$2,600
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
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
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
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:
This presentation was given at the Evidence-Based Solutions for Helping People Conference on April 18th, 2011.
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:
1.0 Type II CEU Credits
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:
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