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| Opening Event: Society for the Advancement of Behavior Analysis Awards |
| Saturday, May 28, 2005 |
| 11:30 AM–1:00 PM |
| International North (2nd floor) |
| Chair: Jay Moore (University of Wisconsin, Milwaukee) |
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| 2004 International Grant Awards |
| Abstract: Joseph J. Pear, Ph.D. (University of Manitoba, Canada)
Yanqing Guo (Institute of Mental Health, Peking University, People’s Republic of China)
Paolo Moderato, Ph.D. (University of Parma, Italy) |
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| JAY MOORE (University of Wisconsin, Milwaukee) |
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| Award for Distinguished Service to Behavior Analysis: Jon S. Bailey, Ph.D. (Florida State University) |
| Abstract: In this presentation I would like to pay tribute to those mentors, colleagues, and students who have inspired me and shaped my behavior over the past 44-years. Lee Meyerson, Jack Michael, and Mont Wolf all played an important role in my early years and my psychology graduate students and Florida colleagues have continued to provide me with a steady stream of challenges, learning opportunities, and reinforcers that have enriched my life in so many ways. |
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| JON S. BAILEY (Florida State University) |
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 Dr. Jon S. Bailey received his Ph.D. in 1970 from the University of Kansas where he worked with Lonnie Philips and Mont Wolf on the original Achievement Place Project. He took his first and only academic position in the Psychology Department at Florida State University that same year. Jon founded the Florida Association for Behavior Analysis and started Behavior Management Consultants, Inc. with Maxin Reiss and Mary Burch in 1980. He is a Fellow of the American Psychological Association and the American Psychological Society. He has served on the Executive Councils of the Association for Behavior Analysis, FABA, and Division 25 of APA. Dr. Bailey is the past-Editor of the Journal of Applied Behavior Analysis and is co-author of Research Methods in Applied Behavior Analysis, How Dogs Learn, and Ethics for Behavior Analysts with Mary Burch. Dr. Bailey is a licensed psychologist and a Certified Behavior Analyst in the State of Florida, has served on the Florida Behavior Management Peer Review Committee as well as an Expert Witness for the U.S. Department of Justice. Most recently Dr. Bailey created the Master’s program in applied behavior analysis at the FSU Panama City Campus. Dr. Bailey will give a presentation titled Time Flies: |
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| Award for International Dissemination of Behavior Analysis: R. Douglas Greer, Ph.D. (Columbia University Teachers College) |
| Abstract: Behavior analysts remain a happy few, as Skinner said in earlier days of ABA. We are even a few more, as we strive to become truly international. There are, however, two distinctive foci that have developed in our science and these, I argue, are natural, but important distinctions, in our scientific inquires and applications. The two are not basic versus applied, or differences in foci across geographical-cultural boundaries; these are simply artificial divisions. The two behavior analyses are (a) a science of the environmental controls of existing operants and (b) a science of the environmental sources for the formation of operants and higher order operants. The sources for behaving well and acquiring repertoires require distinctions in practice and application. International collaborations gave rise to exciting new findings in the latter effort. |
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| R. DOUGLAS GREER (Teachers College, Columbia University) |
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 Dr. R. Douglas Greer (Ph.D., University of Michigan, 1969; M.A. and BME Florida State University; CABAS® Board Certification as Senior Behavior Analyst and Senior Research Scientist) is Professor of Education and Psychology at the Graduate School of Arts and Sciences and Teachers College of Columbia University where he heads the M.A. and Ph.D. programs in behavior analysis and the education of students with/without disabilities. He has served on the editorial boards of ten journals, published over 100 research and theoretical articles in more than 20 journals and is the author of seven books in behavior analysis. Greer has sponsored 110 doctoral dissertations (80% have been published in refereed journals), taught over 2,000 teachers and professors, originated the CABAS® model of schooling in the USA, Ireland, Italy, England, and founded the Fred S. Keller School. He has done experimental research in schools with students, teachers, parents, and supervisors as well as pediatric patients in medical settings. He is a recipient of the Fred S. Keller Award for Distinguished Contributions to Education from the American Psychology Association and has served as guest professor at universities in Spain, Wales, England, Ireland, USA, and Nigeria. Dr. Greer will give a presentation titled Análisis del Comportamiento y Análisis de la Conducta: Two Different Behavior Analyses: |
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| Award for Public Service in Behavior Analysis: Robert F. Mager, Ph.D. (Mager Associates) |
| Abstract: During his presentation, Dr. Mager describes aspects of his early research on detection and elimination of instructional obstacles to learning. Specifically, he describes a method he developed for detecting and recording student-generated learning sequences, as well as application of that information to a real-world problem.
This, and subsequent work, led to the Criterion-Referenced Instruction model, with which he and his colleagues are able to achieve a high rate of success in enabling students to reach pre-specified performance levels. Because of the universality of the laws of behavior, this model is effective in every culture in which it is being applied. |
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| ROBERT F. MAGER (Mager Associates) |
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 Dr. Mager received his B.A. and M.A. degrees in Psychology from Ohio University and his Ph.D. in Experimental Psychology from the State University of Iowa. He has held teaching posts in psychology and human relations at colleges and universities, and served as research scientist for the Human Resources Research Office. He established behavioral research laboratories for Varian Associates and Xerox Corporation, was Technical Director of the Learning Systems Institute in Paris, France, and Director of module development for Project PLAN, American Institutes for Research.
One of his significant contributions is his Criterion-Referenced Instruction (CRI) methodology, applied world-wide to support education and human resource professionals through his successful instructor development programs, including: Criterion-Referenced Instruction (with Peter Pipe), Instructional Module Development, and The Training Director Workshop.
Author of numerous books, technical papers, and articles, Dr. Mager is widely known for his book Preparing Instructional Objectives. Other Mager books include Developing Attitude Toward Learning, Analyzing Performance Problems (with Peter Pipe), Goal Analysis, Measuring Instructional Results, Making Instruction Work, Measuring Instructional Results, Troubleshooting the Troubleshooting Course, The How to Write a Book Book, and What Every Manager Should Know About Training. The procedures described in his books provide the bases for many of the courses in instructional design taught in colleges and universities today. Dr. Mager will give a presentation titled On Elimination of Learning Obstacles. |
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| Award for Impact of Science on Application: Howard Rachlin, Ph.D. (State University of New York at Stony Brook) |
| Abstract: From the teleological viewpoint self-control consists of the building of high-valued patterns out of discrete acts that may be individually very low in value (just as a highly valued melody may be built up out of individual notes low in value). Each of an alcoholic’s drink-refusals, for example, may individually be extremely low in value relative to its individual alternative (having a drink) yet a consistent pattern of drink refusals (sobriety in the long run) may be more valuable than consistent drinking (alcoholism). The problem of self-control is to restructure alternatives so that a person chooses among relatively long-term patterns of acts rather than among relatively short-term acts. Aiding in this effort is the coherence of patterns once they are formed and the cost of breaking them up.
The advantage of the teleological viewpoint is that it is thoroughly behavioral in the sense that it deals only with the whole organism; it allows you to go from simple laboratory situations to complex real-world situations without the hypothesizing of internal events such as internal operants, reinforcers or discriminative stimuli. |
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| HOWARD RACHLIN (State University of New York, Stony Brook) |
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 Dr. Howard Rachlin obtained a Bachelor of Mechanical Engineering degree from Cooper Union in New York City, where he learned to treat all scientific and practical questions as if they had answers in the back of the book rather than as invitations to self-expression, an M.A. in psychology from The New School of Social Research in New York City, where he learned that the whole may be greater than the sum of its parts, and a Ph.D. from Harvard University where B. F. Skinner and Richard Herrnstein taught him how to be a behaviorist. He is currently an emeritus Distinguished Professor of Psychology at the State University of New York at Stony Brook. He has published more than 100 articles, written six books including Behavior and Mind (Oxford University Press, 1994) and The Science of Self-Control (Harvard University Press, 2000), and edited two others. Although he has retired from teaching, he is actively engaged in research on self-control and social cooperation in humans and nonhumans. Dr. Rachlin will give a presentation titled Teleological Behaviorism and Self-Control: |
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| Award for Enduring Programmatic Contributions in Behavior Analysis: The New England Center for Children |
| Abstract: The New England Center for Children (www.necc.org), founded in 1975, is a private, non-profit organization providing a full range of educational, residential and treatment programs for more than 250 children with autism and related disabilities based on the principles of behavior analysis.
Our mission has three components:
1. To maximize the independence of every student as measured by rates of skill acquisition, performance on assessments, reduction of aberrant behaviors, and transitions to less restrictive environments.
2. To share our work through research, professional development, consultation and dissemination of curriculum. We have published more than 150 research articles, operate six partner classrooms in area public schools, and consult with more than 30 others. Over the last 10 years, 550 of our employees have earned their master’s degree at one of three on-site graduate programs offered at NECC.
3. To secure the financial future of the organization through prudent fiscal management, professional fundraising, tax-exempt financing, and development of diverse income streams.
Our repertoire, which emphasizes skill acquisition, errorless teaching techniques, and function-based treatment, was shaped by our close collaboration with senior behavior analysts including Paul Touchette, Murray Sidman, Gina Green, Richard Foxx, Brian Iwata, and Bill Dube.
Mr. Strully and Ms. Foster will give a presentation titled Science and Autism: Translating Research into Practice:
The New England Center for Children attributes its success in the treatment of children with autism to a reliance on the experimental and applied research generated by our colleagues. NECC has a rich behavioral heritage beginning with Paul Touchette and Murray Sidman, who encouraged us to sustain a rigorous adherence to the methodology of ABA. Although this rigor is difficult to maintain, we continuously strive to avoid the temptation to drift away from the fundamentals of data based decision-making. At NECC the influence of both experimental and applied research translates across clinical treatment, staff development and organizational management. Autism responds to sophisticated scientific interventions, not politically correct bromides. If we abandon the methodology of our science, we condemn our children to an uncertain future. We believe success is measured not only by outcome but also by replication of proven methods across public and private settings, and by worldwi... |
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| VINCENT STRULLY (New England Center for Children), Katherine E. Foster (New England Center for Children) |
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| As Founder and Executive Director of The New England Center for Children, Mr. Strully directs all aspects of clinical and financial administration, program development, fundraising, facility design, and strategic planning. Mr. Strully has 32 years of experience working with children with autism and challenging behaviors. He received a B.A. from Hamilton College. In 1973, he was one of six founding teachers for an experimental program at the Spaulding Youth Center in Tilton, NH.In 1974, Mr. Strully and colleagues developed the first NECC program without the use of any endowed funds. The school was established from scratch in an empty building on the grounds of Taunton State Hospital. The second NECC school was founded in Framingham, MA in 1980. The two schools merged in 1987. Today NECC serves 225 children and young adults, and employs more than 600 people with an annual budget of $30 million. |
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