Endicott Bundle

2.0 Level II CE Credits

About the presentation:

Todd Risley, Mont Wolf, Don Baer, and R. Vance Hall (from left to right) discuss the origins of single-subject research designs in this classic 1974 film originally produced by H & H. Restored and re-digitized, this is available due to the generosity of R. Vance Hall and Bob Hoyt. Here is your opportunity to learn the subtle nuances of single-subject designs from these behavioral giants who adapted and refined them for applied settings!

1.0 Type II CE Credit

About the presentation:

John B. Watson was born in rural South Carolina in 1878. He held faculty positions at the University of Chicago and Johns Hopkins, delivered his behaviorist manifesto at Columbia University in 1913, carried out a controversial fear conditioning project with Little Albert B. in 1919-1920, but was obliged to resign from academia in 1920, owing to personal circumstances. He then became a successful executive in the advertising business. He was married twice, the first ending in divorce and the second with the death of his wife, Rosalie, in 1936. He died in 1958. B. F. Skinner never met Watson, although Skinner read many of Watsons books and Watson influenced the development of Skinners behaviorism in many ways. One important difference between the two is that Watson recognized only control by antecedents, whereas Skinner recognized selection by consequences. Two common statements about Watsons behaviorism are that it subscribed to methodological behaviorism and an extreme environmentalism. This presentation suggests that Watsons behaviorism is more accurately described as espousing an anti-mentalism and a social activism.

1.0 Type II CE Credit This talk was filmed at the 2019 Hawaii Association for Behavior Analysis Conference

About the presentation:

This presentation will discuss considerations in application of treatment plan objectives and behavior plans across multiple settings and team members. We will identify strategies to assist in overcoming common barriers when providing services in the home and community settings and review of research regarding training and the importance of feedback. The presentation will include a discussion of competing contingencies and their potential impact on sustained progress.

1.5 Type II CE Credits

About the presentation:

Dr. Murray Sidman responded to questions from the European Journal of Behavior Analysis about his contributions to the science of applied behavior analysis, as well as current topics in the field. Rigorous research methodologies along with our approach to populations outside of behavior analysis continue to be paramount to the dissemination and acceptance of our science.  Dr. Sidman also elaborated on stimulus equivalence, relational frame theory, and reflections of his early education.

Following this presentation, viewers should be able to:

1. Identify Dr. Sidman’s major contributions within behavior analysis.
2. Discuss Dr. Sidman’s views on coercive control in research.
3. Elaborate on stimulus equivalence in regard to language, relational frame theory, and competing theories.
4. Identify implications for using behavior analytic methodologies for education, practitioners, and other disciplines to address societal problems of today.
5. Reiterate the importance of relating our language and strategies to outside disciplines and populations.

1.0 Type II CE Credit

This presentation was given at the Evidence-Based Solutions for Helping People Conference on April 18th, 2011.

About the presentation:

The search for answers to the causes of behavior originates with the advent of language and progresses from invented explanations through social scientific formulations to our present day natural scientific approach known as behavior analysis. This presentation traces this history with emphasis on the origins of measurement in the social sciences in contrast with the measurement practices of the natural sciences. The strategies and tactics of experimental analysis are illustrated with familiar examples. Emphasis is also placed on the cultural lag between discovery, application and cultural acceptance of revolutionary scientific advances such as evolution.

Learning Objectives:

•  Upon completion of this presentation, you were able to identify the strategies and tactics of experimental analysis.
• Upon completion of this presentation, you were able to understand the history of ABA with its origins of measurement in the social sciences.
• Upon completion of this presentation, you were able to recognize the cultural lag between discovery, application and cultural acceptance of revolutionary scientific advances such as evolution.

1.0 Type II CEU Credits

About the presentation:

Generally speaking, the concept of ‘mastery’ is well understood.  We know a masterful performer when we see one.  His or her performance seems to come naturally, quickly and accurately.   Difficult or complex tasks are made to look effortless and novel problems are readily overcome.  On the other hand, the absence of mastery is equally apparent.  Critical skill deficits result in measurably slow, frustrating, inflexible performance and can adversely affect one’s quality of life.  As such, mastery is a commonly stated goal of educators in their crafting of skill acquisition plans.  Unfortunately, inspection of common goal setting practices by behaviorists and educators reveals an unsettling divide.  Whereas the characteristics of mastery listed above represent broad programmatic goals, the specific ‘mastery criteria’ for acquisition targets are often woefully inadequate to produce such results.  In this presentation, barriers to adequate goal setting such as inappropriate measurement systems and charting conventions will be addressed.  The desired result of the presentation is to empower attendees to move away from goals like, “80% correct across three consecutive trials…” toward criteria more fitting of our experience of functional mastery in everyday life.

Upon completion of this presentation, participants will be able to:

• Describe the difference between dimensional and derivative types of measurement, give examples of each.
• Describe difference between arbitrary mastery criteria and functional mastery criteria, give examples of each.
• Describe how you could test whether the mastery criteria being used in your practice are adequate.

2.o Level II CE Credits

About the presentation:

The second release in our Continuing Education (CE/CEU) program, this talk was originally filmed on May 29, 2007 in San Diego on the last day of the ABAI convention.

The Cambridge Center is fortunate in having more than one leader in behavioral economics among its Trustees: Steve Hursh and Donald Hantula. Several years ago, Dr. Hursh addressed the annual CCBS Trustees meeting, and presented “Behavioral Economics and the Future of Behavior Analysis.” We later posted the Powerpoint slides from that presentation here on behavior.org as a resource, and they consistently rank high in popularity year after year. Many of us first heard the term “behavioral economics” by reading Hursh’s papers in JEAB.

In 2004, the Cambridge Center and Temple University jointly hosted “What Works in Behavioral Economics – Practical and Policy Issues” Don Hantula was the conference organizer and a presenter, as were Steve Hursh, George Ainslie, Mark Dixon, and many others, talking about how a behavioral economist looks at problems like consumer behavior, gambling, and drug abuse.

At our Annual Meeting in 2006, Don agreed to make this presentation before our cameras in San Diego. You’ll find his presentation informative, to the point, and well-explained for the behavior analyst. Hantula talked about the origins of behavioral economics and the distinctions between that viewpoint and traditional economics. He discussed the economics of behavioral situations, and explained the differences between open and closed economies. Next, he talked about models of choice in behavioral vs. traditional economics, and related it to work by Herrnstein and many others on the Matching Law. Finally, he discussed delayed discounting and hyperbolic curves, and why that explained some things that otherwise wouldn’t make sense.

When asked how behavioral economics was relevant to the ABA practitioner, Don answered “Are your reinforcers not reinforcing? Are you seeing problem behaviors going on in your classrooms that you can’t figure out how to address? Are you seeing people making choices that you cannot understand? Behavioral economics will provide a way to make sense of this, and also provide a way to analyze a situation and develop new and innovative interventions to change the behaviors of interest and improve the lives of the people with whom you are working.”

Instructions:

You must have a printed version of the book: Behavioral Science: Tales of Inspiration, Discovery and Service in order to take this course.  You may purchase this book from The Cambridge Center for Behavioral Studies Bookstore.

Read Chapter 3 in Behavioral Science: Tales of Inspiration, Discovery and Service, paying close attention to the learning objectives. When you complete the chapter, log in to take the corresponding competency quiz to receive your certificate.

Learning Objectives:

1. Identify the three crucial discoveries Pryor identified in Turner’s typescript.
2. Discuss the event marker as a source of divergence within Applied Behavior Analysis.
3. Compare and contrast Sea Life Park’s original training methods with those of operant conditioning.

3 Level II CE Credits

About the presentation:

Did you know you can train fish to swim through hoops? That dogs can dance? That horses can decide the best way to pull a heavy load through the woods? Karen Pryor and her students have literally changed the face of animal training. Hear how an unexpected training opportunity in Hawaii opened Karen’s eyes to operant conditioning, and started her career in animal problem solving. Learn how her early trials and errors allowed her to fulfill her childhood dream of being a biologist, and how making a career detour on the mainland ultimately led back to animals again. See how a redesigned child-proof toy started an international sensation in the animal kingdom, and is now infiltrating the human realm, as well. Discover how applied behavior analysis is evolving in the animal world, and how a distinct audible sound can be used as a marker for fine-tuning a desired behavior, as a bridging reinforcer for emitted behavior, AND as a cue for a desired behavior to come. If you have thought about expanding your shaping repertoire and have decided it really IS time to teach your cat to play the piano, or your reptile to safely move from one place to another, then this video is perfect for you. Join the (R)Evolution of Behavior Analysis in recognizing the incredible contributions of Karen Pryor; Author, Scientist, Animal Trainer, Teacher, and trailblazer in the field of applied operant training.