Narrow down the results
Jack Michael is one of the most brilliant men ever to grace the field of behavior analysis. He engaged in deep and elegant conceptual analysis, and significantly expanded our understanding of the nature of behavior. But his written explanations tend toward an economy of language: compressed and precise.
Today we are joined by Dr. Ramona Houmanfar, Dr. Matthew Lewon, Dr. Bethany Contreras, as well as two students. I have been excited to speak to this program for the plethora of opportunities they are offering, not only to their students but, the behavior analytic community at large. Listen today to learn about the faculty, research, practicum opportunities, and the student experience. You will not be disappointed.
This month on Thought Leaders, we are joined by Dr. Sigrid Glenn as she tells us how her unusual journey to the field of Behavior Analysis in the 60's and how she has been instrumental in building the program at UNT and the Culturo-Behavioral Science Movement. -
The field of Applied Behavior Analysis is growing and, as it continues to grow, we have a responsibility to the next generation of behavior analysts. In this continuing education course, Dr. Schlinger will challenge you to consider how we can do a better job of educating future behavior analysts. He uses literature to make the case for an increased focus on experimental and conceptual analysis. With an understanding that behavior is multiply controlled, it seems obvious that no single form of treatment will work.
Dr. Hank Schlinger has spent much of his career developing and nurturing new behavior analysts—ones who approach the science and its application critically and with skepticism. Schlinger is known for questioning those things we take for granted. For instance: What does it mean to call oneself a behavior analyst?
Behavior analysis has made a name for itself in the areas of developmental disabilities, mental health, and autism. Though less known in other fields, behavior analysis has a history of thriving in business, healthcare, education, animal training, and climate change. Where ever behavior is occurring, behavior analysts are found putting the tried-and-true tools of our science to work.
In the latter years of his life, Dr. Jose Martinez, the founder of ABA Technologies. Inc., and the driving force behind the creation of the School of Behavior Analysis at Florida Tech, was heard to utter the title of this blog in every one of his presentations relating to the influence of antecedent conditions on behavior, “Antecedents have last names.”
Understanding rules and rule-governed behavior has been a pervasive conceptual issue in behavior analysis since Skinner’s initial analysis in his book, Verbal Behavior (1957). Since then the exact function of rules and verbal stimuli has been a point of conjecture. In this course, Dr. Hank Schlinger, BCBA-D, provides a detailed overview of the history of the analysis of rules and provides a contemporary perspective on rule-governed behavior informed by Blakely and Schlinger (1987a, 1987b).
In this course, Dr. Eb Blakely and Dr. Hank Schlinger describe function-altering operations and detail how function-altering interpretations can be used to explain the effects of respondent and operant conditioning. Other examples of function-altering operations including observational learning and imprinting are then described. The presentation concludes with a discussion on the implications of taking a function-altering approach to explaining behavior in applied and conceptual contexts.
As behavior analysts, we constantly try to determine why people do what they do. Often this is in a clinical context. Why does Johnny tantrum? Why does Jane flop during transitions?
This month on Thought Leaders, we are back with Dr. Sigrid Glenn as she answers the questions, "Where do you see the field going," and/or "Where would you like to see the field go?" Dr. Glenn talks about finding your passion and going for it and has some wonderful recommendations on how to do just that. -
Many individuals with autism or autism spectrum disorder (ASD) have difficulties generalizing from a structured learning environment to the “real world” independent of their functioning level. To simply rely on structured skills teaching puts practitioners in a “train and hope” situation when addressing generalization.
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