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| A Celebration of Ogden R. Lindsley: His Contributions to Applied Science |
| Sunday, May 29, 2005 |
| 3:00 PM–4:20 PM |
| Boulevard B (2nd floor) |
| Area: PRA; Domain: Theory |
| Chair: Charles T. Merbitz (The Chicago School of Professional Psychology) |
| Discussant: Charles T. Merbitz (The Chicago School of Professional Psychology) |
| Abstract: In discussing his remarkable five-decade ABA career, Ogden Lindsley remarked that he “merely” advanced his mentor B.F. Skinner’s formulations. While perhaps best known as the inventor of the Standard Celeration Chart, Lindsley’s work engendered and influenced other numerous effective innovations (many in education and rehabilitation). Among these are1 minute timings; celeration; fluency and conceptualizing complex “composite” behavior as nested “components”; strategies for teaching components to achieve the composite; the Is-Does distinction between functional and descriptive language for describing contingencies; SAFMEDS and timed worksheets; Learning Streams to explore systematically the impact and remediation of motor behaviors and sensorium deficiencies and the relations between them in learners; the Big 6 and Body Control Guidelines to teach useful motor skills to people with disabilities; Generative Instruction; diverse computer-based applications of instruction and measurement; the use of a “Plain English” operant vocabulary; summaries of practical rules about applications of behavior; a computerized “bank” of summaries of projects; and the direct use of ABA techniques in classroom and clinics by professionals, learners, and significant others. In this symposium we review and discuss Lindsley’s contribution to an applied science of behavior, and his catalysis of innovations among numerous colleagues. |
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| Precision Teaching: Og's Gift to Education |
| CLAY M. STARLIN (University of Oregon) |
| Abstract: In 1965 Og moved from behavior therapy research at Harvard Medical School to applied research in education, specifically special education at the University of Kansas Medical Center. This was the beginning of Precision Teaching which involved introducing the principles of frequency-based measurement, standard charting, and free operant conditioning into the world of public education. This presentation will highlight the dimensions of Precision Teaching and summarize the discoveries and contributions that have grown from 40 years of applied research in education. |
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| Learners Spend More Time Learning and Less Time Performing |
| PATRICK E. MCGREEVY (Patrick McGreevy, Ph.D., P.A. & Associates) |
| Abstract: The Standard Celeration Chart has provided separate and standard measures of performance (frequency), immediate change in performance (frequency multipliers), learning (celeration), and change in learning (celeration multiplier). As sample charts indicate, this has permitted teachers to program and arrange the environment so that learners can begin tasks with low initial performance, which provides greater opportunity for learning — i.e., learners can spend more time learning and less time showing us what they already know how to do. |
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| The Standard Celeration Chart and its Critical Importance to Applied Work |
| RICHARD M. KUBINA JR. (Pennsylvania State University) |
| Abstract: In the science of behavior, visual analysis of data has played an indispensable role in the development and continued growth of behavior analysis. Visual displays effect the experimenter or practitioner's interpretive behavior by depicting data graphically. The Standard Celeration Chart represents one of Ogden Lindsley's most important contributions to the study of behavior and has permitted a number of powerful discoveries regarding learning through visual analysis of data. The technical specifications of the chart and examples of charted data will show how some now view the Standard Celeration Chart as an indispensable tool in experimental and applied interventions. |
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