Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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Program by Area

AUT: Autism
W1, 15, 16, 17, 22, 27, 40, 41, 47, 49, 51, 52, 54, 72, 75, 76, 83, 89, 135, 137, 138, 142, 153, 156, 160, 162, 168, 175, 183, 188, 208, 209, 210, 219, 233, 234, 240, 247, 253, 256, 281, 284, 296, 311, 312, 313, 337, 338, 340, 347, 359, 361, 365, 381, 385, 389, 391, 394, 399, 404, 421, 424, 428, 432, 435, 455, 461, 463, 466, 471, 473, 476, 478

BPH: Behavioral Pharmacology
11, 60, 65, 90, 136, 161, 189, 196, 228, 230, 307, 373, 400

CBM: Clinical/Family/Behavioral Medicine
18, 24, 30, 44, 49, 57, 69, 71, 79, 91, 139, 150, 152, 166, 167, 177, 206, 216, 235, 236, 250, 257, 282, 286, 292, 294, 300, 308, 317, 318, 320, 330, 341, 348, 356, 357, 380, 382, 393, 405, 417, 425, 430, 438, 448, 449, 451, 465, 475

CSE: Community Interventions, Social and Ethical Issues
10, 26, 36, 43, 59, 70, 74, 135, 144, 151, 167, 173, 177, 190, 195, 203, 206, 209, 223, 233, 244, 249, 300, 330, 356, 379, 388, 406, 426, 430, 446, 457, 459, 474

DDA: Developmental Disabilities
16, 17, 23, 27, 30, 41, 45, 52, 75, 76, 78, 83, 85, 92, 132, 140, 143, 151, 153, 168, 174, 175, 191, 210, 212, 213, 215, 234, 237, 240, 242, 246, 258, 287, 296, 306, 307, 312, 313, 316, 317, 335, 342, 354, 355, 362, 363, 365, 382, 389, 392, 393, 398, 407, 422, 427, 428, 432, 435, 439, 453, 454, 457, 458, 470, 474, 475, 476

DEV: Behavioral Development
12

EAB: Experimental Analysis of Behavior
21, 26, 33

DEV: Behavioral Development
34

EAB: Experimental Analysis of Behavior
39, 42, 43, 65, 73, 74

DEV: Behavioral Development
86

EAB: Experimental Analysis of Behavior
93, 141, 143, 149, 150

DEV: Behavioral Development
154

EAB: Experimental Analysis of Behavior
169

DEV: Behavioral Development
172

EAB: Experimental Analysis of Behavior
176, 179, 181, 192, 199

DEV: Behavioral Development
204

EAB: Experimental Analysis of Behavior
213, 224

DEV: Behavioral Development
224a, 227

EAB: Experimental Analysis of Behavior
228, 229, 230, 239, 243, 251

DEV: Behavioral Development
254, 259

EAB: Experimental Analysis of Behavior
260, 286, 290, 298, 302

DEV: Behavioral Development
305

EAB: Experimental Analysis of Behavior
309, 314

DEV: Behavioral Development
321

EAB: Experimental Analysis of Behavior
321, 323, 325, 327, 332, 335, 336, 343, 349, 350

DEV: Behavioral Development
355

EAB: Experimental Analysis of Behavior
358, 362, 366, 368, 370, 371, 372

DEV: Behavioral Development
380

EAB: Experimental Analysis of Behavior
386, 388, 397, 401, 402, 408, 419, 421

DEV: Behavioral Development
425

EAB: Experimental Analysis of Behavior
433, 436, 437, 443, 450, 454, 456, 462, 464, 468, 469, 472, 477, 478

EDC: Education
20, 25, 29, 31, 48, 53, 56, 58, 64, 67, 80, 82, 84, 94, 134, 140, 145, 147, 152, 156, 163, 173, 180, 182, 187, 193, 211, 214, 217, 218, 238, 245, 246, 261, 288, 289, 291, 293, 301, 303, 311, 315, 322, 324, 333, 334, 344, 354, 363, 364, 367, 369, 370, 375, 383, 387, 391, 392, 395, 398, 409, 418, 420, 423, 429, 442, 444, 453, 455, 458, 460, 465, 466, 479, 480, 481

OBM: Organizational and Behavioral Systems Analysis
32, 44, 46, 48, 66, 77, 144, 146, 155, 178, 202, 231, 242, 262, 295, 297, 306, 326, 328, 345, 353, 374, 375, 376, 440, 452

PRA: Practice
W2, W3, W4, W5, W6, W7, W8, W9, W10, W11, W12, W13, W14, W15, W16, W17, W18, W19, W20, W21, W22, W23, W24, W25, W26, W27, W28, W29, W30, W31, W32, W33, W34, W35, W36, W37, W38, W39, W40, W41, W42, W43, W44, W45, W46, W47, W48, W49, W50, W51, W52, W53, W54, W55, W56, W57, W58, W59, W60, W61, W62, W63, W64, W65, W66, W67, W68, W69, W70, W71, W72, W73, 50, 157, 164, 165, 186, 201, 226, 232, 299, 331, 348a, 351, 352, 377, 434, 447

TBA: Teaching Behavior Analysis
19, 23, 25, 34, 51, 55, 67, 81, 159, 184, 185, 194, 211, 218, 239, 241, 280, 288, 289, 295, 324, 327, 360, 387, 395, 410, 431, 445, 459, 467, 483

TPC: Theoretical, Philosophical, and Conceptual Issues
13, 37, 38, 57, 63, 66, 71, 73, 87, 95, 148, 169, 171, 179, 181, 197, 205, 216, 217, 220, 221, 225, 241, 244, 252, 283, 287, 297, 298, 304, 310, 318, 325, 329, 339, 358, 366, 384, 390, 396, 422, 436, 439, 460, 467, 470

VBC: Verbal Behavior and Cognition
28, 38, 56, 64, 69, 88, 139, 142, 158, 170, 172, 176, 198, 200, 207, 222, 243, 245, 248, 285, 290, 301, 319, 329, 332, 333, 346, 359, 368, 378, 381, 384, 397, 423, 438, 473, 479

NON: NONE
9, 11, 12, 13, 21, 22, 29, 31, 33, 36, 37, 39, 40, 46, 47, 53, 54, 60, 63, 70, 77, 82, 87, 88, 89, 90, 91, 92, 93, 94, 95, 136, 137, 138, 145, 158, 159, 160, 161, 162, 163, 164, 165, 171, 183, 184, 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195, 197, 198, 199, 200, 202, 203, 204, 205, 207, 208, 219, 220, 221, 222, 223, 224, 225, 226, 227, 235, 236, 237, 247, 248, 250, 251, 252, 253, 254, 255, 256, 257, 258, 259, 260, 261, 262, 281, 282, 283, 284, 285, 291, 304, 308, 309, 310, 314, 315, 316, 337, 338, 339, 340, 341, 342, 343, 344, 345, 346, 348, 348a, 349, 350, 352, 353, 357, 360, 361, 371, 372, 373, 376, 379, 383, 385, 394, 400, 401, 402, 403, 404, 405, 406, 407, 408, 409, 410, 419, 420, 424, 427, 431, 442, 443, 444, 445, 446, 451, 456, 464, 468, 469, 471, 472, 483

OTH: Other
9, 14, 35, 61, 68, 122, 255, 279, 396, 403

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30th Annual Convention; Boston, MA; 2004

Event Details

Paper Session #184

Int'l Paper - Nine Characteristics of a Good Masters Thesis or Dissertation in Applied Behavior Analysis (Translated into Japanese)

Sunday, May 30, 2004

11:00 AM–11:50 AM

Beacon G

Area: TBA

Chair: Naoko Sugiyama (Yamawaki Gakuen College)

Nine Characteristics of a Good Masters Thesis or Dissertation in Applied Behavior Analysis (Translated into Japanese)

Domain: Applied Research

WILLIAM L. HEWARD (The Ohio State University), Naoko Sugiyama (Yamawaki Gakuen College)

Abstract: This presentation will begin with a brief overview of the intended purposes and benefits of thesis and dissertation research in general as well as the potential benefits of student research in applied behavior analysis. Nine characteristics that contribute to the overall goodness of a thesis or dissertation will be suggested (e.g., simple as opposed to complex, takes its form from its function, doable). Examples of each characteristic and suggestions for considering it in the selection of a research topic and design of the experiment will be offered.

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