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Passing It On: In Honor of Fred Keller, Ogden Lindsley, and All My Teachers |
| Sunday, May 29, 2005 |
| 3:00 PM–3:50 PM |
| Lake Erie (8th floor) |
| Area: TBA; Domain: Theory |
| CE Instructor: Thomas A. Brigham, Ph.D. |
| Chair: Thomas A. Brigham (Washington State University) |
| CARL V. BINDER (Binder Riha Associates) |
 Carl Binder entered Behavior Analysis as a graduate student at Harvard with B. F. Skinner who introduced him to B. H. Barrett. Between 1973 and 1982 he was Associate Director in Barrett’s Behavior Prosthesis Laboratory, conducting laboratory research, managing a research classroom for students with developmental disabilities, training M.Ed. students in Precision Teaching at local colleges and consulting to dozens of schools and agencies throughout New England and North America. He was fortunate to meet and learn from colleagues that included Ogden Lindsley, Eric and Elizabeth Haughton, Hank Pennypacker, and Jay Birnbrauer who influenced him deeply. Introduced to standard celeration charting and Precision Teaching by Barrett, mentored by Lindsley and Haughton, and influenced by hundreds of charts from many learner populations, he committed in 1976 to development and dissemination of frequency-based instruction. He also was fortunate to influence the work of peers and colleagues that included Kent Johnson, Jim Pollard, Richard McManus, and others who have become important contributors to Precision Teaching and fluency research. With Lindsley’s encouragement he moved from education to corporate performance improvement in 1982 and has made his living there while maintaining involvement with and writing about his first love, children’s education. Download his articles and presentations at www.Binder-Riha.com/publications.htm. |
| Abstract: Originally delivered in shortened form to accept the APA Division 25 Fred S. Keller Award for behavioral education, this address is part of our celebration of Ogden Lindsleys legacy. It honors Dr. Keller and Dr. Lindsley whose contributions to education and behavior analysis continue through their students and colleagues. As behavior analysts we share an understanding of biological, cultural, and individual evolution as processes of selection by consequences. As students and teachers, we participate in the process of evolution itself and can accelerate our contributions to our planets well being and the survival of its inhabitants by consciously assuming responsibility for that participation. Because of the potential advantage that a science of behavior offers our species, we have an evolutionary imperative to pass it on. Some of our greatest teachers, including Skinner, Keller, and Lindsley have given us examples to emulate in this regard.Carl will share anecdotes illustrating the multiplicative effects of passing on what we know and discuss the critical role and evolution of Skinners response rate measurement passed on to us through Lindsley. Hell highlight some of the important ways in which the foundation measurement technologies of our science can inform education and our continued evolution. |
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