DIVISION 25 RECORDER BEHAVIOR ANALYSIS Volume 36, Number 1 Summer, 2003

MARIAN BRELAND BAILEY: A GENTLE WOMAN FOR ALL SEASONS ROBERT E. BAILEY Hot Springs,

arian Breland Bailey (b. Kruse, December 2, 1920) died MSeptember 25, 2001. She was an accomplished scien- tist, teacher, writer, animal trainer, and humanitarian. She was my loving wife and a devoted mother. Marian also was the last of the Hot Springs, Arkansas Threesome that forever changed behavioral , especially . It is my priv- ilege to share for the first time the fascinating story of Marian and Keller Breland (d. 1965), and Grant Evans (d. 1997). Behavioral and other scientists know that Marian and Keller Breland were students and associates of B. F. Skinner. Sparked by their work on Skinner’s famous Pigeon in a Pelican project during the war, they left their nearly complet- ed psychology doctoral programs in 1943, formed a company called Animal Behavior Enterprises (ABE), and made their liv- ing applying Skinner’s laboratory work. The Brelands believed that making work commercially would In Memoriam: 1920-2001 speed the acceptance of Skinner’s discoveries and could accel- erate a humane approach to animal training. mal trainers would not change their methods simply because Keller and Marian knew that entertaining people was key to the Brelands said they should, the Brelands set out to validate their future business success. Rather than working exclusively their own case. with rats and pigeons, the Brelands knew that they must enter The Brelands based their new system of training on operant the exotic animal world usually reserved for and dog conditioning. Animal training was thousands of years old, but trainers. Part of their stated mission was to make animal train- trainers had not used systematically. Marian pro- ing more effective and humane. Knowing that traditional ani- MARION BRELAND BAILEY: (continued on page 4)

Marian Breland Bailey: The 2002 Don Hake Basic/Applied A Gentle Woman for All Seasons...... 1 Research Award Address...... 8 For The Record ...... 2 Announcements...... 11 2002 Division 25 Award Recipients...... 3 Application for Membership...... 12 American Psychological Association, Division 25 Convention Program ...... 6 In This Issue… BA

FOR THE RECORD DIVISION 25 EXECUTIVE COMMITTEE CHRISTINE E. HUGHES, RAYMOND C. PITTS, Editors, Division 25 Recorder PRESIDENT: Carol A. Pilgrim University of North Carolina at Wilmington e are very happy to complete our second issue of The PRESIDENT-ELECT: Recorder. Health issues have slowed us down this W Steven I. Dworkin past year, but we are approaching the end of our struggle and University of North Carolina at Wilmington wanted to send this issue before the conference. We apologize to Division 25 members for our delay and, especially, to the PAST PRESIDENT: contributors to this issue, who met our initial deadlines, but William J. McIlvane then had to wait so long for the product of their labors. University of Massachusetts Medical School – Shriver Center For this issue, Robert Bailey graciously wrote a memorial to Marian Breland Bailey (1920-2001). In his memorial, he MEMBERS-AT LARGE: describes the history of Animal Behavior Enterprises and the Mark Galizio many accomplishments of not only Marian, but also of Keller University of North Carolina at Wilmington Breland and Grant Evans - the “Arkansas Threesome.” Kathryn Saunders Also included in this issue is an article by the 2002 recipient University of Kansas - Parsons Research Center of the Don Hake Basic/Applied Research Award, Jack Michael. Bruce A. Thyer We hope that 2003 award winners will submit short articles Florida State University based on their APA addresses for consideration for publication SECRETARY: in The Recorder. We also would like to invite award winners Thomas S. Critchfield from the years 2000-2002 to submit articles based on their APA Illinois State University addresses if they are interested. An important feature of this issue is a copy of Division 25’s TREASURER: program for the upcoming APA conference in Toronto. Kate Larry A. Alferink Illinois State University Saunders has arranged an excellent program, and we thank her for her hard work. As “2nd program chair” this year, I (CH) COUNCIL REPRESENTATIVE learned a lot about organizing and submitting the program from Eileen D. Gambrill University of California - Berkeley

FOR THE RECORD: (continued on page 3)

THE DIVISION 25 RECORDER he Division 25 Recorder is the official publication of Submissions should be sent to Dr. Christine E. Hughes Tthe American Psychological Association’s Division 25 (Co-Editor) or Dr. Raymond C. Pitts (Co-Editor), The for Behavior Analysis. Historically, it has been published Division 25 Recorder, Department of Psychology, University three times a year (Spring, Summer, and Winter) and of North Carolina at Wilmington, 601 S. College Road, received by the Division 25 membership, Division affiliates, Wilmington, NC, USA 28403-5612 (tel 910-962-7795 or student affiliates, and individual and institutional sub- -7293; email: [email protected] or [email protected]). scribers. The newsletter also is sent to the presidents and Subscriptions and changes of address for regular affiliate, newsletter editors of the other APA divisions, officers of student affiliate, individual, and institutional subscriptions APA, the American Psychological Society, the Association should be sent to Thomas S. Critchfield, Secretary Division for Behavior Analysis, and the Association for the 25, Department of Psychology, Illinois State University, Advancement of Behavior Therapy. Campus Box 4620, Normal, IL, USA, 61790-4620. Changes The Division 25 Recorder informs readers about the of 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)

Kate and will put these skills to good use during this coming DIVISION 25 year. The deadline for submissions for the 2004 APA meeting STANDING COMMITTEES in Honolulu, Hawaii is sooner than we may think. I encourage AND CHAIRS and welcome any suggestions about and submissions of sympo- siums or presentations. ARCHIVES: This is the second issue sent electronically. We received very James T. Todd positive feedback about the format of the previous issue; this Eastern Michigan University reinforcement has strengthened our use of email for future dis- semination of The Recorder. In future issues, we would like to AWARDS COMMITTEE: highlight behavior-analysis doctoral and, especially, masters-level Cathleen C. Piazza programs or concentrations within programs. As our Division Marcus Institute and member-base is quite broad, we thought this would be a good Johns Hopkins University School of Medicine way of letting others, who may not come into contact with the programs, know about potential outlets for their students. BA FELLOWS: Mark Galizio University of North Carolina at Wilmington

2003 DIVISION 25 MEMBERSHIP: AWARD RECIPIENTS Eric A. Jacobs Southern Illinois University B.F. Skinner New Researcher Award: NEWSLETTER EDITORS: Sung Woo Kahng Christine E. Hughes Kennedy Krieger Institute Raymond C. Pitts University of North Carolina at Wilmington Don Hake Basic/Applied Research Award: NOMINATIONS AND ELECTIONS William McIlvane Kathryn Saunders University of Massachusetts – Shriver Center University of Kansas - Parsons Research Center Fred S. Keller Behavioral Education Award: POLITICAL ACTION: Linda Hayes Carol A. Pilgrim (President) University of Nevada-Reno University of North Carolina at Wilmington Steven I. Dworkin (President-Elect) Outstanding Applied University of North Carolina at Wilmington Research Award: Brian Iwata William J. McIlvane (Past President) University of Florida University of Massachusetts Medical School – Shriver Center Outstanding Basic Research Award: PROGRAM: Joseph Brady Kathryn Saunders (Co-chair) Johns Hopkins University University of Kansas - Parsons Research Center School of Medicine Christine E. Hughes (Co-chair) Outstanding University of North Carolina at Wilmington Dissertation Award: Jason Landon WEBSITE AND LISTSERV: University of Auckland M. Christopher Newland Auburn University Honorable mention: Erin Rasmussen – Auburn University

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MARION BRELAND BAILEY: (continued from page 1) much to the consternation of those around nical manuals. He also was an inventor her. Her colleagues learned not to say and could build sophisticated and novel posed that the Brelands concentrate on much, however, because more than once hardware that worked. He was an intel- studying reinforcement, specifically the her phobia for discard saved the day. lectual in the truest sense of the word, secondary reinforcer, or bridging stimu- The Brelands recognized data as the enjoying math and logic puzzles as well lus, (a Breland-coined word, now com- lifeblood of , as reading classic literature. Grant was a monly used), with several species under and they used data as very few psychol- “free-floating genius,” and when he various environmental conditions, with ogists had used them before. Unlike came aboard ABE, the Arkansas the objective of demonstrating the supe- Skinner’s discovery of operant condi- Threesome was born. Grant rapidly riority of the new methods. The informa- tioning and other experimental psycholo- became an expert in the design and fab- tion gathered on multiple species would gists who sought to understand the rela- rication of devices necessary to conduct extend what was already known about tion between behavior and the environ- more sophisticated behavioral experi- reinforcement, providing data that might ment, the Brelands’ applied approach ments, in experimental design, and in persuade traditional animal trainers to used data and instruments to optimize animal training, first working with embrace the new technology. changing animal behavior and to Marian on remotely training cats for tel- The Brelands began their systematic improve the reliability and accuracy of evision commercials. study of reinforcement in 1944. Part of the behavior. During these years, I entered the pic- their program involved an exhaustive By 1944, the Brelands routinely used ture. As the Director of Training for the page-by-page analysis of Skinner’s photography to analyze behavior and U.S. Navy’s Marine Mammal Project, I (1938) monumental work, The Behavior behavior precursors. The Brelands had made my first trip in 1962 to visit the of Organisms. They then replicated gone beyond the simple collection of on- Brelands and Grant Evans. It was a mind- much of Skinner’s work with other off switch responses, though they contin- altering experience for me. My views on species. It took several years to complete ued to use conventional Skinnerian behavior, and how to change it, changed this work, and Marian’s analyses and devices such as kymographs, relays, and virtually overnight. I watched ABE train- conclusions provide a window into the switches. They attempted to describe ers move from dogs, to cats, to otters, to Brelands’ early recognition of the impor- objectively the complexities of real day- pigs, to domestic cattle, and so on, and tance of behavior analysis. to-day animal behavior. They developed after each move, adapt instantly to the In their study of the relation between the observational skills that would serve different environments and reinforcement reinforcement and strength of behavior, them in the future when they began to contingencies. I discovered what real they used chickens, parakeets, pigs, cats, study pieces of behavior, or responses, in training could be and what it could do. hamsters, goats, sheep, and numerous the context of an animal’s constellation Marian knew how to organize and other species. The Brelands quickly dis- of natural behaviors; what some would motivate people as well as how to have a covered the value of closely associating call a more ethological perspective. good time and how to help others have a the primary and secondary reinforcer By 1950, the Brelands had made a good time. One of Marian’s ideas of a and were soon extending the physical success of their business. They also were good time was an intellectual discussion, distance separating themselves and their confident that operant conditioning prin- and in 1953, she had begun a tradition animal subjects. They were remotely ciples could be generalized to include that lasted for decades, something Keller training behaviors. the behavior of any species, including called the “evening prayer meeting.” By this time, Marian and Keller had humans. It was with euphoria that the These meetings, held in the Brelands’ started a family, just one more complexi- Brelands published A Field of Applied farmhouse living room, lasted for hours, ty that Marian handled with aplomb. Animal Psychology (1951). Fred Skinner often to the wee hours of the morning, Marian did most of the experimentation was effusive in his praise of the as Keller, Marian, and Grant discussed and data collection because Keller was Brelands’ founding of this new field. the issues of the day. For me, this was busy earning a living for the family, first This also was the beginning of what was the most mind-expanding experience of as a personnel director, and then on the to become the systematic application of all. The discussion topic might jump road giving shows using Marian’s behavior analysis by commercial and from a training plan for a new macaw trained animals. Keller built the equip- governmental agencies such as Sea act to a more efficient method of teach- ment for the shows and behavioral World and the Navy Dolphin Project. ing turkeys to operate a model train to a experiments. It was about this time that the better way to dye a goose red for a TV Consistency and timing were impor- Brelands moved to Hot Springs, commercial to analyzing an article from tant, and the Brelands recognized the Arkansas and met Grant Evans. Keller a psychology journal. The breadth and importance of accurate and mechanized was looking for a film cameraperson to speed of these discussions were breath- data collection. Having grown up during document animal behavior using high- taking. This group talked about changing the depression era, Marian brought with speed cinematography, and Grant was, behavior with the ease that most people her a steely resolve to “do the job, and do amongst many other things, a card-car- talked about changing clothes. Their it right.” She also was intensely loyal to rying union cameraman. Grant was understanding of the process of changing her family, friends, and coworkers and largely self-taught. In spite of little for- behavior was beyond anything I had had an ability to make do. She was a mal education beyond high school, he seen or heard. packrat and saved almost everything, could read and understand complex tech- Marian was the official recording sec- 4 BA retary and could write at a blistering playing tic-tac-toe, ducks playing the ful in using the media. This is another pace, using some peculiar variant of piano and the guitar, and rabbits gam- example of Marian and Keller being Gregg shorthand. She was responsible bling and riding fire trucks). These ani- ahead of their time. for keeping discussions on-track and mal shows were sent all over the world Few outside of Marian’s inner circle served as the group’s oracle regarding accompanied by no more than written know of her brushes with death, mostly the psychological literature. Marian was instructions. The necessary behavioral related to bouts of cancer. It was during a gifted speed-reader with a near photo- maintenance was built into elegantly one of these illnesses in the late 1960s graphic memory and usually could quote simple electromechanical controls, that I became General Manager of the the substance of articles relevant to the designed mostly by Grant; ABE pro- company while she recuperated. Rather discussion. If she could not recall a spe- duced hundreds of these devices. than rest, she decided to complete her cific article, she would go to a large cab- The list of firsts for ABE and the Ph.D. at the inet containing thousands of index cards Brelands includes their dolphin and par- while continuing as President of ABE. summarizing 20 years of her scrutiny of rot shows, husbandry behaviors with Fred Skinner pointed out to Jack Marr the scientific literature. If the group many species, longest running TV com- (Marian’s advisor) that she probably set needed information concerning ABE’s mercial (Buck Bunny with Coast Federal an all-time record between the time she training program, such as numbers of Savings), the first automated animal began her Ph.D. studies at in or time needed to train shows, the most animals trained, the 1941, and the time she received the certain behaviors, Marian could quickly most species trained. The Brelands’ suc- degree in 1978. retrieve the data from ABE’s system of cess was not overlooked by government Marian was a gifted teacher. She training records, a system she designed agencies (much of this work is still clas- taught her first animal training class in and kept in exquisite detail. sified) and large corporate entities. Sea 1948, teaching General Mills feed sales- These get-togethers and Marian’s World, Busch Gardens, and Taft men how to train and maintain behavior meeting notes were the foundation of the Broadcasting, among others, hired senior in domestic animals and to give animal Brelands’ landmark work The ABE staff to develop their training pro- shows. She wrote what may well be the Misbehavior of Organisms (1961), in grams. Much of the technology devel- first detailed animal training manual which they introduced the phenomenon oped by the Brelands spread from Hot replete with the proper experimental jar- of , and of their textbook Springs to all parts of the world. gon. Marian reentered the teaching class- Animal Behavior (1966). Though never Another first came in 1963 when room in 1979 at Garland County popular in the psychological community, Keller and Marian were asked to apply Community College and joined the psy- Animal Behavior was widely read by their expertise to developing an operant- chology department at Henderson State contemporary biologists and ethologists. based training program for the mentally University in 1981 where she served as a Many animal trainers today prize their retarded and ward attendants in professor until her retirement in 1998. out-of-print copy of Animal Behavior, Louisiana. Marian spent time on-site, She was much loved and respected by and find it still useful and interesting. designing and implementing a behavior faculty and students of all stripes as Marian, Keller, and Grant were above program that became a spectacular suc- attested to by an endowed scholarship in all, intellectuals. Curiously, they were cess. Marian contributed to one of the her name. intellectuals outside of the academic first published manuals to describe the In 1996, Marian and I began teaching mainstream, and they knew it. They application of behavior analysis to teach- operant conditioning workshops to ani- were often ostracized, and their efforts to ing the mentally retarded, Teaching the mal trainers. Similar to a teaching model publish rebuffed. They even described Mentally Retarded: A Handbook for developed by Marian in 1948, we incor- what they did as garbage-can science. Ward Personnel (1965). Later, Marian porated chickens into the classroom. The What is clear is that they respected sci- served in many capacities in mental classes were successful beyond our ence and the . All three health facilities in Arkansas. expectations and when Marian retired were resourceful scientists of great In the early 1950s, Keller and Marian from Henderson, we began traveling integrity. They turned their concept of an recognized the importance of public and around the U.S. and Canada pulling a lit- experimental laboratory into something peer acceptance of operant conditioning. tle trailer full of chickens. Marian con- resembling a behavioral factory with They gained exposure to the popular tinued teaching these classes right up to more than 40 full-time employees, pro- media of the day: Time, Life, Colliers, the time she died. She wanted to leave ducing literally thousands of animals. Popular Mechanics, Popular Science, the world as Skinner did, working right What they had developed was the Wall Street Journal, The Today Show, to the end. most advanced mass-production training The Tonight Show, Dave Garroway, in Marian, Keller, and Grant used exper- methodology in the world. Some have literally hundreds of public events and imental psychology methods and tech- been surprised at the Brelands’ willing- publications. Sadly, the psychologists of niques to study and change behavior. ness to share their new technology. Their the day were critical of such media They did it because that is how they training farm was open to all, even com- exposure, further isolating the Brelands. earned their livings, because they were petitors, and the Brelands charged noth- Only recently has the behavior-analysis curious about behavior, and because they ing for this access. It was here they also community awakened to the need for developed automated coin-operated ani- public acceptance of their science and mal shows (e.g., chickens dancing and technology and applauded those success- MARION BRELAND BAILEY: (continued on page 10) 5 BA

American Psychological Association Toronto DIVISION 25, BEHAVIOR ANALYSIS CONVENTION PROGRAM August 7-10, 2003

Thursday, August 7, 2003 Don Hake Basic/Applied Research Award: William J. McIlvane (UMMS Shriver Center). Translational Behavior 9:00-10:50 AM, Metro Toronto Convention Centre Analysis: From Laboratory Science to Intervention. APA PLENARY SESSION - Includes a retrospective tribute to Fred S. Keller Behavioral Education Award: Linda Hayes Neal Miller (1909-2002) (Univ. of Nevada Ð Reno). Edge of Chaos. 2:00-3:50 PM, Metro Toronto Convention Centre, Meeting 10:00 AM -1:50 PM, Metro Toronto Convention Centre Room 103B Thematic Program (Divisions 12, 25, 28, 38, 47, 49, 50): PAPER SESSION Bringing Developmental Disabilities Into the Optimizing the Quality of Life in Sickness and Health I. Laboratory: Bridging Research and Application Thematic Program (Divisions 1, 2, 3, 6, 7, 15): The Rational Chair: Chris Newland “Mind” – Includes keynote addresses by and Interspecies Behavioral Comparisons Using Identical Tasks: Edward Wasserman. Rats, Monkeys, and Kids. Merle Paule (Univ. of Arkansas, Nat’l Center for Toxicological Res.) 2:00 - 2:50 PM, Metro Toronto Convention Centre, Meeting Room 711 Translational Research in the Human Operant Lab. Dean C. Williams (Univ. of Kansas), Co-author Michael Perone (W. AWARD PRESENTATIONS Virginia Univ.) B. F. Skinner New Researcher Award: Sung Woo Kahng Modeling Intellectual Disability in Rodents and Primates: (Kennedy Krieger Inst.). Treatment Challenges in Severe Toward Material Equivalence. William J. McIlvane (UMMS Behavior Disorders: Prevention and Early Intervention Shriver Center) Outstanding Dissertation Award: Jason Landon (Univ. of Mercurial Advisories: Conflicting Evidence About Aukland, NZ). Choice Behavior: Short- and Long-Term Effects Contaminants, Nutrients, and Life Span Development. Chris of Reinforcers. Newland (Auburn Univ.) 3:00 - 3:50 PM, Metro Toronto Convention Centre, Meeting 4:00 - 5:50 PM, Crowne Plaza Toronto Centre Hotel, High Park Room 711 Room INVITED ADDRESS DIVISION 25 EXECUTIVE COMMITTEE MEETING Michael Stoutimore (Family Safety Prog., Florida Dept. of Chair: Carol Pilgrim Children and Families) Florida Child Welfare Behavior Analysis Services Program. Co-author: Teresa Rodgers Friday, August 8, 2003 Chair: Raymond C. Pitts 8:00 - 9:50 AM, Metro Toronto Convention Centre, Meeting 4:00-4:50 PM, Metro Toronto Convention Centre, Meeting Room 205C Room 203A AWARD PRESENTATIONS PRESIDENTIAL ADDRESS Outstanding Applied Research Award: Brian Iwata (Univ. of Carol Pilgrim (UNC-Wilmington). Science and Human Florida). In Defense of the 15-Minute Session. Behavior 2003: New Challenges, New Opportunities. Outstanding Basic Research Award: Joseph V. Brady (Johns Chair: William J. McIlvane Hopkins). Behavioral Research and the Gifts of a Fortuitous Environment.

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5:00-5:50 PM, Metro Toronto Convention Centre, Meeting Voucher-Based Incentives in the Treatment of Substance Abuse. Room 203A Sarah H. Heil (Univ. of Vermont) DIVISION 25 BUSINESS MEETING Establishing and Maintaining Employment in the Treatment of Drug Addiction. Kenneth Silverman (Johns Hopkins) Co- Chair: Carol Pilgrim Author: Conrad J. Wong

Saturday, August 9, 2003 12:00-12:50 PM, Metro Toronto Convention Centre, Meeting 9:00-10:50 AM, Metro Toronto Convention Centre, Meeting Room 802B Room 202B PAPER SESSION: Conceptual Issues in Behavior Analysis PAPER SESSION: New Developments in Behavioral Systems Chair: Kathryn J. Saunders of College Instruction Extrinsic Reinforcement Increases Intrinsic Motivation and Chair: Kathryn J. Saunders Academic and Work Performance. Stephen R. Flora Rule-Based in a Programmed Instruction Tutor for (Youngstown St. Univ.) Java. Henry H. Emurian (Univ. Maryland, Baltimore Co.) Is Behavior Analysis a Trait Psychology? Stuart A. Vyse BA User-Friendly Behaviorally Informed Techniques for College (Conn. Coll.) Courses. Philip N. Hineline (Temple Univ.) Overcoming Static: Design of an Instructional System to Teach Engineering Physics. M. Jackson Marr (Georgia Tech Univ)

11:00 AM - 2:50 PM, Metro Toronto Convention Centre DIVISION 25 ARCHIVE UPDATE Thematic Program (Divisions 12, 25, 28, 38, 47, 49, 50): I am very pleased to announce that Amy Kathryn Optimizing the Quality of Life in Sickness and Health II. Drayton will be joining me in the Division 25 archive effort. Ms. Drayton, a graduate of North Dakota State Thematic Program (Divisions 1, 2, 3, 6, 7, 15): The Emotional University, is now a Doctoral Fellow in Eastern “Mind” – Includes a panel discussion by , Michigan University’s new Ph.D. program in clinical Nathan Fox, Linda Spear, & Richard Ryan. psychology. Amy and I will be working on several Division-related projects, including cataloging hundreds 3:00 - 4:50 PM, Metro Toronto Convention Centre of pages of Division 25 documents, creating a complete collection of Division 25 Recorders, exploring the possi- APA PLENARY SESSION - Includes addresses by David Buss bility of converting the Recorder collection to electronic and Elizabeth Loftus form, and completing an article on the history of the Recorder. Amy’s participation in the Archive effort is a Sunday, August 10, 2003 professional development component of her doctoral fel- lowship, and is supported by Eastern Michigan 9:00-10:50 AM, Metro Toronto Convention Centre, Meeting University’s Psychology Department (Kenneth Rusiniak, Room 802A Head) and Eastern Michigan University. We need your contributions. If you have Division- INVITED ADDRESS related materials to preserve in the Archives, especially Micheal Perone (W. Virginia Univ.). Errors and Deviations: photos (or copies of photos) of Division events and back Describing Variability in the Experimental Analysis of Behavior issues of the Recorder, please contact us. We are now prepared to accept and preserve documents and photos in Chair: Carol Pilgrim electronic form. We would like to also collect video and audio recordings of Division events. 10:00-11:50 AM, Metro Toronto Convention Centre, Meeting Room 201C James T. Todd For more information or to donate materials, contact: PAPER SESSION: Contingency Management Approaches to the Treatment of Addiction James T. Todd ([email protected]) Amy K. Drayton ([email protected]) Chair: Christine E. Hughes Department of Psychology Contingency Management Interventions in Community Eastern Michigan University Settings. Nancy M. Petry (Univ. of Conn.) Ypsilanti, MI 48197

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THE 2002 DON HAKE BASIC/APPLIED RESEARCH AWARD JACK MICHAEL, Western Michigan University

My efforts to teach about behavior analysis occasionally have Closely related is terminology prin- ciple #2: If something is important and been hindered by what appears to me to be flaws in our existing occurs often but does not have a name, technical terminology. In response, I have tried to improve the then it likely is neglected or confused definitions, invented some new terms, and provided new con- with a different things that do have names. Giving motivational variables a ceptual analyses of some environment-behavior relations. It is general name, linked to the two essential professional writing of this sort that has possibly contributed to defining characteristics, seemed useful to me as a way to bring motivation back the goals of the Hake Award and, most recently, to the concept into behavior analysis from a condition of the establishing operation. I will describe here this process of of relative neglect starting in the 1970s. The Kantorian term, setting event (Bijou terminological refinement with the hope of encouraging similar and Baer, 1966, pp. 778-784) includes efforts on the part of other teachers and researchers. the variables that Keller and Schoenfeld (1950) called establishing operations, but is clearly not confined to events that have only the two defining features described ith respect to the establishing and Keller and Schoenfeld in The above. In any case, I found the EO termi- 1 Woperation or EO, my initial Principles of Psychology (1950) identify nology very helpful in my efforts to concern was the result of trying to use two essential aspects of any motivational teach a comprehensive system of behav- Skinner’s treatment of motivation under variable: (1) It alters the current rein- ior principles, which were collectively the headings of deprivation/satiation and forcing effectiveness of some event, exhaustive and mutually exclusive. aversive stimulation, as in Science and object, or stimulus condition, and (2) it Even more important to me (currently Human Behavior (1953, pp. 141-159) alters the current frequency of all behav- not to the majority of applied behavior and in Verbal Behavior (1957, pp. 31-33 ior that has been reinforced by that analysts making use of the EO concept) and 35-51). An initial problem was that event, object or stimulus condition. was the possibility of identifying and the term deprivationÐdenying an organ- Keller and Schoenfeld named such moti- defining learned motivative relations, or ism access to somethingÐwas not easily vational variables establishing opera- in earlier terms, learned drives. At the applied to some motivational relations. tions, a good term in that it has a strong beginning of Chapter 10 of Verbal Salt ingestion for example, often men- environmental implication and was nei- Behavior Skinner explains how one tioned as having the same effects as ther in current nor technical behavioral could use the elementary verbal relations water deprivation, could not in any way usage (Michael, 1993, 2000). described in Chapters 3 and 4 (i.e., be interpreted as either deprivation or Perhaps it would not be inappropriate mand, echoic, textual, intraverbal, tact) aversive stimulation. I suppose a will- to suggest terminology principle #1: to actually control a person’s verbal ingness to go inside the organism and Environment-behavior relations that are behavior as contrasted with simply say that salt ingestion has the same phys- the same in essential features should describing or understanding it. The iological effects as water deprivation have the same name—otherwise the gen- hypothetical task is to induce a person to could salvage deprivation as a general eral relation will be overlooked or not say pencil but under circumstances term, but a purely behavioral solution dealt with clearly. It seemed to me a sig- where we have agreed not to simply ask would be better. nificant improvement to refer to all for the response. “To strengthen a mand What was needed was a term that was events, operations, or conditions that had of this form we could make sure that no controlled by the motivational aspects of the two motivational effects listed above pencil or writing instrument is available, deprivation, aversive stimulation and as establishing operations (EOs), irre- then hand our subject a pad of paper any operation (like salt ingestion) that spective of how they might differ in appropriate to pencil sketching, and offer did not qualify as either deprivation or other respects. Food deprivation, particu- him a handsome reward for a recogniza- aversive stimulation. Skinner in The lar forms of aversive stimulation, and ble picture of a cat (1957, p. 253). Behavior of Organisms (1938) and in salt ingestion may differ in many ways, In conventional terminology, the offer Science and Human Behavior (1953), but all qualify as EOs. of the reward for the sketch is a discrimi- 8 BA native stimulus (SD)for making such a names—otherwise their essential differ- removal effective as reinforcement, and sketch and handing it in. Only in the ences will be overlooked, which can thus the shock fails to qualify as a dis- presence of such offers (or similar condi- lead to practical as well as conceptual criminative stimulus because reinforce- tions) has such behavior been reinforced errors. So, I proposed (Michael, 1993) ment unavailability is not in effect in 2 with money (or some form of explicit that learned variables that alter behav- shock absence. This argument applies in reinforcement). But what about the role ior by altering reinforcing effectiveness exactly the same way for the role of the of the offer in causing (evoking) the be called conditioned establishing oper- warning stimulus in its evocation of the 3 D request for the pencil? In this respect the ations (CEO), and the term S be avoidance response. offer is more like an EO. It made pencils confined to those that alter behavior This argument has not convinced a an effective form of reinforcement (any because of a differential relation to rein- number of my colleagues in the area of behavior that obtained a pencil would forcer availability. conceptual analysis, but I believe that presumably be increased in future fre- Having made a more restrictive defini- the type of conditioned establishing quencyÐwould be operantly conditioned); tion of the discriminative stimulus, I had operation exemplified by the warning but more importantly, it increased the to reconsider the role of the warning stimulus in avoidance is of increasing current frequency (evoked) of all behav- stimulus in avoidance procedures. For importance in dealing with instructional ior that had been reinforced previously me, its status in causing the avoidance work with language delayed individuals, with obtaining a pencil, for example ask- response has long been problematic and conceptualizing it as a motivative ing for one (manding). In terms of the because of problems with the status of rather than a discriminative relation will two defining features it clearly qualifies the shock in its evocation of the escape contribute to more effective education as an EO, but why not as an SD? response. I never easily have thought of and treatment. D What is needed now is a carefully the shock as an S for the escape One final point: Respect for princi- stated definition of the SD,which empha- response, but why not, and what should it ple #3 requires that we now consider sizes the relation between the be called? Well, it is clear that it qualifies whether the one term, conditioned estab- presence/absence of the stimulus, and as an establishing operation—it makes lishing operation will be satisfactory for the availability of some form of rein- shock removal effective as reinforcement both of the learned motivative variables forcement for some type of behavior. and evokes all behavior that has been so identified above. I thought not (Michael, Thus an SD can be defined as a stimulus reinforced. But if the shock is an EO 1993) because of their quite different D condition that evokes a type of behavior rather than an S , why is the warning functional characteristics. One alters the D because in its presence that type of stimulus not an S with respect to the reinforcing effectiveness of some other behavior has been reinforced and in its avoidance response? It makes the warn- event (like the offer of money for the absence that type of behavior has ing stimulus termination effective as rein- sketch), and the other makes its own ter- occurred and has not been reinforced. In forcement and evokes all behavior (in mination effective as reinforcement (the terms of reinforcer availability, it is a particular the avoidance response) that warning stimulus in avoidance) and so I stimulus condition in the presence of has been so reinforced. Thus, it could be called one a transitive and the other a which a type of reinforcement has been another learned establishing operation. reflexive CEO. available and in its absence unavailable. But back to the shock and the escape From a molecular perspective, the imme- response. Maybe the shock qualifies as References D diate reinforcement for a request is an EO, but why not as an S ? Another Bijou, S. W. & Baer, D. M. (1966) Operant meth- obtaining what was requested. If this is look at the essential conditions for the ods in child behavior and development. In W. discriminative stimulus suggests a fur- Honig, (Ed.), Operant behavior: Areas of accepted, the offer of the money fails to research and application. New York, Appleton qualify as an SD because a pencil for a ther restriction. It is a stimulus condition Century Crofts. in the presence of which a type of request is just as available in the absence Michael, J. (1982). Distinguishing between dis- as in the presence of the offer of the response has been reinforced (which criminative and motivational functions of stim- reward. Under normal social conditions, implies some EO with respect to some uli. Journal of the Experimental Analysis of Behavior, 37 , 149-155. requests for things like pencils have form of reinforcement) and in the been granted irrespective of events relat- absence of which the same type of Michael, J. (1993). Establishing operations. The Behavior Analyst, 16, 191-206. ed to the reason for the request. In the response has occurred and not been rein- Michael, J. (2000) Implications and refinements of context of Skinner’s hypothetical experi- forced. But this last feature requires that the unavailable event would have been the establishing operation concept. Journal of ment, pencil borrowing often has Applied Behavior Analysis, 33, 401-410. effective as reinforcement if it had been occurred successfully, irrespective of Laraway, S., Snycerski, S., Michael, J., & Poling, what the pencil was going to be used for. obtained. That is the problem. When the A. (2003). Motivating Operations and Terms At this point terminology principle shock is on, the response has been rein- to Describe Them: Some Further Refinements. #3 becomes relevant: Environment- forced by shock termination. But when Journal of Applied Behavior Analysis, (accept- ed for publication) behavior relations that are different in the shock is off, what is it that has been essential features should have different unavailable? Nothing. When the shock is off, there is no EO making shock HAKE AWARD: (continued on page 10) 9 BA

HAKE AWARD: Continued from page 9 MARION BRELAND BAILEY: (continued from page 5) tently. She is an example of professional achievement that did not come directly from the halls of academia. She inspired Skinner, B. F. (1953). Science and human had fun making “it” work. They set out all around her to succeed, whether in behavior. NY: Macmillan. to prove that Skinner’s science was the business, in the classroom, or the train- Skinner, B. F. (1957). Verbal behavior. NY: basis for a powerful technology. Marian ing room. Marian believed in what she Appleton-Century-Crofts. lived long enough to see a real revolu- was doing. “Believe” was an important tion in animal training, therapies for the message to her students, to her staff, and Author Note mentally disabled, and great inroads into to her colleagues. Correspondence concerning this arti- classroom teaching. I was fortunate to work side by side cle should be addressed to Jack Michael, Marian believed in synergy, that the with Marian, Keller, and Grant. I learned Psychology Department, Western whole can be more than just the sum of far more about science, and how to do Michigan University, Kalamazoo, MI the parts. She was a team organizer and science, from these three than I ever got 49008. Electronic mail may be sent player because she knew she could from a classroom or at scientific meet- accomplish more. One of the reasons that ings. I learned more about how to live [email protected]. FAX: 616- ABE was successful for almost half a cen- my life from Marian than from any other 344-6964. tury was that Marian knew how to get the person. I am saddened that others can most from her people. She urged those never know these three as I did. I am 1 Recently what I think of as an around her to pool their physical and gladdened that I had the chance to know improved arrangement of motivational intellectual resources and to raise their them as well as I do. I do “Believe.” concepts has been suggested by sights; she did not pursue mediocrity. Laraway, Snycerski, Michael and Poling, This memorial writes into the record References 2003, with motivative operations replac- the accomplishments of not just one per- ing establishing operations. Breland, K., & Breland, M. (1951). A field of son, Marian Breland Bailey, but of three applied animal psychology. American 2 What is learned is the relation between persons, Marian and Keller Breland, and , 6, 202-204. the environmental variable and the Grant Evans. I especially honor Marian’s Breland, K., & Breland, M. (1961). The misbehav- memory because she was very dear to ior of organisms. American Psychologist, 16, altered effectiveness of something as a 681-684. form of reinforcement (Michael, 1993). me, but I honor all three because of what Breland, K., & Breland, M. (1966). Animal behav- When the alteration in reinforcer effec- they did for me, for their family, for ior. New York: The Macmillan Company. tiveness is unlearned, as with the rela- their friends and colleagues, and for Breland, M. (1965). Foundation of teaching by positive reinforcement. In G. J. Bensberg (Ed.), tion between food deprivation and the their chosen professions. Marian was my best friend, my col- Teaching the mentally retarded: A handbook effectiveness of food as reinforcement, for ward personnel. Atlanta, GA: Southern league and my wife. While I would the relation can be called an uncondi- Regional Education Board. never question Marian’s intellect, there tioned establishing operation. Skinner, B. F. (1938). The behavior of organisms. was a time I questioned her sanity. When Englewood Cliffs, NJ: Prentice-Hall, Inc. 3 In the 1982 paper, “Distinguishing Marian agreed to marry me in 1976, my between discriminative and motivational six children (three sets of twins ranging Author Note in age from 5 to 15) were living with functions of stimuli” I suggested the Correspondence concerning this arti- me. For a second time, Marian went term establishing stimulus, in an analogy cle may be sent to Robert E. Bailey, 714 through the entire child rearing process to discriminative stimulus. However the Arkridge Circle, Hot Springs, Arkansas of PTAs, classroom conferences, and, as contrast between unlearned and learned 71913 or electronically to before with her previous family, main- relations seemed better carried by http://www.hsnp.com/behavior/. BA unconditioned establishing tained her professional and academic operation(UEO) and conditioned estab- life. Of course, my kids grew to love her lishing operation(CEO) which is current dearly as their mother, and affectionately usage until the Laraway et al. paper called her “Mouse.” mentioned in the earlier footnote Nearly every day I discovered some- thing wonderful she had done in her becomes available. BA past, either with Keller or Grant, or by herself. All the while she was by my side, she was doing new and wonderful things, and inspiring me to do likewise. Even today I continue to discover in Marian’s papers accomplishments she never described to me: articles she wrote, behaviors she trained, experi- ments she had done, thoughts she had. Marian is the perfect example of those who do what they do quietly and compe- 10 BA ANNOUNCEMENTS

APA Annual Convention, August 7-10, from under 25 to over 75. The top three male and female finish- 2003 The Convention is just around the corner Ð Are You ers who hold membership in Division 47 will receive awards. Registered? Register today at www.apa.org/convention.The The top three finishers who are current members also World Health Organization announced today that it has taken will receive awards, as will the top three current or past Psi Chi Toronto off its list of SARS-affected areas. For more informa- National Council members. To honor the exhibitors at our tion go to the WHO website at (www.who.int) or the CDC web- meeting who provide excellent raffle prizes for us, a special site at (www.cdc.gov). Join us in Toronto for... award also will be given to the highest finishing male and st Big name speakers such as Daniel Kahneman on Bounded female exhibitor. Pre-registration will run until August 1 - Rationality; Stephen Ceci on Moving from Basic to Applied which means that the entry form and fee must be received by Research; Steven Hollon on Treating Depression with Drugs that date. Please give us all the requested information including and , David Buss on the of Desire, and age and gender so that the race numbers can be labeled appro- Nora Newcombe on Sex Differences in . priately and save us time in determining your category for the results. THE ENTRY FEE FOR PRE-REGISTERED RUN- Plus 1,140 sessions, 2,523 poster presentations and 165 exhibit NERS IS $20.00, which includes a commemorative shirt, raffle booths including leading psychology publishers and profession- chance, and post-race refreshments. PAST AUGUST 1ST, al resource providers. CONVENTION AND DAY-OF-RACE REGISTRATION FEE Network with exhibitors from leading companies Ð including IS $25.00. Pre-registration for students is $10.00 and conven- the American Board of Professional Psychology; Cambridge tion/day-of-race student registration is $14.00. PLEASE pre- University Press; MHS, Inc.; Creative Therapy Associates, Inc.; register to help us avoid too many convention and day-of-race Eli Lilly and Company; HarperCollins Publishers; John Wiley registrations. Make your check payable to: Running & Sons; Merrill Education; National Institute on Drug Abuse; Psychologists. The 6th Annual Pre-Race Pasta Dinner will be The Psychological Corporation; and RHR International. held on Friday evening, August 8th, at 6:00 - 8:00 PM. Please Book your reduced hotel rates: Book your reservations mark your entry form to reserve a place at the party. You may directly through ExpoExchange at (800) 424-5249. prepay when you pick up your race materials at the convention. You may pick up your race number, shirt, and raffle ticket at Discounted airfares are still available: Contact United the business meeting of Running Psychologists on Friday morn- Airlines at 800-521-4041 (ID# 597BD) or Air Canada at 800- ing at 8AM (see the program for room number) or at the APA 361-7585 (ID# CV030820). APA conference attendees receive Division Services booth in the main Convention Area, begin- the special meeting rate. ning Thursday afternoon. Special Services for APA Conference Attendees To make your convention experience even more enjoyable, APA is providing these services: • Cyber Café. Read and respond to email, as well as search for A Division 25 Journal? Are there research areas information during exhibit hall hours. within behavior analysis that currently do not have sufficient publication opportunities? The Division 25 Executive ¥ Poster Sessions. Attend poster sessions inside the Exhibit Hall. Committee is interested in learning if members would like the ¥ Massage Break Lounge. Take a break from the convention Division to consider undertaking a Division 25 journal or other and enjoy upper-body seated “chair” massages provided by cer- publication project. The recent termination of PsyScan BAT tified massage therapists. presents us with a funding base for a new project, should Division members deem it appropriate. While many journals welcome and feature the research of behavior analysts, each journal has its specific foci and audience. The “Maple Leaf Ramble” - The 25th Annual Running Psychologists’ APA 5K 1. If you believe that some types or topics of research need new “Ray” Race and Walk, Saturday, August 24, publication opportunities, please contact David Eckerman 2002, Presented by Division 47: Sport and ([email protected]) with a description. Exercise Psychology. The annual race and walk at the 2003 Toronto Convention of APA will be held on Saturday 2. While we are not recruiting manuscripts at this time, should morning, August 9th, at 7AM. Final information on the venue sufficient interest is shown, a special issue of the Division 25 for the race will appear in the APA Monitor on Psychology, the Recorder might be considered to provide a “trial issue” for a Division 47 web site (www.psyc.unt.edu/apadiv47), and in your Divisional journal. If you would consider sending a manuscript convention packet. If you pre-register, you will be notified via for consideration, please send an email to David Eckerman indi- email or post. Trophies will be awarded to the overall men and cating your topic and potential title. BA women’s winners and to the top three in each 5-year age group,

11 AMERICAN PSYCHOLOGICAL ASSOCIATION

Division 25 for Behavior Analysis MEMBERSHIP APPLICATION FORM

Name:

Affiliation:

Address:

Work Phone: Home Phone:

e-mail:

I would like to join Division 25 of the American Psychological Association.

Regular Member. Must be a Member or Fellow of APA and then approved by the Division 25 Executive Committee. Upon acceptance, your Division 25 assessment ($22.00) will be added to your APA dues next year.

Associate Member. Must be an Associate Member of APA and then approved by the Division 25 Executive Committee. Upon acceptance, your Division 25 assessment ($22.00) will be added to your APA dues next year. (Non-voting membership)

Student Member. Must be a student member (graduate or undergraduate) of APA. Send check for $22.00. (Non-voting membership).

Affiliate Member. Open to any individual with an interest in behavior analysis, regardless of APA membership status. Send check for $22.00. (Non-voting membership)

Membership applications should be sent to Eric A. Jacobs, Ph.D., Division 25 Membership Chairperson, Department of Psychology, Southern Illinois University, Carbondale, IL 62901. Make checks payable to “APA-Division 25.”

Division of Behavior Analysis A Division of the American Psychological Association Department of Psychology UNC-Wilmington 601 S. College Road Wilmington, NC 28403-5612