Teaching Principles of Behavior Analysis: An Evolving Model for Developing and Testing Knowledge and Skills
|Sunday, May 28, 2017|
|11:00 AM–11:50 AM |
|Convention Center Four Seasons Ballroom 4|
|Area: TBA; Domain: Service Delivery|
|Instruction Level: Intermediate|
|CE Instructor: Amoy Kito Hugh-Pennie, Ph.D.|
|Chair: Amoy Kito Hugh-Pennie (The Harbour School-Hong Kong)|
|SANDRA SUNDEL (Sun Health Career Solutions, Inc.), MARTIN SUNDEL (Sun Family Care)|
|Sandra S. Sundel is the president and CEO of Sun Family Care. She was formerly on the social work faculty at Florida Atlantic University. She was executive director of family service agencies in Florida and Texas, and also served as executive director of group homes for adults with developmental disabilities in Texas. She holds an MSSW from the University of Louisville and a Ph.D. in clinical social work from the University of Texas at Arlington. She has taught courses in social work practice, behavior therapy, interpersonal communication, and group work, and has conducted numerous workshops and seminars. She has consulted with corporations, government agencies, and nonprofit organizations on organizational behavior management and interpersonal communication in the workplace. As mental health consultants to the United Nations High Commissioner for Refugees (UNHCR) in Cyprus, Sandra and Martin designed and implemented a psychosocial rehabilitation project to foster collaborative relationships between Greek and Turkish Cypriots.|
|Martin Sundel is the director of Clinical Services for Sun Family Care, a company that provides care management and counseling to older adults. He was the Dulak Professor of Social Work at the University of Texas at Arlington and also served on the faculties of the University of Michigan, the University of Louisville, and Florida International University. He holds a Ph.D. in social work and psychology from the University of Michigan and was a postdoctoral fellow at the Laboratory of Community Psychiatry at Harvard Medical School. He is a Charter Clinical Fellow of the Behavior Therapy and Research Society and has been recognized as a pioneer in introducing behavior therapy in Latin America. He has published extensively on the application of behavioral science knowledge to the helping professions. An avid table tennis player, he has won three national championships and silver and bronze medals in international tournaments.|
We describe a model used to teach the principles of behavior analysis and their application in the human services to students and practitioners over the past five decades. Materials for the book were developed in the late 1960’s at the University of Michigan School of Social Work, where the first presenter began his teaching career in 1968. The second presenter supervised the administration and testing of the materials. The course content and testing materials were continuously revised and updated over the following years by both presenters, based on data related to student mastery of the content. The teaching model was influenced by the prominent educational technology at the time, including: (1) the Center for Research on Learning and Teaching at the University of Michigan; (2) the programmed instructional format of Skinner and Holland, and that of Geis, Stebbins, and Lundin; (3) Fred Keller’s Personal System of Instruction (PSI); and (4) Robert Mager’s influential publication on preparing instructional objectives. The first presenter will describe the methodology used to develop the materials and how they provided the basis for a textbook that has been revised over six editions. The second presenter will describe how the materials and resulting textbook were used in undergraduate, graduate and professional courses and seminars. Together, the two presenters will provide examples of their experiences using the textbook to teach behavior analysis. They will present the rationale for the organization and structure of the text and course, along with reasons for including and excluding specific content. The two presenters identify historical, methodological, and conceptual issues that formed the underpinnings of their unique approach to teaching behavior analysis, as well as how the model has evolved. The two presenters, one from a primarily academic perspective and the other from a primarily applied perspective, provide complementary viewpoints on this topic.
|Target Audience: |
Individuals teaching behavior analysis or those training students and practitioners in behavior analysis.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe a model used to teach the principles of behavior analysis and their application in the human services to students and practitioners; (2) describe the methodology used in developing the training materials; (3) identify historical, methodological, and conceptual issues that formed the underpinnings of this approach to teaching behavior analysis, as well as how the model has evolved.|