The Current RepertoireN e w s l e t t e r o f t h e C a m b r i d g e C e n t e r f o r B e h a v i o r a l S t u d i e s ™

Volume 26 Number 1 Winter, 2010

From the Executive Director

Continued on page 6

Our strategic plan is in force, the new website is being tested, and our investments are earning us money again-so things are looking up. One new plan that is at the crux of making us operate smoothly and effectively is organizing our many experts into content or thematic groups. We have established content expert groups and a few standing committees to obtain timely judgments on a range of topics. The content expert groups replace our advisory boards. The standing committees will help manage mission critical operations that bridge content interests.

Content ExpertsWe have organized content experts into groups headed by a trustee with members derived from our trustees and advisors. Each trustee is asked to join at least one content expert group or a standing committee. Advisors are recruited to be content experts as well, but are not be required to join. We ask trustees and advisors which groups they wish to join (see survey at http://www.surveymonkey.com/s/NGPTQ9P) on an annual basis. Discussions about membership with the group heads occur prior to and during CCBS’s annual meeting, and the Board of Directors makes appointments shortly thereafter. Appointments extend from December 1 - November 31 on an annual basis.

The Center will manage content expert groups similarly to an editorial board for a journal. The head functions as an action editor and distributes work according to interest, skills, and availability. Each head also makes a brief report at CCBS’s annual meeting.

Functions. Each group determines what functions would be most helpful to provide to the public, the field, and CCBS. The following are examples of functions that could be served by content expert groups:

Developing speaker bureaus for different audiences:Scientific audiencesParents, studentsOther helping/health professionals

Finding venues for speakers/teachersServing as consultants for questions that come to CCBS, e.g.,

should we link to a potentially allied site, make affiliations, etc.Responding to misrepresentationsRewriting/editing descriptions/guidelines on websiteReviewing articles, videos, audios, etc. for website and

newslettersReviewing applications from students for scholarships,

grants, etc.Writing press releasesSuggesting when CCBS should get involved in a political

process or other audiences.Working with universities to develop knowledge of

behavioral scienceDeveloping and uploading introductory videos/audios on

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4.5.6.

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each of the trustees for dissemination through the websiteAdvising the Board of Directors on membership of the groupDesigning procedures for the public that are the most

accessible and likely to work.Developing grant and project proposals for agencies and

foundations.

Current Content Areas. At this point we have identified the following content area groups. We’ll add others as needed in the future and the names may change as each group sees fit:

If you haven’t done so yet, please click on the link below to go to our Survey Monkey Survey to join one of these groups of experts:

12.13.

14.

In this issue...From the Executive Director................................ Page 1

Award-Winning Program Celebrates 30 Years..... Page 2

An Introduction to CCBS Director, Charles D. Hamad, Ph.D.................................. Page 3

The Teaching Machine: Vicci Tucci’s Latest Launch............................................................... Page 3

Behavior & Philosophy, Jay Moore, Editor.......... Page 4

2009 Annual Meeting of the Trustees Elections... Page 7

ABA Conference Coming to LA........................... Page 8

CCBS Happenings at ABAI Convention.............. Page 8

Financial Contributors FY2009........................... Page 9

www.behavior.org

Board of directors Chair: Henry S. Pennypacker, Ph.D., University of Florida (Emeritus) & Mammatech Corp.Vice Chair: Andy Bondy, Ph.D., Pyramid Educational ConsultantsTreasurer: Rob Holdsambeck, Ed.D., BCBA-D, Holdsambeck and AssociatesClerk: Michael J. Cameron, Ph.D., BCBA, Simmons College

Charles D. Hamad, Ph.D., Eunice Kennedy Shriver Center, UMASS Medical School, Tufts University School of MedicineT.V. Joseph Layng, Ph.D., Headsprout®, Inc.Stephen C. Luce, Ph.D.Janet Twyman, Ph.D., BCBA, Headsprout®, Inc.

CAMBRIDGE CENTER

BEHAVIORAL STUDIESFORH

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CAMBRIDGE CENTER

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PhiliP N. Chase, exeCutive DireCtor

The Current Repertoire2 Winter, 2010

Mark AlavosiusDavid AndersonEdward AndersonPaul AndronisJudah AxeJay BirnbrauerAndrew BondyDarrel BostowMarc BranchMary BurchMichael CameronA Charles CataniaPhilip ChaseBetsy ConstantineAubrey DanielsRonnie DeitrichMichael DougherKathleen DyerJanet EllisEdward FeeneyPatrick FrimanCelia Wolk GershensonSigrid GlennGina GreenCharles HamadGregory HanleyDonald HantulaDwight HarshbargerPhilip HinelineRob HoldsambeckRamona HoumanfarSteven HurshKent JohnsonJeff KupferDarnell LattalKennon LattalT. V. Joe LayngRobert LittletonStephen LuceTimothy LudwigArmando MachadoM. Jackson MarrMark MattainiThomas MawhinneyRoger McIntireTerry McSweenFrancis MechnerCharles MerbitzPaolo ModeratoJay MooreJames Mulick David PalmerMartha PelaezHenry PennypackerCarol PilgrimDennis ReidLeo J. ReynaJesús Rosales-RuizClaire St. Peter PipkinHenry SchlingerTimothy ShahanDeborah ShanleyGerald ShookMurray SidmanJulie SmithTristram SmithJ. E. R. StaddonGregory StikeleatherBeth Sulzer-AzaroffJanet TwymanKaren WagnerW. Joseph WyattThomas Zane

CCBS Trustees Award-Winning Program Celebrates 30 Years of Changing Lives for Kids with Learning ChallengesSeattle, WA—January 14, 2010— Morningside Academy has been successfully helping children to catch up and get ahead for 30 years.

All are invited and encouraged to attend the Celebration on Match 19 from 6:30—10:30 pm at The Doubletree Arctic Club Hotel. “Celebrate Morningside” will be an evening of gourmet food, live jazz, art, auctions and encouraging stories. John Curley, celebrated former TV Host of Evening Magazine, will entertain the crowd as auctioneer in the majestic Dome Room of the hotel.

Tickets are $65/person and include dinner, entertainment, and entrance to the live and silent auctions. All proceeds received will go directly to support the school, and donations are tax deductible to the extent allowed by law. Sponsorships are available. Friends of the Academy include The Lucky Seven Foundation, The Dallas Foundation, The Braitmayer Foundation, COSTCO Wholesale, Vulcan Inc. and Sterling Savings Bank.

Morningside Academy is a Grade 1—9 school that provides an education for children who may not have been successful in other settings and who may have a learning disability, ADHD or another disability. Thousands of children have been helped by The Morningside Model of Generative Instruction. Founder and Executive Director, Dr. Kent Johnson, will be honored for his ongoing work that supports the on-site laboratory school and the teacher training division.

The Morningside Teachers’ Academy has provided partnerships with over 85 schools and agencies throughout the US and Canada. The Summer School Institute, an on-site teacher-training program, is offered annually.

Unique Program Celebrates 30 Years of Changing LivesThis 501(c) (3) school enjoys a national reputation attracting students and teachers from coast to coast Dr. Kent Johnson founded Morningside in Seattle 30 years ago, literally beginning the school in his living room. His vision has directed this research-based program to continually evolve to offer effective curriculum and teaching methods. According to Dr. Johnson, “At Morningside, teaching is adjusted until the student is successful. No one falls through the cracks.” Children’s median achievement test performance gains continue to grow about 2 grade levels per year in reading, language arts and math.

Dr. Johnson’s book, The Morningside Model of Generative Instruction: What It Means to Leave No Child Behind, co-authored by Dr. Elizabeth Street with a chapter by Dr. Joanne Robbins, longtime associate director of Morningside Academy, released in 2004, can be obtained, free of charge, with a $100 or more donation.

Parents have used the following words to describe their child’s experience at Morningside, “Miracle! The best kept secret in North American education” (Dr. Teresa Bailey), and “Godsend for our family and worth every penny,” (Susan Flores). Blue Lazarou, Morningside Academy Alumna and current parent commented, “I started to enjoy learning, and I felt good about it and myself. The strategies I learned during my time at Morningside still help me in my everyday life.” Veronica Pietz, Director of Pierre Indian Learning Center in South Dakota recently commented about the Morningside Teachers’ Academy, “The expertise and the commitment to positively impact educators around the world are to be celebrated. Many of my teachers have stated that the interaction with Morningside has impacted them professionally more than their entire undergraduate and graduate careers combined.”

March 19 will provide a chance for the community to “give” back to this vital school by attending this gala event and/or making a donation.

For information about the event: http://morningsideacademy.schoolauction.net/2010/. The programs: http://www.morningsideacademy.org. Contact: dawn@morningsideacademy.org Phone: 206-709-9500

The Wing Institute gave its 2009 Ernie Wing Award for Excellence in Evidence-Based Education to two organizations and their founders in recognition of their work in developing, implementing, and sustaining a “data-based decision making organization and culture” designed to provide state-of-the-art educational services. The awards were given to Kent Johnson Ph.D and Morningside Academy and Ken Traupmann Ph.D., Suzanne Fitch Ph.D., and The Institute for Effective Education.

Patent Pending

Daniel Bjork, one of Skinner’s biographers, observed that “Skinner fashioned his science by hand as well as by mind. Without the inventor, there would not have been a scientist” (Lattal, 2008). This observation also aptly describes Vicci Tucci, MA, BCBA, and her launch of the “Teaching Machine” (patent pending) and “Virtual Coaching™”, a powerful, online teaching system customizable for college coursework as well as workplace training. This computer-based program offers the ease and intuitiveness of current web 2.0 technology with Ms. Tucci’s application of the research of Skinner and others in the area of the technology of teaching.

Why an online teaching system was created?

As Ms. Tucci achieved success within the field of public education, she experienced an increased demand upon her time to instruct others in the use of evidenced-based practices (e.g., ABA, DI, and PT). Keeping pace with this demand motivated her to explore the best ways to instruct others in evidenced-based practices. Over time she incorporated the scientific work of Holland and Skinner (1961), Skinner (1968, 1969, and 1982), Keller (1982), McDade, Austin, & Olander (1985), and Engelmann and Carnine (1982) into her online teaching system.

Ms. Tucci saw a need to create an effective and efficient instructional system in order to expand her effects in the field. She wanted to teach others what she had learned, but how could she do so with the time she had available? Before she began this journey, she posed three questions:

1) How can I effectively and efficiently teach others to master evidenced-based practices on a large scale?

2) How can I motivate others to learn these NEW practices?

3) How can I get others to apply these new practices independently?

Ms. Tucci was guided by Skinner “…if you want to learn about something, you must expose yourself to the contingencies” (Skinner, 1957). For over 30 years, Ms. Tucci spent every working day in public school classrooms and did just that. By day, she was in the classroom helping others use new evidenced-based practices with their students. By day and night, she was analyzing both her behavior and the staffs’. Exposing herself to the contingencies allowed Ms. Tucci to work, rework, and refine the instructional practices incorporated within her online teaching system.

Teaching Others to Mastery of NEW Practices

Ms. Tucci quickly realized that simply getting the staff to talk about new practices was not an effective or efficient methodology for learning new practices. She had learned that the staff needed to master the new practices in order to effect change. From Skinner’s work in Technology of Teaching (1968), Ms. Tucci had learned

The Current Repertoire 3Winter, 2010

Charles D. Hamad, Ph.D. was elected to the Board of Directors of the Cambridge Center during its Annual Meeting of the Trustees in November 2009. He is the Executive Director of the University Center for Excellence in Developmental Disabilities (UCEDD), an Associate Director of the Eunice Kennedy Shriver Center and, also within that organization, the Director of the Center for Developmental Disabilities, Evaluation and Research (CDDER).

About the Eunice Kennedy Shriver CenterThe Eunice Kennedy Shriver Center is dedicated to improving the lives of individuals with developmental disabilities and their families, promoting the understanding of neurological, cognitive, and behavioral development associated with developmental disabilities, with an emphasis on mental retardation. The University Center for Excellence in Developmental Disabilities (UCEDD) of the Shriver Center is dedicated to improving the lives of people with intellectual and developmental disabilities at all levels. The UCEDD’s mission is to provide leadership and direction so that individuals with developmental disabilities have the opportunity to make choices and lead safe, healthy, independent, and productive lives. The Shriver Center has one of the oldest UCEDDs in the country and has led the way in developing undergraduate, graduate, and post-graduate training programs for professionals in medical and allied health fields.

In 2001, the Shriver Center became a part of the University of Massachusetts Medical School and was designated as one of its Centers of Excellence. The merging of these two fine institutions strengthens and unifies a mission to pursue excellence in research, education, and service in the field of developmental disabilities. The Shriver Center merged with the medical school under the auspices of Commonwealth Medicine, a unique organization within the medical school that provides specialized expertise to help public sector healthcare initiatives optimize their efficiency and effectiveness. Dr. Hamad is also an Associate Professor in the Department of Pediatrics at UMass Medical School.

Distance Learning at the Shriver CenterThe Shriver Center’s mission is transitional in nature; research conducted under careful laboratory conditions is gradually moved into real-life solutions. In 1999 Shriver began a program of research and development in online or “distance” learning, capitalizing on the strengths and expertise of its faculty and staff. Grants from the U.S. Department of Education, the Department of Health and Human Services, and the National Institutes of Health fueled the development of a comprehensive set of courses which have been carefully designed to meet the education and training needs of diverse audiences, including professionals, paraprofessionals, and parents who seek to better serve the needs of persons with disabilities

Vicci Tucci’s Latest Launch

Continued on page 5Charles D. Hamad, Ph.D.

An Introduction to CCBS Director, Charles D. Hamad, Ph.D.

Continued on page 7

The Current Repertoire4 Winter, 2010

Founded in 1972 under the title Behaviorism, Behavior and Philosophy is devoted to the critical discussion of the study of behavior from the interdisciplinary perspective of philosophy and psychology. Particularly welcome are critical or historical reviews; proposals for methodological innovation; recommendations for conceptual clarification, reformulation, and revision; and discussions of ethical issues involved in the application of a technology of behavior. In addition to formal papers in the areas above, the journal encourages critical replies to previously published articles, as well as letters to the editor. Although we hope that everything we publish will be scientifically and philosophically sound, we insist above all on clarity and directness. Every article should be accessible to an educated but unspecialized audience. Authors may contact the editor for advice about the suitability of particular projects. Before submitting a paper, authors are encouraged to refer to the journal web site for instructions on manuscript preparation: http://www.behavior.org/journals_BP/BP_submissions.cfm.

Behavior and Philosophy Publication as an E-Journal

As part of our electronic publishing initiative, beginning in the year 2000, the Cambridge Center for Behavioral Studies publishes Behavior and Philosophy in two forms: electronic and paper. Instead of collecting a number of articles to fill a printed issue of the journal, each accepted article will be published immediately online at the Cambridge Center’s web site: www.behavior.org. To ensure that articles are archived and available in libraries for those without internet access, articles published electronically during a calendar year are collected, printed, and bound at year-end as a traditional hard-copy journal issue.

For authors, article-by-article electronic publication means instant access to a wide audience and fewer constraints on length and graphic materials. For the publisher it means reduced costs and a shorter response time.

Online articles in Behavior and Philosophy have the same status as their printed versions, with the same page and volume numbers, and may be cited in the same way.

Although access to online articles will be free for a limited time, Cambridge Center journals are supported by subscriptions. Readers are encouraged to subscribe to Behavior and Philosophy to receive the printed versions along with access to the electronic editions of the journals. Readers can order journals and obtain further information from the secure online web server at the CCBS Store: http://store.behavior.org.

Behavior & PhilosophyJay Moore, Ph.D., Editor

Editor: Jay Moore, Ph. D.; Dept. of Psychology; University of Wisconsin-Milwaukee; Milwaukee, WI 53201; (414) 229-4746; jcm@uwm.edu.

Dr. John C. (Jay) Moore is recognized as one of the discipline’s most erudite scholars in the philosophy of radical behaviorism and conceptual issues in behavior analysis, Dr. Jay Moore has published 40 papers on radical behaviorism and philosophy of science in a wide variety of behavioral and psychological journals. His recent book, The Conceptual Foundations of Radical Behaviorism, provides the field with a comprehensive and sophisticated look at the philosophical underpinnings of the discipline. Dr. Moore has also contributed significantly to the experimental analysis of behavior, most importantly with a series of papers, beginning in 1975, on choice and reinforcer variables. His dedication to the Association includes work with its accreditation board, with the editorial board and as Editor of its flagship journal, The Behavior Analyst, and as its President. The ABA Fellows program itself was one of his contributions. Dr. Moore has presented over 100 papers at conferences world-wide and has also served on editorial boards of the Journal of the Experimental Analysis of Behavior, Behaviorism, Psychological Record, and the European Journal of Behavior Analysis. Dr. Moore is a Trustee of the Cambridge Center for Behavioral Studies.

Association for Behavior Analysis International. Retrieved from “Dr. John C. (Jay) Moore” http://www.abainternational.org/aba/Vita/Moore.Jay.asp

In honor of 106th anniversary of Burrhus F. Skinner’s birthday.March 19-20, 2010

Jagiellonian University, Cracow

$5 BackIssues

store.behavior.org

A variety of back issues are available for both Behavior and Philosophy and Behavior and Social Issues.

(978) 369-2227 x 1 or

Jay Moore, Ph.D., Editor

The Current Repertoire 5Winter, 2010

many of the instructional practices that facilitate learning and instruction (e.g., active student responding, immediate feedback, and performance-based assessment).

Motivating Others to Learn New Practices

The second question Ms. Tucci posed involved getting others to ‘want’ to learn the new evidenced-based practices. She decided she could arrange for small units of instruction (Keller, 1968; Skinner, 1968), but she also needed a way to motivate participants to learn the content. In other words, she needed to arrange for small units of content to set the occasion for sources of reinforcement to maintain the participants performance.

Ms. Tucci proceeded to conduct functional assessments of existing contingencies to isolate the motivational variables and the potential sources of reinforcement. This allowed her to analyze how to design the flow of instructional content so participants’ performance in the instructional process would be maintained as independently, as possible. These functional analyses shaped the online teaching system’s instructional tools.

As she continued to conduct functional analyses, she continued to refine the scope and sequence of the instructional content. For example, to motivate others to learn new practices, she assigned the participants tasks that would provide them with information about their students’ current level of performance. Given information about their own students, the teachers could determine what lesson(s) best developed the “missing” repertoire(s) of these students. Through these tasks, Ms. Tucci was providing the participants with frequent opportunities to be reinforced for learning the new evidenced-based practices. That is, she was setting the occasion for the participants to be successful in changing student behavior, a pretty typical reinforcer for teaching.

Student Application of Learned Content

Instructors have forever grappled with the question, “How do I know if my students can apply what they have learned?” Ms. Tucci had learned from Skinner that to develop skilled responding in others, she must assure very deliberate and systematic delivery of differential reinforcement (Skinner, 1969). Each of the participants’ responses must be provided with immediate positive and corrective, but supportive, feedback.

While Skinner’s work provided the initial motivation for the online teaching system, the research of Dr. Fred Keller and his Personalized System of Instruction (PSI) provided a framework for Ms. Tucci to deliver differential reinforcement. PSI provided the best practices (e.g., small units of instruction, teaching to mastery, proctoring, reliance on written material) that she incorporated into Virtual Coaching. Research supporting PSI demonstrated that learning new content must be reinforced incrementally and

consistently to bring others to mastery. This research backed Skinner’s previous work demonstrating the need for active student responding and immediate feedback. Spending over 30 years in the field exposed to the critical contingencies allowed Ms. Tucci to analyze and hone her instructional practices in relation to Skinner and Keller’s previous research. Their research guided Ms. Tucci to formulate the instructional practices incorporated into the online teaching system. As she says, “It is not enough to know it, you must be able to do it” (Tucci, 2006).

Other Features of the Online Teaching System

From Ogden Lindsley, Ms. Tucci learned the instructional effectiveness of SAFMEDS (Say All Fast, a Minute Each Day, Shuffled). The SAFMEDS process has been designed to facilitate acquisition, retention, and fluency of content and skilled responding (McDade, Austin, & Olander, 1985). In her online teaching system, participants utilize SAFMEDS to become fluent with the particular concepts and skills being taught.

The Teaching Machine incorporates additional instructional features that facilitate acquisition and discrimination. The ‘Facts/Rules’ feature provides the participants with a brief opportunity

to study terms and rules presented within the small units of instruction. The ‘Notes’ feature allows students to quickly record instructional content they may want to review at a later time, without hindering the interactive instructional content presentation. Participants also have access to a glossary that they can readily access throughout their course of study.

In summary, the Teaching Machine and Virtual Coaching™ developed by Ms. Tucci were created to provide an effective and efficient instructional system to teach others to learn and apply evidenced-based practices. Each component of the system is based in research on instructional methodologies.

About the Competent Learner Model

The inaugural course available on the Teaching Machine is the Competent Learner Model program, developed and promoted by Tucci Learning Solutions. The Competent Learner Model (CLM)© is an intensive, individualized teaching program designed to structure learning environments so that students acquire the competencies necessary to be successful across learning environments (e.g., home and school). CLM offers teaching solutions based on the principles of applied behavior analysis, precision teaching, and direct instruction. This successful teaching program has reached to over 250 schools in California, Pennsylvania, West Virginia and Abu Dhabi, UAE . In Pennsylvania alone, there are 200 classrooms using her system with over 70 CLM coaches statewide. With the launch of CLM on the Teaching Machine, Ms. Tucci’s reach will be extended substantially.

Continued on page 6

Continued The Teaching Machine - Vicci Tucci

The Current Repertoire6 Winter, 2010

More about Ms. Tucci’s early years

Ms. Tucci has been an active supporter of the Center for years and was elected to the Board of Advisors in 2008. Ms. Tucci has been a student of Skinnerian science throughout her 30-year career. She holds a Masters degree in Applied Behavior Analysis from the University of the Pacific and is a Board Certified Behavior Analyst (BCBA). She first learned of Skinner in graduate school, reading Science and Human Behavior. Moving onto Technology of Teaching, she went through 6 copies of that publication because she destroyed all of them with notes. “The more I read Skinner’s texts, the more I was able to become effective at arranging contingencies to affect change in my learner’s behavior. Also I shifted from a focus on weakening repertoires to developing repertoires.”

A former student of Scott Wood’s, Holly Maynard, can be credited for Ms. Tucci’s decision to attend graduate school for behavior analysis, but Dwight Harshbarger and others working at the Weston State Hospital in her hometown in West Virginia introduced her to behavioral science. After the workday at the Hospital, Dwight and other behavioral analysts would stop at Ms. Tucci’s grandfather’s local tavern, and Ms. Tucci was guided by her interactions and banter with them. While later working at the Hospital during her undergraduate years, Holly taught her much about the value of positive reinforcement. “Holly would roll up her pant legs to get in the shower to teach the women residents at the State Hospital how to take a shower. I was amazed by her kindness and respect for these women.” (McGlinchy, 2007). Working with a behaviorist like Holly convinced Ms. Tucci to study further.

Read more about the Teaching Machine (PDF) and Competent Learner Model at http://www.tuccionline.com.

References:Engelmann, S. & Carnine, D. (1982). Theory of Instruction: Principles and

Application. New York: Irvington Press.

Holland, J.G. & Skinner, B. F. (1961). The analysis of behavior: A program for self-instruction. New York: McGraw Hill.

Keller, F. S. (1968). “Good-bye Teacher...” Journal of Applied Behaviour Analysis, 5, 79-89.

Keller, F.S. (1982). Pedagogue’s progress. Lawrence, KS: TRI Publications.

Lattal, A. (2008). Study Guide to History of Behavioral Apparatus. The History of Behavioral Apparatus. Online: Cambridge Center for Behavioral Studies.

McDade, C. E., Austin, D. M., & Olander, C. P. (1985). “Technological advances in precision teaching: A comparison between computer-testing and SAFMEDS.Journal of Precision Teaching, 4, 49-53.

McGlinchey, Elizabeth, (2007), “Engineering Applications: Vicci Tucci & Tucci Learning Solutions, Inc.”, Operants: A Newsletter of the B.F. Skinner Foundation, Fourth Quarter 2007, Vol. 1, 1.

Skinner, B. F. (1953). Science and Human Behavior. New York: The Free Press.

Skinner, B. F. (1957). Verbal Behavior. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Skinner, B.F. (1961). Why we need teaching machines. Harvard Educational Review, 31, 377-98.

Skinner, B. F. (1968). The Technology of Teaching. New York: Appleton-Century-Crofts

Skinner, B.F. (1969). Contingencies of reinforcement: A theoretical analysis. New York: Appleton-Century-Crofts.

Skinner, B.F. (1982). Skinner for the classroom R. Epstein, (Ed.). Champaign, IL: Research Press.

Tucci, V. (2006). CLM Coordinators’ Manual. Watsonville, CA: Self-Published.

Continued The Teaching Machine - Vicci Tucci

http://www.surveymonkey.com/s/NGPTQ9P.

Standing CommitteesEach standing committee is headed by a director and comprised of directors and trustees. The Board of Directors nominates and appoints members of standing committees after consulting with individual trustees about willingness to serve. We strive to spread the workload across directors and trustees.

Committees. The following committees have been identified as meeting mission critical functions that bridge content areas.

1. Accreditation 2. Conferences 3. Finances/Fundraising 4. Website

Once again, I ask you to please examine the ways you might contribute to the Center. Joining one of the prestigious groups of experts described here is one way to contribute. You can do so by going to http://www.surveymonkey.com/s/NGPTQ9P and joining one or more groups. You can also go to our website (www.behavior.org) and click on the Join Us button on the top left of our home page. Donate what you can in whatever way you can. If you have any reactions to our plans, please do not hesitate to contact me.

All my best,

1. Aging 11. OBM/PM2. Autism 12. Parenting3. Basic Research 13. Pets, Zoos,and Animal Behavior4. Brain/Spinal Cord Injury 14. Pharmacology/Substance Abuse5. Clinical Therapy 15. Philosophy/History6. Education 16. Safety7. Economics 17. Special Education8. Gambing 18. Verbal Behavior/Language9. Health 19. Environment10. Neuroscience 20. Cultural Practices

Continued From Executive Director, Page 1

Philip N. Chase, Ph.D., Executive

Current Content Areas

The Current Repertoire 7

Behavioral events CalendarFebruary 17-19

North Carolina Association for Behavior Analysis (NCABA), 21st Annual Conference, Twin City Quarter, Winston-Salem, NC

February 18-20

California Association for Behavior Analysis (CalABA), 28th Annual Western Regional Conference, Hyatt Regency, Irvine, CA

February 25-26

Behavior Analysis Association of Michigan (BAAM), 2010 BAAM Convention, Student Center, Eastern Michigan University, Ypsilanti, MI

February 26-27

Texas Association for Behavior Analysis (TxABA), Regional Conference on Behavior Analysis, Hilton Galveston Island, Galveston, TX

March 19-20

The Polish Society for Behavioral Psychology, 6th Scientific Symposium of the Polish Society for Behavioral PsychologyAssembly Hall of Collegium Novum, Jagiellonian University, Krakow, Poland

March 25-26

Pennsylvania Association for Behavior Analysis (PennABA), PennABA Conference 2010, Hershey Lodge & Convention Center, Hershey, PA

March 26 Connecticut Association for Behavior Analysis (CTABA), 6th Annual Conference, Crowne Plaza, Cromwell, CT

April 16-17 Four Corners ABA (4CABA), 3rd Annual Four-Corners ABA Conference, Treasure Mountain Inn, Park City, Utah

April 17 Applied Behavior Analysis: Evidence-Based Solutions for Helping People. Hosted by CCBS through Director Rob Holdsambeck and The Chicago School, LA, Los Angeles Marriott Downtown, Los Angeles, CA

April 17-22 International Society for Performance Improvement, The Performance Improvement Conference 2010, San Francisco Marriott Marquis, San Francisco, CA

May 27-29 Society for Quantitative Analyses of Behavior, SQAB will be meeting right before ABAI in San Antonio, Texas. ABAI is holding their convention in the Henry B. Gonzalez Convention Center.

May 28-June 1

Association for Behavior Analysis International (ABAI), 36th Annual Convention, Henry B. Gonzalez Convention Center, San Antonio, TX - SEE CCBS Listings Page 8

October 8-9 Northwestern Association for Behavior Analysis (NWABA), 2010 NWABA Conference, Gonzaga University campus, Spokane, WA

November 12-14

CCBS Annual Meeting of the Trustees, Hosted by Darnell Lattal & Aubrey Daniels International, Atlanta, GA

Events also posted on www.behavior.org.Contact CCBS to post your event: pavlik@behavior.org

Winter, 2010

nationally and abroad. Beth Sulzer-Azaroff, Rick Fleming, and Charles Hamad were instrumental in the development of a four-course sequence on behavioral intervention for paraprofessionals and parents. This was later modified with support from UMASS Online to become a 5-course graduate program entitled Behavioral Intervention in Autism (BIA). BIA satisfies the coursework requirement established by the Behavior Analysis Certification Board at the BCBA level, and has become enormously popular. In 2008, Shriver, along with its partners UMASS Lowell and UMASS Online were awarded the prestigious national Sloan-C award for “Most Outstanding Online Teaching and Learning Program.” In the fall of 2010, a new 10-module course entitled “Discovering Behavioral Intervention: A Parent’s Interactive Guide to ABA” will be available. Rick Fleming is the Principal Investigator on this NIH grant designed to help parents of children with autism understand and make decisions about applied behavior analysis (ABA) programs. Distance learning development in the works will cover risk management, root cause analysis, and quality assessment methodology to better understand sentinel events.

Dr. Hamad – The Early YearsCharlie Hamad began studying general psychology at C.W. Post Campus, Long Island University. It was there he came across a group practicing the Personalized System of Instruction (PSI), and where he first worked with animal operant conditioning. While studying under Jeffrey Corey at CW Post, Dr. Hamad discovered the power of behavioral science working in the animal lab with rats and pigeons, seeing the powerful effect. “It’s essential to work with animals to understand the methods and procedures of behavior analysis, changing behaviors, and directions that are relevant to animals or humans. Basic research and operant conditioning turned me on to applied work.” It changed his view of the field of psychology as well. He finished CW Post with an interest in environmental protection and conservation psychology. “Arthur the Talking Trash Can”, a videoclip of Dr. Hamad while at CW Post (1973), is posted for your viewing pleasure through YouTube. (http://www.youtube.com/watch?v=L6DWCjMNnkU )

Dr. Hamad continued his education at The University of Kansas (KU), working in Todd Risley’s lab for 2 years researching and evaluating toys use with toddlers, in a daycare environment. “We manipulated the types of toy available in a freeplay situation and evaluated the effects on engagement, play, disruptions, and so forth.” Later at KU he worked with George Semb conducting research on behavioral approaches to environmental protection. After finishing KU, he moved to Massachusetts to begin a 30+ year career working in the area of developmental disabilities.

Professional InterestsDr. Hamad’s current interests focus on using instructional technology to enhance knowledge and skill acquisition of direct support staff and professionals who provide services to individuals with intellectual and developmental disabilities.

References:Eunice Kennedy Shriver Center. (2010). Retrieved from http://www.umassmed.

edu/shriver/index.aspx

Association of University Centers on Disabilities. (2010). Retrieved from http://www.aucd.org/template/index.cfm

2009 Annual Meeting of the TrusteesElectionsElection of Directors: Michael Cameron and Charles Hamad

Re-election of Trustees: Edward Anderson, Jay Birnbrauer, Andy Bondy, Darrel Bostow, Mary Burch, Aubrey Daniels, Edward Feeney, Celia Gershenson, Sigrid Glenn, Gina Green, Philip Hineline, Kent Johnson, Stephen Luce, Martha Pelaez, Henry Pennypacker, Henry Schlinger, Tristram Smith, Beth Sulzer-Azaroff, Janet Twyman, and W. Joseph Wyatt.

Election of New Trustees: Judah B. Axe, Michael J. Cameron, Charles Hamad, Gregory Hanley, David C. Palmer, and Karen R. Wagner

Election of Advisors: Carolina Aguilera, Ronald F. Allen, Amanda Nicolson Adams, Eric Arntzen, Robert L. Collins, Darlene Crone-Todd, Nicole Gravina, Todd Harris, J. Carl Hughes, Marianne L. Jackson, Michael (Mickey) Keenan, Matthew Normand, Richard M. O’Brien, Richard Smith, and Mary Jane Weiss.

Continued An Introduction to Charles D. Hamad; Page 3

Current Content Areas

The Current Repertoire8 Winter, 2010

Director Rob Holdsambeck will host and orchestrate the Center’s annual west coast conference with the very welcome addition of The Chicago School, LA as co-host. The conference will be held April 17 at the Los Angeles Mariott Downtown. Presenters include Andy Bondy, William L. Heward, Jane Howard, Hank Pennypacker, and Janet Twyman.

Early registration is available through the CCBS store on the behavior.org website.

Large group discounts available. Contact Rebekah Pavlik for more information. (978) 369-2227 x3 or pavlik@behavior.org.

ABA Conference Coming to Los Angeles in April

CCBS Happenings at ABAI 36th Annual Convention

Symposium - Some Surprising Ramifications of Behavioral Contingency Analysis5/29/2010 l 3:30 PM - 4:50 PM Bonham B (Grand Hyatt)

Invited Symposium - A Range of Disciplines, A Range of Evidence & Can We Nurture Our Enviroment through Behavioral Science5/31/2010 l 9:00 AM - 10:20 AM 103AB (CC)

EXPO Poster l May 29, 2010 l 8:30 P.M. – 11:00 P.M. Exhibit Hall A, Henry B Gonzalez Convention Center

A Range of Disciplines, A Range of Evidence: Behavioral Practices in Multiple Disciplines: Philip N. Chase, Cambridge Center for Behavioral StudiesNurturing Environments: A Framework for Comprehensive Cultural Change: Anthony Biglan, Oregon Research Institute

Teaching an On-Line Course in Behavioral Contingency Analysis: Laurilyn Dianne Jones, The Mechner Foundation, Francis Mechner, The Mechner FoundationAnalysis and Codification of Complex Multi-Party Dynamic Behavioral Contingencies: Francis Mechner, the Mechner FoundationApplications of Behavioral Contingency Analysis in Psychotherapy: Parsla Vintere, Queens College, CUNY

Reunion l May 30, 2010 l 8:30 P.M. – 10:30 P.M. Crockett C (Grand Hyatt)

Join us for some light snacks and reflect on the past, the future and meet friends and colleagues in a relaxed atmosphere. Co-sponsored by The B.F. Skinner Foundation, the Cambridge Center, and The Chicago School of Professional Psychology. Thanks to TCS for providing refreshments..

Presentations of the Edward L. Anderson Award and the Ellen P. Reese Award.

Join Phil Chase, students and friends at this informal, informative gathering.

Chair: Philip N. ChaseDiscussant: Paul Thomas Andronis

Chair: Michael WeinbergDiscussant: Michael Weinberg

SaturdayApril 17, 2010

Los AngelesMarriott Downtown

FeaturingAndy Bondy, Ph.D.William L. Heward, Ed.D, BCBAJane Howard, Ph.D., BCBA-DHenry S. Pennypacker, Ph.D.Janet Twyman, Ph.D., BCBA

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The Current Repertoire10 Fall, 2009

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