworkin Basic/Applied Research Award), Carl Binder (Fred S. Keller University of North Carolina Wilmington Behavioral Education Award), and Dave Richman (B. F. Skinner New Researcher Award). These articles are based upon their MEMBERS-AT LARGE: award presentations from last year’s Division 25 program. For Kathryn Saunders those of you who did not get a chance to see their talks, we highly University of Kansas - Parsons Research Center recommend that you take a few moments to read these articles. For those of you present at their talks last year, we hope you enjoy Gregory Madden reading these redux versions as much as we did. We would like to University of Wisconsin Eau Claire congratulate Tony, Carl, and Dave on being selected for these Raymond C. Pitts awards and extend our warmest thanks to them for submitting University of North Carolina Wilmington their articles for publication in The Recorder. Also in this issue are two contributions from Larry Alferink, our SECRETARY/TREASURER: President-Elect. The first is a report from the recent meeting of the APA Council of Representatives; Larry attended that meeting as Larry A. Alferink the Division 25 representative (substituting for Eileen Gambrill). Illinois State University We thought item #3, pertaining to the proposed new APA division, might be of particular interest to Division 25 members. The second COUNCIL REPRESENTATIVE: is a short message emphasizing the importance of publicizing the Eileen D. Gambrill contributions of behavior analysis to the broader psychological University of California - Berkeley community, and urging us to consider the role that Division 25 might play in that effort. As usual, Larry practices what he preach-
FOR THE RECORD: (continued on page 3)
THE DIVISION 25 RECORDER he Division 25 Recorder is the official publication of the Submissions should be sent to Dr. Christine E. Hughes TAmerican Psychological Association’s Division 25 for (Co-Editor) or Dr. Raymond C. Pitts (Co-Editor), The Behavior Analysis. Historically, it has been published three Division 25 Recorder, Department of Psychology, University times a year (Spring, Summer, and Winter) and received by of North Carolina Wilmington, 601 S. College Road, the Division 25 membership, Division affiliates, student affil- Wilmington, NC, USA 28403-5612 (tel 910-962-7795 iates, and individual and institutional subscribers. The or -7293; email: [email protected] or [email protected]). newsletter also is sent to the presidents and newsletter editors Subscriptions and changes of address for regular affiliate, of the other APA divisions, officers of APA, the American student affiliate, individual, and institutional subscriptions Psychological Society, the Association for Behavior should be sent to Larry A. Alferink, Secretary Division 25, Analysis, and the Association for the Advancement of Department of Psychology, Illinois State University, Campus Behavior Therapy. Box 4620, Normal, IL, USA, 61790-4620. Changes of The Division 25 Recorder informs readers about the address for APA members of the Division should be sent Division and APA governance and membership activities. It directly to APA. publishes letters to the editor, open letters to the Division’s Executive Committee, news and notes about experimental, Deadline for submissions for the next issue is applied, and conceptual analyses of behavior. The newsletter OCTOBER 1. is not an archival publication for scientific manuscripts, but BA will occasionally publish unsolicited comments and queries.
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FOR THE RECORD: (continued from page 2) es. He recently published an article in the Division 1 newsletter DIVISION 25 (The General Psychologist) entitled "Behaviorism Died Today, STANDING COMMITTEES Again!" We highly recommend that article. These efforts are just AND CHAIRS two more in an ever-lengthening list of contributions Larry has made to Division 25 and to behavior analysis. Indeed, it is hard to ARCHIVES: imagine what the division would be without Larry. Although there James T. Todd is no way we can thank him enough for his continued dedication to Eastern Michigan University Division 25, all of us should try anyway. Finally, since our last issue, behavior analysis lost one of its AWARDS COMMITTEE: “true pioneers,” Ogden Lindsley. This issue contains a short memoriam of Og by Hank Pennypacker, which is excerpted from Michael Perone piece that originally appeared on the website of the Cambridge West Virginia University Center for Behavioral Studies. We thank Hank and the Cambridge Center for graciously allowing us to reprint it here. We have served FELLOWS: as editors of The Division 25 Recorder for 4 years now and it William J. McIlvane seems as though nearly every issue has contained a memoriam of a University of Massachusetts Medical School – pioneer in our field. Indeed, over the past 15-20 years, behavior analysis, at least as many of us know it, has lost several of its “first Shriver Center generation.” For us, this has been cause for reflection about the future. Have you reinforced the behavior of a student lately? BA MEMBERSHIP: Eric A. Jacobs Southern Illinois University 2006 DIVISION 25 AWARDS: CALL FOR NOMINATIONS NEWSLETTER EDITORS: Christine E. Hughes Division 25 has the following award categories: Raymond C. Pitts The B. F. Skinner New Researcher Award for important, University of North Carolina Wilmington innovative work conducted by individuals who are within 5 years of receiving their doctorate. NOMINATIONS The Med Associates Basic Research Award for innovative AND ELECTIONS: and important research that improves understanding of Kathryn Saunders basic behavioral processes University of Kansas - Parsons Research Center The Distinguished Contribution to Applied Behavior Analysis Award. for innovative and important research on ADVANCEMENT IN APA: applications of behavioral principles to address socially Timothy Hackenberg (President) significant human behavior University of Florida The Don Hake Basic/Applied Research Award for individ- uals whose work spans basic and applied research and Larry A. Alferink (President-Elect) represents the cross-fertilization of the two areas. Illinois State University The Fred S. Keller Behavioral Education Award for dis- Steven I. Dworkin (Past-President) tinguished contributions to education. University of North Carolina Wilmington Outstanding Dissertation Award for individuals whose Eileen D. Gambrill recent doctoral research has significantly advanced University of California - Berkeley scientific knowledge in the field of basic or applied behavioral processes. PROGRAM: To nominate someone for the Skinner, Med Associates, Sherry L. Serdikoff (Co-Chair) Applied, Hake, or Keller, Awards for the coming year, James Madison University please send at least one letter of nomination and a copy of the nominee’s curriculum vita. To nominate someone for Dorothea C. Lerman (Co-Chair) the Dissertation Award please send a copy of the disserta- University of Houston Clear Lake tion, a supporting letter from the dissertation advisor, and the nominee’s curriculum vita. Nomination materials WEBSITE AND LISTSERV: should be sent to Tim Hackenberg, Department of Psychology, University of Florida, PO Box 112250, M. Christopher Newland Gainesville, FL, 32611-2250. [email protected]. Auburn University
Nominations must be received by August 1, 2005
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2004 RESEARCH AWARD: Continued from page 1 6) The terror and guerrilla campaign ity of governmental responses on the by the Tamil Tigers (LTTE) to establish a severity of terror attacks, I determined the target community, amplified by separate Tamil state in Sri Lanka, 1983- the killing rates by terrorists before and media coverage, and respect, political 87, at which point Indian peacekeepers after a block of five governmental power, and money for leaders within intervened; ceasefire and negotiations for responses, expressed them as after/before their supporting community. The nega- Tamil autonomy began in 2002. ratios, and plotted those ratios in relation to the rate of killing by authorities. tive consequences include raids, arrests, 7) The final spasm of violence by the Figure 1 shows that the killing ratios and broadly targeted violent retaliation Shining Path in its long campaign to fluctuate widely around 1.0, with no evi- by authorities (although the latter may bring down the Peruvian government dence of either an upward or downward increase community support and bring in and establish a Maoist state, 1991-93; trend in relation to the killing rates by new recruits). most leaders were arrested, and the government authorities. Aspects of this In view of policy debates about the Peruvian government survived. effectiveness of violent retaliation by figure challenge some common policy government authorities, which could rea- For each campaign, I obtained reports perspectives. For example, terror killings sonably be argued either to incite or sup- of terrorist actions and government are about as likely to increase as to press further terror attacks, I gathered responses from The New York Times and decrease when there were no killings by some empirical data on the issue. I quantified their severity in various ways the authoritiesÐthat is, the five-episode examined seven terror campaigns, all of (Nevin, 2003, 2004). Here I will use the block involved raids and arrests by which were intended to achieve political simplest and most brutal statistic: num- authorities but no deaths (the data are goals such as removing an occupying bers killed by terrorists (usually govern- arrayed over 0.2 on the x-axis). An power, establishing regional or ethnic ment officials, soldiers, police, or random advocate of treating terror attacks as autonomy, or overthrowing a govern- civilians) and numbers killed by the crimes and prosecuting them within the ment. I chose these cases to exemplify authorities (usually terrorists, members of criminal-justice system, such as myself, post-World-War-II terror campaigns that their supporting communities, or random could take the left-most data points have either ended entirely or at least civilians). To remove some noise from below 1.0 on the y-axis as evidence for decreased to low levels of violence (the the data, I aggregated numbers killed the effectiveness of nonlethal responses campaign by Al Qaeda and its affiliates, over successive blocks of five episodes to terrorism. On the other hand, a tough- which shows no sign of abating, will be of terror attacks or governmental minded realist could take left-hand data discussed below). responses and divided by number of points above 1.0 on the y-axis as evi- months over which the five episodes took dence of the ineffectiveness of law 1) The efforts by Jewish terrorists to place in order to express them as killing enforcement and argue for killing terror- end the British occupation and establish rates. To examine the effects of the sever- ists outright. At the right-hand end of the an independent Israeli state, 1945-48; the British left Palestine in 1948. 2) The Moroccan struggle for inde- pendence from France, 1953-56; inde- pendence was granted in 1956. 3) The Algerian campaign for inde- pendence from France, 1954-56, which then escalated into full-scale war; inde- pendence was granted in 1960. 4) A representative sample from 1971-73 of the seemingly endless cam- paign by the IRA in Northern Ireland against British enforcement of union with Great Britain; participation in the government of Northern Ireland was granted in 1998. 5) The terror campaign by the ETA to establish a separate Basque state in Figure 1. The y-axis exhibits the rate of killing by terrorists during five terror incidents after a block of five northern Spain, 1973-83; substantial actions by authorities, expressed relative to the rate of killing during five terror incidents before that block, autonomy was granted in 1983. on a logarithmic scale. The x-axis exhibits the rate of killing by authorities, also on a logarithmic scale. The legend identifies terror campaigns with the authority identified in parentheses. If no terrorist deaths were reported during the block of five actions by authorities, the data are aligned above 0.2 on the x-axis 4 BA x-axis, where all the data come from the of terrorism by communities that once should act to eliminate terrorism, but particularly savage campaign by the supported it. Apparently, terrorism has surely, in the empirical spirit of behavior FLN in Algeria and retaliation by become a way of life for some of its analysis, future policies should be driven France, the positions reverse. The long-time practitioners and is unlikely to by data rather than ideology. Although tough-minded realist could take the disappear altogether. my political orientation and pacifist incli- lower right-hand data points as evidence Are these historical examples relevant nation make me profoundly suspicious of of effective suppression of terrorist to the “new terrorism” by Al Qaeda and any statement by the US Secretary of action by lethal military operations: For its affiliates? Unlike the foregoing cases, Defense, Donald Rumsfeld, I give him example, after the French killed 459 ter- Al Qaeda’s campaign is international; its credit for raising a data-based perspec- rorists and their sup- goals appear to be tive in a memorandum dated October 16, porters and leveled 9 purely destructive; 2003. Here are two excerpts: villages in late and its inspiration THE OVERALL TENDENCY FOR Today, we lack metrics to know if August 1995, terror- comes from a reli- TERRORISTS’ KILL RATES TO PERSIST we are winning or losing the global ist kill rates dropped gious absolutism that REGARDLESS OF GOVERNMENT ACTION war on terror. Are we capturing, substantially for the makes targets of SUGGESTS THAT THE COMBINED killing, deterring, and dissuading next 3 months. insufficiently ortho- REINFORCING EFFECTS THAT OPERATE more terrorists every day than the However, the upper dox members of ON LEADERS AND PARTICIPANTS IN A madrassas and radical clerics are right-hand data Islam (the “infidels”) TERROR CAMPAIGN ESTABLISH A SORT recruiting, training, and deploying points suggest that as well as outside OF MOMENTUM THAT MAKES THE against us? violent retaliation CAMPAIGN HIGHLY RESISTANT TO ANY occupying powers can incite yet worse SORT OF RESPONSE BY AN AUTHORITY. (the “crusaders”). Have we fashioned the right mix of violence: For exam- After the horrendous rewards, amnesty, protection, and ple, 3 weeks after terror attacks of 9/11, confidence in the US? the French killed 190 terrorists and sup- the US invasion of Afghanistan in Unfortunately, the open-ended “glob- porters in April 1956, the FLN massa- November 2001 killed at least 3000 al war on terror” holds out the hope of cred 120 pro-French villagers. In view Afghanis; and the US-led invasion of ultimate victory in battle and thereby of the variability in the data, particular Iraq in March 2003 killed at least 6000 sanctions violence, legitimizes all sorts sequences of terrorist attacks and gov- Iraqis, with a continuing death toll of of otherwise illegal actions, and con- ernment responses can be selected to about 200 per month through June 2004. sumes resources that could be used to support whatever “lesson of history” an There has not been another attack like alleviate poverty, improve schooling, advocate wishes to deploy in argument. 9/11; in this respect, large-scale violent and create meaningful jobs in communi- However, the aggregate data show that military operations seem to have been ties that may otherwise engage in terror- changes in the rates of killing by terror- effective in suppressing Al Qaeda’s cam- ism to pursue their goals. The recogni- ists are quite independent of the level of paign, although international intelligence tion that military violence does not violence employed by authorities in work and law enforcement may have reduce killing by terrorists could at least efforts to suppress terrorism. been at least as important. However, vio- begin to move the USA away from its The overall tendency for terrorists’ lent military retaliation appears to have commitment to making war on terrorism kill rates to persist regardless of govern- increased the viciousness of Al Qaeda’s and toward policies that address its ment action suggests that the combined long-term campaign. Over the period antecedents. reinforcing effects that operate on lead- from 9/11 to June 2004, Al Qaeda’s ers and participants in a terror campaign monthly kill rate, averaged over five- References establish a sort of momentum that makes episode blocks, increased steadily from Nevin, J. A. (2003). Retaliating against terrorists. the campaign highly resistant to any sort 21 to 256, the latter figure including Behavior and Social Issues, 12, 109-128. of response by an authority. A particular- bomb attacks on Shiite shrines in Nevin, J. A. (in press). Retaliating against terror- ly powerful source of the momentum of Baghdad and Fallujah, passenger trains ists: Erratum, reanalysis, and update. Behavior terror is its history of success: In six of in Madrid, a police station in Saudi and Social Issues, 13, 155-159. BA the seven cases considered above, the Arabia, and a school bus in Basra during terrorists’ goals were achieved at least in March and April 2004. Clearly, military part. The persistence of terrorism is action has not eliminated Al Qaeda’s ter- especially striking in Northern Ireland, ror campaign, and the thousands of “col- Spain, and Sri Lanka where low-level lateral” casualties in Afghanistan and attacks are continuing despite the Iraq may have contributed to its recruit- achievement of many of the initial goals ing efforts. of those campaigns and the repudiation It is not clear how the world’s nations
5 BA THE 2004 B.F. SKINNER NEW RESEARCHER AWARD DAVID RICHMAN, University of Maryland, Baltimore County EMERGING SELF-INJURY IN YOUNG CHILDREN WITH DEVELOPMENTAL DISABILITIES
am honored to have received the 2004 B. F. Skinner New Researcher to positive and negative social rein- IAward from Division 25, and I appreciate the opportunity to describe forcers. Space limitations preclude a more my current research. A recent APA book, Self-injurious behavior: Gene- detailed discussion of this theoretical model, but I refer interested readers to brain-behavior relationships (Schroeder, Oster-Granite, & Thompson, Guess and Carr (1991) (along with pub- 2002), summarized over 40 years of research on genetic, neurobiologi- lished critiques of this theory in the same cal, and behavioral research. Based on a review of this book, most journal volume) and Kennedy (2002). empirical studies of self-injurious behavior (SIB) have focused on the Longitudinal Assessment development of behavior management programs or pharmacotherapy of Emerging SIB to reduce SIB, or they have identified neuroanatomical and neurochemi- My research related to this topic has cal abnormalities that contribute to SIB. Although we have made great focused on documenting patterns for the advances in these areas, our scientific understanding of the ontogeny emergence of SIB in young children with of self-injury is considerably less developed. Prevalence and cohort moderate to profound DD. We recently studies suggest that the following factors are associated with increased concluded a longitudinal study on 12 probability of developing SIB: (a) severe or profound developmental dis- young children with DD (Richman, 2004) that was partially funded by the abilities (DD), (b) sensory or physical disability, and (c) certain genetic University of Kansas Research Institute disorders and syndromes (McClintock, Hall & Oliver, 2003; Schroeder, and the National Institute of Child Health Reese, Hellings, Loupe & Tessel, 1999). Prevalence estimates of SIB and Human Development. The four pri- exhibited by individuals with DD are between 5 and 16% (Schroeder, mary purposes of this study were (a) to Rojahn, & Oldenquist, 1991). Given that risk factors for development of document common topographies of stereotypic motor behavior, proto-injuri- SIB have been identified, and that SIB occurs in a substantial proportion ous behavior (i.e., topographies that are of individuals with DD, the next logical step for our science is to identify similar to SIB but not producing tissue early intervention and prevention strategies to decrease the overall damage), and SIB with a relatively large prevalence SIB (Berkson, 2002; Berkson, Tupa, & Sherman, 2001). sample of these behaviors exhibited by 1- 3 year old children with DD; (b) to docu- ment changes in these behaviors across A Theory for the tion to humans being predisposed to time within each participant; (c) to con- Emergence of SIB engage in stereotypic motor movements duct a descriptive assessment to deter- There are undoubtedly many different during infancy, some forms of these mine whether some forms of SIB appear mechanisms that can result in the devel- behaviors may be maintained by percep- to evolve from stereotypic motor behav- opment of SIB. One theoretical model, tual (automatic) reinforcement directly ior; and (d) to assess the function of these developed by Guess and Carr (1991) and produced by engaging in the behavior behaviors. The participants for this study further expanded by Kennedy (2002), (Berkson & Mason, 1963). Given that were between 12 and 36 months chrono- proposes that some forms of SIB may stereotypies occur relatively frequently in logical age, had moderate to profound evolve from early stereotypic motor children with severe DD during waking delays in communication and cognition, behavior. Stereotypic motor behavior may hours (Guess, Roberts, & Rues, 2002), or a genetic syndrome or disorder corre- originate as a biologically based behavior these high frequency behaviors are likely lated with development of stereotypy or given that both typically developing to contact social stimuli in the environ- SIB, and they were exhibiting motor infants and infants with DD develop ment. Kennedy (2002) has suggested that stereotypies, proto-SIB, or SIB. topographically similar forms of repeti- a combination of shaping and matching Procedures for the study were a com- tive and rhythmic motor behavior theory provides a possible behavioral bination of parental interview (Repetitive (MacLean, Ellis, Galbreath, Halpren, & mechanism for the evolution of stereo- Behavior Scale; Bodfish et al., 1999) Baumeister, 1991; Thelen, 1979). In addi- typy into SIB that may become sensitive and analogue functional analysis probes 6 BA
(Iwata, Dorsey, Slifer, Bauman, and group. That is, many of the children (n = et al., 1998), parent responivity training Richman, 1982/1994) repeated monthly. 6) exhibited stereotypic arm waving or (Yoder & Kaiser, 1989), and blocking- Descriptively, the vast majority of partic- head nodding, but they did not develop plus-matched-items (Piazza et al., 2000) ipants were exhibiting stereotypies head hitting or head banging during the for emerging nonsocially mediated (75%) and proto-SIB (92%) at the time course of the study. These findings sug- proto-SIB or SIB can decrease these they entered the study (mean CA 19.4 gest that early proto-injurious behavior problem behaviors and increase appro- months). However, relatively few of the warrant intense monitoring for the first priate communication, which may in children (17%) engaged in behavior that sign of tissue damage, which would in turn prevent the development of some caused self-inflicted tissue damage. Only turn warrant early intervention to prevent cases of chronic SIB. The long-term goal one child developed new topographies of the development of further tissue damage. is to conduct a group design study to stereotypy during the study, but nearly Future research should focus on docu- evaluate whether this type of interven- half (43%) of the participants developed menting variables that increase the proba- tion package can prevent the develop- a new topography of proto-SIB (mean bility of proto-SIB evolving into SIB, and ment of some forms of SIB. Positive CA 22.6 months) or developed tissue variables that are correlated with cases of results would have policy implications damage (mean CA 24.8 months). These emerging SIB that resolve without inter- for how early childhood services are results replicate the work by Berkson, vention (e.g., “protective” factors). allocated for children with DD at high Tupa and Sherman (2001) showing that Result of the functional analyses were risk for developing SIB. SIB can emerge relatively early in chil- difficult to interpret because the most dren with DD. common pattern was undifferentiated References There were two distinct patterns for responding across the functional analysis Berkson, G. (2002). Early development of stereo- the emergence of SIB in this study, with conditions (40 out of 53 topographies). typed and self-injurious behaviors: II. Age topographical characteristics affecting the Although undifferentiated responding trends. American Journal on Mental Retardation, 107, 468-477. pattern. Tissue damage from hand cannot be definitively interpreted, some Berkson, G., & Mason, W.A. (1963). Stereotyped mouthing emerged for 4 participants, but level of target behavior continued to movements of mental defectives. III. Situation the topography and functional analysis occur during the alone/ignore condition, effects. American Journal of Mental pattern (i.e., undifferentiated across con- suggesting that some type of nonsocial Deficiency, 68, 409-412. ditions) remained the same as the behav- variable likely contributed to mainte- Berkson, G., Tupa, M., & Sherman, L. (2001). ior changed from proto-SIB (hand nance of the behavior. The other most Early development of stereotyped and self- injurious behaviors: I. incidence. American mouthing without tissue damage) to SIB. common functional analysis pattern was Journal on Mental Retardation, 106, 539-547. One of the 2 children who developed differential responding in the Guess, D. & Carr, E. G. (1991). Emergence and head bruising displayed a different pattern alone/ignore condition, or differential maintenance of stereotypy and self-injury. of SIB development. This child exhibited responding during the low social stimula- American Journal on Mental Retardation, 96, both head nodding and arm waving in the tion conditions (alone/ignore and atten- 299-319. head and shoulder area before these tion), suggesting these topographies were Guess, D., Roberts, S., & Rues, J. (2002). Longitudinal analysis of state patterns and relat- behaviors became proto-SIB (head hitting maintained, at least in part, by some type ed variables among infants and children with and banging without tissue damage) and of nonsocial variable (Vollmer, 1994). significant disabilities. Research and Practice for eventually caused tissue damage. Finally, one child’s functional analysis Persons with Severe Disabilities, 27, 112-124. Although the functional analysis pattern pattern was initially undifferentiated for Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. of these behaviors remained undifferenti- all eight topographies of target behavior. E., & Richman, G. S. (1982). Towards a functional analysis of self-injury. Analysis and Intervention in ated, the topography changed from one However, levels of head hitting and body Developmental Disabilities, 2, 3-20. that could not cause tissue damage (i.e., hitting became differentiated in the atten- Kennedy, C. H . (2002). Behavior-environment stereotypic arm waving in the head and tion condition after three months in the mechanisms influencing the evolution of shoulder area) to one that did cause tissue study, while the remaining six topogra- stereotypy into self-injury. In Schroeder, S., Oster-Granite, M. L. & Thompson, T. (Eds.) damage (i.e., head banging on objects or phies continued to show undifferentiated Self-injurious behavior: Gene-brain-behavior head hitting). These findings support the responding throughout the course of the relationships, Washington DC: APA Books. hypothesis that some forms of SIB may study. These data suggest that a social MacLean, W. E., Ellis, D. N., Galbreath, H. N., evolve from early stereotypic behaviors in function developed over time for head Halpren, L. F. & Baumeister, A. A. (1991). children with DD. hitting and body hitting. Rhythmic behavior of preambulatory motor impaired, Down syndrome, and nondisabled With regards to the emergence of children: A comparative analysis. Journal of proto-injurious head hitting, 3 of the 5 Future Research Abnormal Child Psychology, 19, 319-330. participants engaged in arm waving in the Based on these results, we have McClintcock, S., Hall, S., & Oliver, C. (2003). head and shoulder region prior to devel- begun an early intervention study funded Risk markers associated with challenging oping head hitting. However, arm waving by the National Institute for Child behaviours in people with intellectual disabili- ties: A meta-analytic study. Journal of and head nodding without contacting a Health and Human Development. This Intellectual Disability Research, 47, 405-416. hard object or another body part (i.e., study is examining whether an early proto-SIB) was not associated with emer- intervention package consisting of func- gence of SIB across the children as a tional communication training (Wacker 2004 SKINNER AWARD: Continued on page 11 7 BA
American Psychological Association Washington, DC DIVISION 25, BEHAVIOR ANALYSIS CONVENTION PROGRAM August 18-21, 2005
THURSDAY AUGUST 18, 2005 12:00PM -12:50PM, WCC, Meeting Room 155
10:00AM -11:50AM, Washington Convention Center (WCC), PAPER SESSION (co-listed with Division 33) Meeting Room 146B Gerald L. Shook - Fostering Professional Practice: The SYMPOSIUM (co-sponsored with Division 28) Behavior Analyst Certification Board Nicotine Psychopharmacology and Policy—-A Look Behind Chair: Dorothea Lerman and a Look Ahead Co-chairs: Jack E. Henningfield & Ian Stolerman 1:00PM -1:50PM, WCC, Meeting Room 155 Victor J. DeNoble & Paul C. Mele - Nicotine Research at INVITED ADDRESS (co-listed with Division 33) Philip Morris: Discoveries Suppressed and Its Consequences Dorothea Lerman - Methodology to Assess the Functions of Athina Markou - Current Understanding of Nicotine Self- Emerging Speech in Children with Autism and Developmental Administration and Dependence in Animals Disabilities Jed E. Rose - Importance of Conditioning and Sensorimotor Chair: Sherry L. Serdikoff Factors in Tobacco Addiction Maxine L. Stitzer - Treatment Overview: The Role of 2:00PM-3:50PM, WCC, Meeting Room 209C Behavioral Pharmacology SYMPOSIUM (co-listed with Division 33) Jack E. Henningfield - Psychopharmacology Research Implications for National and Global Tobacco Regulation John W. Jacobson Memorial Symposium—-Critical Thinking in MRDD Discussant: Mitchell Zeller Chair: James A. Mulick 10:00AM -11:50AM, WCC, Meeting Room 208 Stuart Vyse - Magical Thinking and Developmental Disabilities. SYMPOSIUM (co-listed with Division 33) Gerald L. Shook - Ethics and Professionalism. Symposium: Functional Analysis of Problem Behavior in Persons with Developmental Disabilities Richard M. Foxx - Controversial Therapies for Developmental Disabilities. Chair: Michael F. Cataldo Gina Green - Critical Thinking and Flexible Science: Now Patricia Kurtz, Michelle Chin, & John Huete - Early More Than Ever. Intervention and Prevention of Self-Injury in Young Children. David Richman, Heather Teichman, & Joy Kolb - Early 5:00PM -5:50PM, Grand Hyatt Washington Hotel, Burnham Room Intervention Toward Decreasing Nonsocial SIB. DIVISION 25 EXECUTIVE COMMITTEE MEETING Iser G. DeLeon, David Richman, Kate Gutshall, & Lisa M. Toole - Examining Relations Between Person Variables and Chair: Timothy D. Hackenberg Functions of Problem Behavior. Stephanie Contrucci Kuhn, Lynn G. Bowman, Iser G. FRIDAY AUGUST 19, 2005 DeLeon, Dawn Resau, & Lisa M. Toole - On the Relation Between Problem Behavior and Ritualistic Behavior. 8:00AM -9:50AM, WCC, Meeting Room 150A Louis Hagopian, David Kuhn, Iser G. DeLeon, SungWoo SYMPOSIUM (co-listed with Division 28) Kahng, & Lynn G. Bowman - Hypothesis Testing in Applied Behavior Analysis. Development, Evaluation, and Dissemination of Family- Based Adolescent Substance Abuse Treatments Chair: Jody L. Kamon Jody L. Kamon, Catherine Stanger, Alan J. Budney, & Levent Dumenci - Efficacy of a Contingency-Management Treatment for Adolescent Substance Abuse
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Susan H. Godley, Rodney Funk, Michael L. Dennis, & Mark D. Sarah Tartar & Kimberli Treadwell - Matching Theory Godley - Family Sessions Impact on CYT Process and Outcome Applied to the Treatment of Behavior Problems Howard A. Liddle - Mining the Connections Among MDFT Treatment Development, Evaluation, and Dissemination 4:00PM -4:50PM, Renaissance Washington DC Hotel, Meeting Bradley Donohue, Valerie Romero, Heather Hill, & Jennifer Room 5 Karmely - Manual Development in Family Behavior Therapy DIVISION 25 BUSINESS MEETING for Drug Abuse Discussant: Nathan H. Azrin Chair: Timothy D. Hackenberg
2:00PM -2:50PM, WCC, Meeting Room 154A SUNDAY AUGUST 21, 2005 DIVISION 25 PRESIDENTIAL ADDRESS 10:00AM -10:50AM, WCC, Meeting Room 160 Timothy D. Hackenberg - Token Reinforcement: Past, Present, INVITED ADDRESS (co-listed with Division 3) and Future Michael Perone - Conditioned Reinforcement and the Analysis Chair: Steven I. Dworkin of Human Behavior Chair: Sherry L. Serdikoff 4:00AM -4:50AM, WCC, Meeting Room 149A INVITED ADDRESS (co-listed with Division 3) 10:00AM-11:50AM, WCC, Meeting Room 209A Leonard Green - Self Control, Choice, and the Form of the SYMPOSIUM (co-listed with Division 33) Temporal Discounting Function: Irrational Humans but Toward the Development of Evidence-Based Treatment for (Sometimes) Rational Rats Individuals with MR/DD Chair: Sherry L. Serdikoff Co-chairs: Kyong-Mee Chung & Louis Hagopian Bart M. Sevin, Scott Braud, Samantha, Hardesty, Patricia SATURDAY AUGUST 20, 2005 Snyder, & Cheryl Knight - Validated Treatments for Autism Spectrum Disorders: A Review of Recent Single-Case 9:00AM -9:50AM, WCC, Meeting Room 151A Experimental Design Research. INVITED ADDRESS (co-listed with Division 3) Kyong-Mee Chung, SungWoo Kahng, Richard Goysovich - A. Charles Catania - Operant Reserve and Its Implications for Evidence-Based Treatments for Pediatric Feeding Disorders. the Analysis of ADHD Heather Jennett, Louis Hagopian, & Nochole Rodriguez - Chair: Sherry L. Serdikoff Identifying Empirically Supported Treatments for Anxiety Behaviors in Individuals With MR/DD. Theodosia Paclawskyj - Collateral Outcomes of Intensive 10:00AM -11:50AM, WCC, Meeting Room 153 Behavioral Treatment of Aberrant Behavior in Children with SYMPOSIUM (co-listed with Division 2) Developmental Disabilities. Interteaching: A New Behavior-Analytic Approach to Classroom Instruction OTHER DIVISION HIGHLIGHTS Chair: Dorothea Lerman BRADY-SCHUSTER AWARD (MED Associates) Tracy E. Zinn - Introduction to the Interteaching Method Nancy Mello - Behavioral Science: Ever-changing Directions Sherry L. Serdikoff - Comparing Interteaching to Self-Paced WORKSHOP (with Divisions 1, 16, and 50) Instruction Deciphering the NIH Roadmap: Directions to Success in Grant Bryan K. Saville - Comparison of Interteaching and Lecture Funding Tracy E. Zinn - Variations of the Interteaching Format SELECTED ADDRESSES BY DIVISION 28 Discussant: Philip N. Hineline NEW FELLOWS Donald Dougherty - Effects of Combined Alcohol and L- Tryptophan Depletion and Loading on Impulsive Behavior 1:00AM -1:50AM, WCC, Halls D & E Friedbert Weiss - Compulsive Drug-Seeking and Vulnerability POSTER SESSION to Relapse: Novel Pharmacological Treatment Targets Nancy Petry: Pathological Gambling: Comorbidity and Laurence D. Smith, Lisa A. Best, & Alan Stubbs - Inscription Treatments BA Use in JEAB: Trends in Graphs, Equations, and Tables Corrina A. Falkenstein - Coding and Observation: Methodological Issues in Parent—Child Interactions
9 BA 2004 FRED S. KELLER BEHAVIORAL EDUCATION AWARD CARL BINDER, Binder Riha Associates, Santa Rosa, CA. LEARNING, TEACHING AND AN EVOLUTIONARY IMPERATIVE
When we learn something and then teach it to someone est.) Because I’d been accepted into a philosophy doctoral program at the else, we potentially contribute to a collective repertoire that University of Notre Dame, he suggested continues beyond us. If that collective repertoire adapts I go ahead but keep in touch with him. In my first semester I realized that I did over time to our changing environment, it can improve our not want to be a professional philoso- likelihood of survival. We know that selection by conse- pher. The following summer I traveled to quences can account for individual learning, cultural evolu- Harvard, took a chance and walked into Skinner’s office. He astounded me by tion, and biological evolution. It seems clear in the 21st cen- recalling our correspondence and gra- tury that our culture is evolving faster than our biology is. ciously gave me over an hour of his time. He introduced me to Dick So passing on what we know is critical for survival, Herrnstein, who was also generous with because growing evidence suggests that if we don’t evolve his time, then to S.S. Stevens, the distin- guished curmudgeon who still wielded culturally–in our socio-political, scientific, environmental and ultimate power in that department. To other types of collective behavior–it’s possible that we make a long story short, I entered the Harvard Psychology doctoral program in won’t survive this century. September. To me it was a miracle, but it also said something about passionately pursuing one’s interests, something I try ur science of behavior recognizes for a philosophy class, and I reacted to convey to students. O these things, and application of with all the usual clichés, concluding Skinner officially retired soon after I the science could make the difference that Skinner was advocating totalitarian arrived, but he generously allowed me to between our survival and extinction. mind control and so on. I don’t recall the study independently with him for the This understanding can create a higher details, but my favorite history profes- next 2 years. With most of my course purpose for usÐintegrating our personal sor’s wife, a doctoral student in behavior work complete, I decided I wanted to and professional lives. For each of us, therapy at the University of Washington work with humans rather than pigeons. passing on what we’ve learned is very with Robert Kohlenberg, said something Skinner called Dr. Joe Cautela at Boston important. It comes down to each of us that led me to re-read the book. After a College, then President of AABT. A serving as both students and teachers. second reading, the light went on, and I “career-counseling” meeting with Joe We have both the privilege and the obli- became a passionate enthusiast. I under- led to Bea Barrett’s lab; after meeting gation to learn as much as we can and to stood simply that if we take a natural with her for several hours, she offered pass it on in order to make a difference. science approach to our own behavior, me a job. I’ve had many great teachers. I we can improve education, management, I spent a decade at Bea’s lab. She attended Catholic elementary schools therapy, how we treat the environment, introduced me to senior colleagues where the Dominican nuns devoted their and potentially all of human culture. I including Og Lindsley, Hal Weiner, Jay lives to education and enabled me to realized that a natural science of behav- Birnbrauer, Diane and Bill Bricker, Eric learn and to love learning. In high ior offers a means of consciously partici- and Elizabeth Haughton, Owen White, school and college, I learned from pating in our own evolution, potentially and many others who became my teach- Jesuits who taught critical thinking, creating great leaps ahead by discover- ers in various ways. I directed research communication, and analysis. By the ing principles and applications, and then in Bea’s lab and classroom, consulted in time I was a junior in college, I’d decid- passing them on. schools, trained teachers in Master’s ed to major in philosophy because I saw This led me to write Dr. Skinner a let- Programs, published a newsletter, and it as a vehicle for learning and teaching ter of thanks, asking his advice. It was participated in many projects with Bea. people how to thinkÐa high calling. amazing to me that he wrote back within She was a great mentor because she Seattle University was relatively weeks. (I later was inspired by learning encouraged me to follow my interests small, affording many hours with profes- that he routinely reinforced curiosity by and, especially, my data. sors. During that time I read Walden Two responding to those who expressed inter- I teamed with Bea to influence others, 10 BA a notable example being Kent Johnson laborating for years. Christine contacted 2004 SKINNER AWARD: Continued from page 7 who, as a fresh Ph.D., was unaware of Elizabeth and, with fellow grad student precision teaching or and fluency-based Brian Gaunt, spent the summer learning Piazza, C. C., Adelinis, J. D., Hanley, G. P., Goh, instruction. Kent sought out Bea, and for about Precision Teaching and the tutor- H., & Delia, M. D. (2000). An evaluation of the 2 years we met weekly in Bea’s office ing business at Elizabeth’s center. They effects of matched stimuli on behaviors main- with Kent and others to share data, teach returned to Reno and started a universi- tained by automatic reinforcement. Journal of and learn. The ideas and data we shared ty-affiliated tutoring service which Applied Behavior Analysis, 33, 13-27. enormously influenced all of our later evolved over several yearsÐeven after Richman, D. Self-injury in young children with contributions Christine, Brian and Jim had left disabilities: Assessment, early intervention, and prevention. American Psychological I don’t mean to bore you with my RenoÐinto the Center for Advanced Association, Honolulu, Hawaii: August, 2004. personal story, but what I learned from Learning, now one of the most produc- Schroeder, S.R., Oster-Granite, M.L., & all these very busy yet generous people tive precision teaching research and Thompson, T. (2002): Self-injurious behavior: is that we must make ourselves available training centers in the country. Little did Gene-brain-behavior relationships. to pass on what we know, to share our I know that taking a few minutes to Washington, DC.: APA Books. data, to both learn from and teach one respond to Christine’s email would have Schroeder, S.R., Reese, R., Hellings, J., Loupe, P., another. This is not just a professional such an amazing result! & Tessel, R. (1999). “The causes of self-injuri- obligation. It is about our evolution and Last summer, my wife and business ous behavior and their clinical implications.” In survival as a species partner, Cynthia Riha, attended the Wieseler N. & Hanson, R. (Eds.) Challenging behavior, Washington, DC: American Even Lindsley’s design of the Seattle Summer Institute at Kent Association on Mental Retardation. Standard Celeration Chart taught me and Johnson’s Morningside Academy, where Schroeder, S., Rojahn, J., & Oldenquist, A. (1991). others about sharing and “giving credit.” she also met Kimberly Berens, now Treatment of destructive behaviors among people Lines at the bottom of the chart prompt President of the Center for Advanced with mental retardation and developmental dis- us to record the names of the learner, the Learning in Reno. Adding abilities: Overview of the problem. In Treatment manager or teacher, the supervisor, any Morningside’s methodologies to the of destructive behaviors in persons with develop- mental disabilities (NIH Publication No. 91- advisor, and others involved with col- Precision Teaching tools she learned 2410, pp. 173-220). Washington, DC: U. S. lecting the dataÐrecognizing all contribu- from me and Elizabeth Haughton, Department of Health and Human Services. tors. In Bea’s lab we hosted monthly Cynthia is now home schooling our two Thelen, E. (1979). Rhythmical stereotypies in normal chart-sharing sessions which became sons. What comes around goes around human infants. Animal Behaviour, 27, 699-715. part of our Precision Teaching culture. — and one can never tell how or when. Vollmer, T. (1994). The concept of automatic rein- The practice of identifying “chart par- We’ve got to pass it on. forcement: Implications for behavioral research ents” –those who taught us to measure Let me turn briefly to the topic of in developmental disabilities. Research in behavior frequencies and use the behavioral fluency, to which I’ve devot- Developmental Disabilities, 15, 187-207. Standard Celeration chartÐstrengthened ed my career since the late 70s when I Wacker, D., Berg, W., Harding, J., Derby, M., Asmus, our habits of giving credit and sharing. saw that by measuring and making J., & Healy, A. (1998). Evaluation and long-term treatment of aberrant behavior displayed by Without a doubt, we all engage in instructional decisions using Skinner’s young children with disabilities. Developmental “passing it on,” and I don’t mean to rate measure rather than percentage cor- and Behavioral Pediatrics, 19, 260-266. claim anything special about myself. But rect we could achieve unprecedented Yoder, P. J., & Kaiser, A. P. (1989). Alternative if we put this process of sharing, learn- improvements in teaching effectiveness explanations for the relationship between ing and teaching into the larger context because we can see differences and maternal verbal interaction style and child lan- of evolution, we can see that it’s not just opportunities for improvement that we guage development. Journal of Child Language, 16, 141-160. a courteous practice. In our science, do not see when we ignore the time which holds the promise of accelerating dimension of behavior. Skinner once Author’s Note our evolution as a species, I believe that said (Evans, 1968) that his most impor- Portions of this manuscript were present- it’s an evolutionary imperative to pass tant contributions were rate of response ed previously at the 2004 American on what we learn. and the cumulative response recorder. In Psychological Association Annual Let me mention one more recent the history of science it has most often Conference, 2004 Association for example of how passing it on can have been advances in measurement that have Behavior Analysis, the 2004 Gatlinburg great and unexpected results. Several led to quantum leaps in scientific under- Conference, and are currently under years ago I gave a talk at California standing. I believe the same is true in review by the American Journal on ABA about behavioral fluency. A week the scientific revolution that Skinner Mental Retardation. David M. Richman later I received an email from a Master’s began. It was the power and sensitivity is Associate Professor of Psychology at student at the University of Nevada, of rate, or behavior frequency that the University of Maryland Baltimore Christine Kim, saying that she wanted to Skinner, Lindsley, Barrett, and Eric County. Special thanks to John Belmont, learn more about Precision Teaching and Haughton passed on to me. Vargas Ph.D. for his helpful comments on a pre- fluency. I suggested she contact (1977) put it most simply when she vious version of this manuscript, and to Elizabeth Haughton, whose Precision the families and the graduate and under- Teaching center in Napa, California, I’d graduate research assistants that helped helped start and with whom I’d been col- 2004 KELLER AWARD: Continued on page 12 conduct this study. BA 11 BA
2004 KELLER AWARD: Continued from page 11 classroom, we can see that our discrete trials procedures often prevent students BEHAVIORISM wrote: “Teaching is not only producing from performing at competent rates. DIED TODAY, new behavior, it is also changing the Competent adults and children read at likelihood that a student will respond in 150 to 250 words per minute, for exam- AGAIN! a certain way. Since we cannot see like- ple. Discrete trials occur at perhaps 12 Larry Alferink lihood, we look instead at how frequent- per minute. If we only measure accura- President-Elect, Division 25 ly a student does something. We see cy, we can’t see the handicap that our how fast he can add. The student who procedures impose and we won’t know does problems correctly at a higher rate to change the procedures to liberate ne of the reasons to participate in is said to know addition facts better students’ behavior. When we provide OAPA and to support the activities than one who does them at a lower rate” so-called overlearning trials beyond the of Division 25 is that it permits contact (p. 62). point of 100% accuracy with procedures with others who would not necessarily Using response rate to measure that constrain response rates, and then consider an organization such as ABA to behavior in instructional situations leads remove the procedural constraints to be their primary home. One of my to different and better decisions than allow free responding, the rates often objectives during the next 3 years is to better publicize the activities and accom- using percentage correct. This is com- increase without any additional interven- plishments of individuals who do inter- pletely separate from whatever methods tion. The behavior rises to its natural fre- esting and important things in behavior or procedures we might use to increase quency, freed from environmental con- analysis to the broader psychological those response rates, a point which I straints, now accessible to procedures community. recently emphasized in an In Response designed to produce competent levels One such opportunity recently arose commentary in The Behavior Analyst of performance. when I attended the APA Division (Binder, 2004). If as scientist-practitioners we do not Leadership Conference in January. As Perhaps the most telling data set, one use the quantum leap in behavior meas- often happens in such settings, I was that I and others have shared hundreds urement that Skinner passed on to us, we engaging in small talk with individuals of times since we gathered them in are in danger of failing to exploit the from other divisions when one of them Barrett’s lab (Barrett, 1979; Binder, evolutionary advantage he left behind. 2003), shows ranges of correct responses asked me what Division I was from. Exploring and developing the implica- When I answered “Division 25, the per minute on simple pre-academic com- tions of this contribution has been and ponent tasks that we were teaching ado- Division for Behavior Analysis”, his will continue to be the focus of my pro- response was something like “Oh, so lescents then labeled “mentally retard- fessional career. And in the context of ed.” We were also working with young you are one of the last remnants”. I am my earlier remarks, I personally believe sure you have had similar experiences elementary school students and a group that it is our evolutionary imperative to before, as have I. My response is typi- of professional adults. In 11 of the 16 use rate of response when measuring cally that Behaviorism and Behavior skills, all of the professional adults com- human learning and teaching. Analysis is doing very well and to pro- pleted more correct per minute than all vide a brief description of the interesting of the regular children and all of our References things that we do. Usually, individuals handicapped students. These data reflect Barrett, B. H. (1979). Communitization and the listen politely and often respond that what you’d notice if you spent a few measured message of normal behavior. In R. they we not aware of this work. But on minutes with these people. But if we York and E. Edgar (Eds). Teaching the severe- this occasion, the individual happened to only use percentage correct, as in most ly handicapped: Vol 4. (pp. 301-318). be the Editor of the Division 1 (General classrooms and training programs, we’d Columbus, OH: Special Press. Psychology) newsletter, The General think these three groups performed Binder, C. (2003). Doesn’t everybody need fluen- Psychologist and he asked if I would be exactly the same, because they were all cy? Performance Improvement, 42, 14-20. willing to write a column along the lines 100% correct! Binder, C. (2004). In response: A refocus on of what my response was as he thought We have to let this sink in. In my response-rate measurement: Comment on it would be interesting to the more than view, our educational and training pro- Doughty, Chase, and O’Shields (2004). The 2,000 members of Division 1. I indicated Behavior Analyst, 27, 281-286. grams fail to produce competence in that I would. He asked that it be some- large part because the measurement sys- Evans, R. I. (1968). B. F. Skinner: the man and thing that would be appropriate for tems they use cannot discriminate his ideas. New York: E. P. Dutton & Co., Inc. members to read over morning coffee. between competence and incompetence. Vargas, J. S. (1977). Behavioral psychology for He encouraged me to share the newslet- All of us have been trapped in the per- teachers. New York: Harper and Row. ter with members of Division 25. centage correct box since childhood, unconsciously thinking that 100% is the Author Note Please see my column in The General best we can do. Rate of response shows Contact information: Psychologist (pp 7-8) at: us an entirely different picture that [email protected] and download his http://www.apa.org/divisions/div1/news/ allows us to make better decisions. publications at www.Fluency.org and Spring2005/Spring05TGP.pdf BA When we measure response rates in the www.SixBoxes.com BA
12 BA ANNOUNCEMENTS
APA Annual Convention, For more information, please contact Dr. details about the special issue, please con- August 18-21, 2005. The 113th Carol Pilgrim, Dept. of Psychology, tact them. Annual Convention of the APA will take UNC Wilmington, 601 S. College Road, Reference: Dougher, M. J., & Hayes, place at the Washington Convention Wilmington, NC 28403-5612, pil- S. C. (2000). Clinical behavior analysis. Center and surrounding hotels in [email protected]. In M. J. Dougher (Ed.), Clinical behav- Washington, DC. Along with thousands ior analysis (pp. 11-25). Reno, NV: of paper and poster sessions, there will Special Issue of the Context Press be a special performance by Arlo Journal of Applied Behavior Guthrie, who will perform at the open- Analysis on Clinical Behavior Behavior Analyst Today Call ing session as he stops through on the Analysis: Interventions based on the for Papers: Currently in its sixth vol- 40th anniversary tour of “Alice’s principles of operant and respondent con- ume, The Behavior Analyst Today (BAT) Restaurant, a lecture by APA Award ditioning have long been applied to social- began in 1999 by Joseph Cautilli, Craig winner for Outstanding Lifetime ly important problems traditionally char- Thomas, Beth Rosenwasser, Michael Contributions to Psychology. Judith acterized as clinical or psychological dis- Weinberg and several others. The vision Rodin, PhD, president of the orders. This family of interventions is was to provide a premiere, no-cost online Rockefeller Foundation, an APA Night often referred to as behavior therapy. journal on various topics in Behavior at the Smithsonian’s National Museum However, not all such behavioral applica- Analysis and the Experimental Analysis of of the American Indian, and an APA tions have been based on the philosophi- Behavior. BAT is in J-Gate, which places open house. For information about the cal, conceptual, and methodological con- it in all libraries in India and EBSCO pub- convention, as well as registration and ventions of behavior analysis. The term lishing, which places it in every library in hotel information, see www.apa.org/con- clinical behavior analysis has been America. BAT is currently in PsychInfo vention05/ invoked with increasing frequency to and is in its 6-month rating process to describe the contemporary application of achieve its ISI citation index rating. BAT 22 nd Annual Southeastern behavior analysis to the understanding and has published close to 300 articles. Association for Behavior treatment of problems traditionally Submissions of manuscripts are mostly by Analysis Conference: SEABA encompassed by clinical psychology invitation; however, the journal has an is a regional affiliate of the Association (Dougher & Hayes, 2000). Recent open submission policy and current call for Behavior Analysis-International. The advances in clinical behavior analysis for papers. Submitted manuscripts include annual conference will take place in include the analysis and treatment of psy- empirical studies, theoretical articles, and Wilmington, NC on October 20-22, chotic, depressive, and hyperactive behav- technical articles. We also accept book or 2005. The conference lasts 1.5 days ior, substance abuse, marital problems, other review articles. All manuscripts are starting with an opening reception on dementia, and tic disorders, among others. peer reviewed. Turnaround time from ini- Thurs. night, invited presentations all To highlight these recent developments, tial submission to publication is typically 6 day Fri. and Sat. morning, and a poster JABA will publish a special issue devoted to 9 months. The Behavior Analyst Today session Fri. night. For information about to clinical behavior analysis. Suitable con- has a 36-person international editorial SEABA and about the conference, tributions include empirical articles and board consisting of two senior associate including hotel and poster submission reports, discussion articles, and book editors and four associate editors. Please information, please see reviews (including behavior-analytic cri- see www.behavior-analyst-today.com for http://www.seaba.org tiques of mainstream clinical writings). information about submissions. Our goal Empirical submissions should have as is to continue to provide a high quality New Master’s Program in their primary focus a problem central to a journal on research in Basic and Applied Applied Behavior Analysis. DSM-IV diagnosis, include direct-obser- Behavior Analysis that is accessible on- The psychology department at the vation data on individual behavior, line and at no cost. University of North Carolina employ an acceptable experimental Please attend our BAT Social at the Wilmington announces a new Master’s design, and offer a conceptual analysis of upcoming Association for Behavior program in applied behavior analysis the findings. Authors are invited to submit Analysis International conference on starting in the Fall 2005. Students will manuscripts to the editor, Patrick C. Saturday, May 28, 2005 at 8Ð10 p.m. in take courses in general psychology, Friman, Ph.D. (Clinical Services, 13603 Boulevard A at the Chicago Hilton. For behavior analysis, and clinical psycholo- Flanagan Blvd., Boys Town, NE 68010) more information contact Michael gy, complete a practicum at a local via the usual process and to include in Weinberg, Ph.D., BCBA, Lead Editor agency, an empirical thesis, and a 6- their cover letter a request to have the ([email protected]) month clinical internship. Upon comple- paper considered for publication in the tion of program requirements, students special issue. The guest associate editors Research on Social Work will be eligible to apply for certification for this issue will be Jim Carr, Ph.D. (269- Practice Call for Papers: The as a Board Certified Behavior Analyst 387-4925; [email protected]), Doug bimonthly, peer-reviewed journal and for licensure as a Psychological Woods, Ph.D. (414-229-5335; Research on Social Work Practice wel- Associate in North Carolina (clinical [email protected]), and Ray comes behavior analytic submissions. licensure is required to practice applied Miltenberger, Ph.D. (701-231-8623; behavior analysis in North Carolina). [email protected]). For ANNOUNCEMENTS: Continued on page 15
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Report for the American Psychological Association’s Council of Representatives FEBRUARY 2005 MEETING Larry Alferink (substituting for Eileen Gambrill)
APA’s Council of representatives met February 18-20, 2005 Guidelines for School Redesign and Reform.” The existing document, as is in Washington, DC. I am providing a brief summary of implied by the title, is very construc- selected issues that may be of interest to the members of tivist in nature, and there is a strong likelihood that the guidelines will be Division 25. revised to include a focus on effective teacher behavior.
1. APA is in good financial shape at the must not be inimical to other divisions 7. Council approved the establishment of present time, with a budget surplus and the new division must represent a Committee on Socioeconomic close to $1.8 million for 2004 and a “an active and functionally unitary Status, to be added to the Public surplus also projected for 2005. The interest of a group of members”, and Interest Directorate. surplus is due in part to the success of that their objectives are consistent the 8. Council approved $100,000 for mem- electronic journal subscriptions. The advancement of Psychology as a sci- bership recruitment and retention 2005 budget includes a modest dues ence and as a profession. There was activities for 2005. BA increase of $6 for APA members and considerable discussion on the points $1 for graduate students who are in the Bylaws as well as other issues members of APAGS. There also will related to the interests of APA as an be a $30 increase in the convention organization. APA Bylaws require a JOBS two-thirds majority in APA Council registration fees, but APA will use this POSTDOCTORAL POSITION AT ARIZONA increase to provide laptop projectors for the approval of a new division. STATE UNIVERSITY: A postdoctoral fellowship in all meeting rooms. Many of you The vote was 66 in favor, 56 opposed for research concerning timing and conditioning is will be happy to know you won’t have with two abstentions, and hence the available with Peter Killeen. A Ph.D. in research involving conditioning is required. See his web- to carry projectors for PowerPoint petition was not approved. site http://www.asu.edu/clas/psych/research/ slides with you to future conventions.
IN MEMORIAM: OGDEN LINDSLEY (1922-2004)
gden Lindsley died on Sunday, had gone before, well aware that the O October 10, 2004. I lost my life penalties for challenging conventional long teacher and friend and behavior wisdom with science can be severe. analysis lost one of its true pioneers. Perhaps this courage was acquired dur- Ogden devoted his life to the proposition ing his escape from a German POW that a natural science of behavior could camp near the end of World War II. convey benefits to the culture and per- Perhaps he found it in the lives of the haps thereby avert recurrence of such great scientists whom he admired as tragedies as World War II. While Skinner much for their sacrifice as for their con- advanced this notion in his many writ- tributions. Galileo, Pavlov, Bernard were ings, it was his student Lindsley that first names he revered. Whatever its source, acted on it and our world was forever Ogden’s courage enabled him to extend changed for the better. Skinner’s work to humans and provide Ogden will be remembered for his facts where previously there had been many attributes. He was brilliant, he was only hope. Because of Ogden’s work, witty, he was a master showman, he was the promise of behavioral technology a stern taskmaster, he was a gentle coun- was realized and millions of people are Editor’s note: This is a portion of selor, and he was a dependable friend in benefiting from it every day. a tribute that was originally published by times of trouble. During the 43 years of the Cambridge Center for Behavioral our friendship, I saw all of these charac- Hank Pennypacker Studies. We are grateful to them for teristics and more. For me, however, one University of Florida allowing us to reprint it here. For addi- word above all others explains my admi- tional remembrances of Ogden Lindsley, ration of Ogden. That word is courage. Mammatech Corp. please visit the Cambridge Center’s Ogden had the courage to go where none Cambridge Center for Behavioral Studies website (www.behavior.org). BA
ANNOUNCEMENTS: Continued from page 13 Organizational Behavior Management of the Anacostia River. Buses will be four times a year. The network also provided at the major hotels to take par- cosponsors a biannual conference, offers ticipants to and from the race. Maps and Articles must be coauthored by a profes- grants to support student research, and additional information will be available sional social worker or involve an evalua- provides valuable information for those at Division Services at the convention. tion of services provided by professional interested in OBM. If you would like to Awards will be given to the overall social workers. Please contact the editor, join the OBM network or if you desire men’s and women’s winners, to the top Bruce Thyer, Ph.D., who is a Fellow of more information, please visit the website three finishers in each 5-year age group Division 25, at [email protected] if you at WWW.OBMNETWORK.COM OR from under 25 to over 75, to the top three have any questions about a potential sub- contact John Austin, PhD, Director, OBM male and female finishers who hold mission. The journal is produced by Sage Network, Western Michigan University, membership in Div. 47, the top three fin- Publications, has about 1600 subscribers, Department of Psychology, Kalamazoo, ishers who are Psi Chi members and Psi and is in its 15th year of publication (see MI 49008, Tel: 269-387-4495, Fax: 269- Chi National Council members, and to www.sagepub.com). Help disseminate 387-4550, the highest finishing male and female behavior analysis by publishing in this Email:[email protected] exhibitor. The annual business meeting high quality social work journal! of the Running Psychologists will take The 27th Annual Running place on Friday, Aug.19, 8 a.m. and the Organizational Behavior Psychologists’APA 5K Annual Pre-Race Pasta Dinner will be Management Network: “Ray’s Race and Walk” held on Friday evening, August 19 at The OBM network is a special-interest Saturday, August 20, 2005, 6:30 p.m. Ð details available at the con- group of the Association for Behavior Presented by Division 47: vention. For more information and an Analysis-International. Its mission is to Sport and Exercise entry form, please see the following Div. develop, enhance and support the growth Psychology. The annual race and 47 website: and vitality of organizational behavior walk at the 2005 Washington, D.C. www.psyc.unt.edu/apadiv47/running.html management through research, education, Convention of APA will be held at 7 practice, and collaboration. OBM net- a.m., Saturday morning, August 20, in work members receive a newsletter three BA Anacostia Park along the southern edge times a year and the Journal of 15 JOBS: Continued from page 14 ASSISTANT OR ASSOCIATE SCIENTIST AT THE UNI- unpublished articles and (b) grant proposals that are in VERSITY OF KANSAS, SCHIEFELBUSCH INSTI- preparation or that have been submitted, and names and Dept. of Psychiatry, 38 Fletcher Place, Burlington, VT TUTE FOR LIFE SPAN STUDIES AT PARSONS: A non- contact information of three references. Application and 05401-1419. The University of Vermont is an affirmative teaching faculty equivalent position at the Assistant or request for further information should be addressed to: action and equal opportunity employer. Associate Scientist rank with expertise and interests related Laura Hanigan, University of Kansas, Search Committee, to one or more of the following topics: assistive technology, 2601 Gabriel, Parsons Kansas 67357, 620-421-6550 ext. POST- OR PREPOSTDOCTORAL POSITION AT THE early childhood, reading, challenging and aberrant behavior, 1896, [email protected]
AMERICAN PSYCHOLOGICAL ASSOCIATION
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