Association for Behavior Analysis International

Radical behaviorism makes the claim that private events are different from public events only in the number of individuals who can observe them. However, behavior analysts have yet to agree on if it is important to study private events or how to study them. The purpose of this event is to discuss the role of private events in behavior analysis and to determine the direction the field should take to further explore "the world within the skin" (Skinner, 1974, p. 24). This is a student committee organized event.

As newly certified behavior analysts working with individuals with autism, it is clear that one of the responsibilities is to train parents to collect data and carry on treatment plans outside of therapy. Sanders (2008) stated that the quality of parenting that a child receives has a major effect on his or her development and poor parenting increases the risk of the child developing conduct or behavioral problems. Considering the critical role caregivers play in teaching and managing problem behavior exhibited by individuals with autism and other disabilities, as well as the effectiveness of incidental teaching also demonstrates the importance of parent training (Hsieh, Wilder, & Abellon, 2011). Finally, with the effects of intermittent reinforcement on the maintenance of behavior, it is extremely important that parents are trained to follow through with extinction procedures to ensure the problem behavior do not become more resistant to extinction (Cooper, Heron, & Heward, 2007). The purpose of this professional development series panel is to educate newly certified or future behavior analysts on the importance of parent training as well as important factors to take into consideration when working with parents. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Hsieh, H., Wilder, D. A., & Abellon O. E., (2011). The effects of training on caregiver implementation of incidental teaching. Journal of Applied Behavior Analysis, 44(1), 199-203. Sanders, M. R. (2008). Triple p-positive parenting program as a public health approach to strengthening parenting. Journal of Family Psychology, 22(3), 506-517.

Oftentimes discussing behavior analytic principles and techniques can sound like a foreign language to the lay individual. Using this language and terminology is useful in conducting precise research and interventions. However, it can be counterproductive in other contexts, namely speaking with teachers, parents, administrators, or other professionals who lack a behavior analytic learning history. This panel is designed to provide young professionals with an opportunity to learn how to effectively communicate their research and clinical findings to individuals from nonbehavior analytic contexts. Panelists will discuss essential components for effective communication as well as specific behaviors that attendees can target to improve their own communication repertoires. In addition, attendees will have an opportunity to ask questions and interact with the panel.

All behavior analysts conduct research--whether it leads to publication or not. Being a behavior analyst means generating hypotheses, collecting data, and making decisions based on those data. As students of behavior analysis, we are thoroughly familiar with research in a university (or university-affiliated) setting. However, we rarely have opportunities to learn about research conducted without the programmatic support of a university, despite the fact that such work can be crucial to developing our field and making real differences for society. Panelists are productive researchers working in the following nonuniversity settings: a nonprofit autism education center, a comprehensive agency for individuals with disabilities, and the animal husbandry unit of a large theme park. They will describe their personal experiences in nonuniversity research, and provide practical advice for those interested in developing similar careers. Attendees will have an opportunity to ask questions and interact with panelists.

Upon completion of a doctoral degree, many graduate students looking to further enhance their research or professional skills seek postdoctoral fellowship (postdoc) positions. Many sites offer these types of advanced training opportunities in applied behavior analysis and can provide critical training. Postdoctoral fellowships can offer invaluable supervision from experienced and licensed psychologists in the field. In addition, individuals are given additional time to refine specialized skills sets (e.g., grant-writing, research, teaching) before applying for a full-time position. However, the goals and expectations of postdocs are not always clearly understood and differ widely across programs. Some individuals pursue a postdoc position to enhance their clinical skills while others seek out additional research opportunities. The current panel will discuss and review important aspects of being a postdoc. Panelists will discuss their personal account of working as a postdoc or working as a training director within the field of applied behavior analysis. They will provide recommendations and advice to those looking to pursue a position as a postdoc. Panelists also will discuss experiences, goals, and the primary expectations involved in completing a fellowship.