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| ABA Program Committee Meeting |
| Sunday, May 28, 2006 |
| 8:00 AM–8:50 AM |
| University |
| Domain: Applied Research |
| Chair: Ramona Houmanfar (University of Nevada, Reno) |
| Abstract: N/a |
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| AUT |
| JACK SCOTT (Florida Atlantic University) |
| Abstract: N/a |
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| BPH |
| JOHN M. ROLL (Washington State University) |
| Abstract: N/a |
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| CBM |
| KELLY G. WILSON (University of Mississippi) |
| Abstract: N/a |
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| CSE |
| JANET ELLIS (University of North Texas), Maria R. Ruiz (Rollins College) |
| Abstract: N/a |
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| DDA |
| KENT JOHNSON (Morningside Academy) |
| Abstract: N/a |
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| DEV |
| JACOB L. GEWIRTZ (Florida International University), Martha Pelaez (Florida International University) |
| Abstract: N/a |
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| EAB |
| WILLIAM L. PALYA (Jacksonville State University) |
| Abstract: N/a |
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| EDC |
| TIMOTHY A. SLOCUM (Utah State University) |
| Abstract: N/a |
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| OBM |
| TIMOTHY D. LUDWIG (Appalachian State University) |
| Abstract: N/a |
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| TBA |
| PAMELA G. OSNES (The Ohio State University) |
| Abstract: N/a |
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| TPC |
| DAVID C. PALMER (Smith College) |
| Abstract: N/a |
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| VRB |
| WILLIAM F. POTTER (California State University, Stanislaus) |
| Abstract: N/a |
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| 2006 ABA Tutorial: Measuring and Modulating the Reinforcing Efficacy of Drugs |
| Sunday, May 28, 2006 |
| 11:00 AM–11:50 AM |
| Centennial Ballroom II |
| Area: BPH |
| Chair: John M. Roll (Washington State University, Friends Research Institute) |
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| 2006 ABA Tutorial: Measuring and Modulating the Reinforcing Efficacy of Drugs |
| Abstract: This presentation will define relative reinforcing efficacy and describe the importance of the concept to behavioral pharmacology. Various procedures for measuring reinforcing efficacy and the pros and cons of using these procedures will be discussed. Similarly methods for modulating reinforcing efficacy, including both pharmacological and behavioral, will be explored. The role of individual differences in determining reinforcing efficacy will also be examined. The presentation will also address the applied significance of modulating reinforcing efficacy. Examples with both human and non-human participants will be used to demonstrate various points throughout the presentation. |
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| CHRIS-ELLYN JOHANSON (Wayne State University) |
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 Dr. Chris-Ellyn Johanson’s primary interest during her early career was in determining the influence of a broad spectrum of behavioral and pharmacological variables on the relative reinforcing efficacy of drugs of abuse and the development of sensitive approaches for assessing abuse liability of psychoactive drugs in rhesus monkeys. While still continuing her animal research at the University of Chicago, she also developed a human psychopharmacology program investigating the reinforcing effects of psychomotor stimulants and benzodiazepines in normal humans. When Dr. Johanson moved to USUHS, human behavioral pharmacology became her primary interest. At the ARC, her research interests broadened to include the epidemiology of drug abuse and the development of paradigms that would foster a biobehavioral understanding of vulnerability to substance abuse. Dr. Johanson has published more than 150 scientific articles, including several important reviews of the behavioral pharmacology of cocaine. She was also the editor of Drug and Alcohol Dependence from 1986 to 1998. |
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| 2006 ABA Tutorial: The Extension of Skinner's Verbal Operants to Interpretations of Complex Behavior: A Tutorial |
| Sunday, May 28, 2006 |
| 2:30 PM–3:20 PM |
| Centennial Ballroom I |
| Area: VBC |
| Chair: William F. Potter (California State University, Stanislaus) |
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| 2006 ABA Tutorial: The Extension of Skinner's Verbal Operants to Interpretations of Complex Behavior: A Tutorial |
| Abstract: This tutorial will be aimed at the behavior analyst who has little or no familiarity with Skinner's Verbal Behavior. I will briefly outline Skinner's interpretive scheme and will then discuss two verbal operants, the intraverbal and the autoclitic, in greater depth. I will show the role these operants play, or might plausibly play, in our understanding of grammar, problem solving, and memory. In this exposition, I will have occasion to mention one of the remarkable assumptions of the book, namely that behavior that has not been emitted, either overtly or covertly, plays a role in our understanding of complex behavior. |
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| DAVID C. PALMER (Smith College) |
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 David C. Palmer discovered Skinner by reading Walden Two while on a caving trip to North Carolina, because he thought it must have had something to do with his hero, Thoreau. He spent the next decade on a soap box preaching about Walden Two and reading the rest of the Skinner canon. Eventually he realized that he was no Frazier, and he applied to graduate school in behavior analysis under John Donahoe. He was happy in grad school and would be there still if the University of Massachusetts hadn’t threatened to change the locks. He has spent the last 17 years as the token behaviorist at Smith College. During that time he co-authored, with Donahoe, Learning and Complex Behavior. He continues to puzzle over the interpretation of memory, problem-solving, and, particularly, verbal behavior. He once referred to himself, in a jocular vein, as a goose-stepping Skinnerian, but he found that the label fit, and he now wears it without apology |
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| 2006 ABA Tutorial: Using Single Case Designs to Establish Evidence-Based Practice |
| Sunday, May 28, 2006 |
| 2:30 PM–3:20 PM |
| Centennial Ballroom II |
| Area: EDC |
| Chair: Charles L. Salzberg (Utah State University) |
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| 2006 ABA Tutorial: Using Single Case Designs to Establish Evidence-Based Practice |
| Abstract: The session will focus on the need to extend behavioral theory and research methods to documentation of “evidence-based” practices. Federal policy is moving toward an emphasis on funding for, and scholarship about “evidence-based” practices. At this point, the primary way a practice can be documented as “evidence-based” is through randomized control group designs. The session will focus on (a) the need for behavior analysts to agree on the core features of single case designs, (b) the need for operational standards for synthesis of multiple single case studies, and (c) professional standards for defining when a body of single case research can be viewed as sufficient to document a practice as “evidence-based.” |
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| ROBERT H. HORNER (University of Oregon) |
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 Dr. Robert Horner is the Alumni-Knight Endowed Professor of Special Education at the University of Oregon. He has been the editor of JASH, an associate editor for JABA, JASH, JPBI and AJMR, and is currently co-editor of JPBI. His research interests have focused on stimulus control, generalization, positive behavior support, and the application of behavioral principles to whole-school behavioral interventions. He currently collaborates with Dr. George Sugai on school-wide behavior support efforts that are on-going in over 4300 schools. He is a member of the What Works Clearinghouse subcommittee examining the utility of single case research methods. |
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| 2006 ABA Tutorial: Behavior Analysis: History and Historiography |
| Sunday, May 28, 2006 |
| 3:30 PM–4:20 PM |
| Centennial Ballroom I |
| Area: DEV |
| Chair: Alexandra Rutherford (York University) |
| CE Instructor: Edward K. Morris, Ph.D. |
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2006 ABA Tutorial: Behavior Analysis: History and Historiography |
| Abstract: Notwithstanding B. F. Skinners comment that Historical research can take the place of scientific inquiry and give one time out for an honorable snooze, while pretending to carry on, historical research in behavior analysis directly engages the fields basic and applied science, as well as it science education. Just as behavior analysis is forward-looking, so too is historical research. With this as background, this tutorial describes the foreground -- the fields history and historiography. That is, it (a) relates the evolution of behavior analysis as a science, discipline, and profession and (b) delves into methodological considerations relevant to conducting historical research and the interpretation of its findings. The main topics I address are the value history inquiry (e.g., predicting current function), the historical subject matter (e.g., events, individuals, institutions), approaches to historical analysis (e.g., qualitative, quantitative), and the methodological considerations (e.g., zeitgeist vs. great person history). Throughout the tutorial, I interweave a history of behavior analysis that is informed by these values, areas, and methods, as well as by other considerations (e.g., origin myths; viz. the cognitive revolution). I also present historical puzzles and problems that vary widely enough to suit the interests and abilities of junior colleagues and senior scholars alike, as they seek to advance behavior analysis as a cultural practice. Finally, I describe a variety of resources that can promote effective historical inquiry. I close with some comments on what it is like to be an historian of behavior analysis. |
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| EDWARD K. MORRIS (University of Kansas) |
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 Dr. Edward K. Morris received a B.S. in psychology from Denison University and a Ph.D. in psychology from the University of Illinois, with Sidney Bijou and William Redd as his mentors. His sole academic position has been in the Department of Human Development and Family Life (HDFL) at the University of Kansas. Although he has published studies of empirical research, a latent interest in conceptual issues led him to the history of behavior analysis. He has edited books on its seminal figures (e.g., Watson, Skinner), written on the field’s history (e.g., behavior analysis in the 1950s), and analyzed the meaning of relevant terms (e.g., radical behaviorism). Lately, he has been pursuing the integration of like-minded perspectives in the behavioral, social, and cognitive sciences (e.g., theories of direct action), which have histories, too. Dr. Morris has been president of ABA and APA Division 25, and KansABA. He has served as editor of The Behavior Analyst and the Division 25 Recorder. He is a Fellow of APA, a Founding Fellow of APS, and a BCBA. As the Department’s chairperson, he has overseen its recent evolution -- red in tooth and claw -- from HDFL to the Department of Applied Behavioral Science. |
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| 2006 ABA Tutorial: Incidental Teaching and Students with Autism: How to Do It and How to Appreciate the Research |
| Sunday, May 28, 2006 |
| 3:30 PM–4:20 PM |
| Centennial Ballroom II |
| Area: AUT |
| Chair: Jack Scott (Florida Atlantic University) |
| CE Instructor: Gail G. McGee, Ph.D. |
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2006 ABA Tutorial: Incidental Teaching and Students with Autism: How to Do It and How to Appreciate the Research |
| Abstract: Incidental teaching is a behavior analytic technique that can be especially useful for teaching new behaviors. Incidental teaching calls for arranging the environment so that highly reinforcing materials or activities are available to the child. But the key to incidental teaching is that the child is obligated to interact with the teacher or other adults in the environment in order to gain access to the materials or some aspect of the activity. Typically arrays of incidental teaching opportunities are arranged. In this way, naturally reinforcing interaction with teachers is optimized, as are opportunities for reinforcement. Incidental teaching has a long history of use with children with autism and it continues to be an efficient and effective teaching technique. In this invited tutorial Dr McGee will feature a review of the literature on the use of incidental teaching and offer a series of recommendations for incorporating incidental teaching in any intervention program for children with autism. |
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| GAIL G. MCGEE (Emory University School of Medicine), Jack Scott (Florida Atlantic University) |
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