The Current Repertoire
Newsletter of the Cambridge Center for Behavioral Studies™
Winter, 2010
Volume 26 Number 1
Content Experts
We 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
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:
Continued on page 6
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
NCCEE
EIEN
TY SSCCI
TNHI
DU
E
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:
1. Developing speaker bureaus for different audiences:
a. Scientific audiences
b. Parents, students
c. Other helping/health professionals
2. Finding venues for speakers/teachers
3. Serving as consultants for questions that come to CCBS, e.g.,
should we link to a potentially allied site, make affiliations, etc.
4. Responding to misrepresentations
5. Rewriting/editing descriptions/guidelines on website
6. Reviewing articles, videos, audios, etc. for website and
newsletters
7. Reviewing applications from students for scholarships,
grants, etc.
8. Writing press releases
9. Suggesting when CCBS should get involved in a political
process or other audiences.
10. Working with universities to develop knowledge of
behavioral science
11. Developing and uploading introductory videos/audios on
Current Content Areas. At this point we have identified the
N
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.
each of the trustees for dissemination through the website
12. Advising the Board of Directors on membership of the group
13. Designing procedures for the public that are the most
accessible and likely to work.
14. Developing grant and project proposals for agencies and
foundations.
HHUEM
AAL
From the Executive Director
C AT I O
CAMBRIDGE CENTER
FOR
BEHAVIORAL STUDIES
Philip N. Chase, Executive Director
Board of Directors
Chair: Henry S. Pennypacker, Ph.D.,
University of Florida (Emeritus) & Mammatech Corp.
Vice Chair: Andy Bondy, Ph.D.,
Pyramid Educational Consultants
Treasurer: Rob Holdsambeck, Ed.D., BCBA-D,
Holdsambeck and Associates
Clerk: Michael J. Cameron, Ph.D., BCBA, Simmons College
Charles D. Hamad, Ph.D., Eunice Kennedy Shriver Center,
UMASS Medical School, Tufts University School of
Medicine
T.V. Joseph Layng, Ph.D., Headsprout®, Inc.
Stephen C. Luce, Ph.D.
Janet Twyman, Ph.D., BCBA, Headsprout®, Inc.
www.behavior.org
The Cur rent Reper toire
2 Winter, 2010
CCBS Trustees
Mark Alavosius
David Anderson
Edward Anderson
Paul Andronis
Judah Axe
Jay Birnbrauer
Andrew Bondy
Darrel Bostow
Marc Branch
Mary Burch
Michael Cameron
A Charles Catania
Philip Chase
Betsy Constantine
Aubrey Daniels
Ronnie Deitrich
Michael Dougher
Kathleen Dyer
Janet Ellis
Edward Feeney
Patrick Friman
Celia Wolk Gershenson
Sigrid Glenn
Gina Green
Charles Hamad
Gregory Hanley
Donald Hantula
Dwight Harshbarger
Philip Hineline
Rob Holdsambeck
Ramona Houmanfar
Steven Hursh
Kent Johnson
Jeff Kupfer
Darnell Lattal
Kennon Lattal
T. V. Joe Layng
Robert Littleton
Stephen Luce
Timothy Ludwig
Armando Machado
M. Jackson Marr
Mark Mattaini
Thomas Mawhinney
Roger McIntire
Terry McSween
Francis Mechner
Charles Merbitz
Paolo Moderato
Jay Moore
James Mulick
David Palmer
Martha Pelaez
Henry Pennypacker
Carol Pilgrim
Dennis Reid
Leo J. Reyna
Jesús Rosales-Ruiz
Claire St. Peter Pipkin
Henry Schlinger
Timothy Shahan
Deborah Shanley
Gerald Shook
Murray Sidman
Julie Smith
Tristram Smith
J. E. R. Staddon
Gregory Stikeleather
Beth Sulzer-Azaroff
Janet Twyman
Karen Wagner
W. Joseph Wyatt
Thomas Zane
Award-Winning Program Celebrates 30 Years of Changing
Lives for Kids with Learning Challenges
Seattle, 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 Lives
This 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.
The Wing Institute gave its 2009 Ernie Wing
Award for Excellence in Evidence-Based
Parents have used the following words to describe their
Education to two organizations and their
child’s experience at Morningside, “Miracle! The best kept
founders in recognition of their work in
secret in North American education” (Dr. Teresa Bailey), and
developing, implementing, and sustaining a
“Godsend for our family and worth every penny,” (Susan
“data-based decision making organization
Flores). Blue Lazarou, Morningside Academy Alumna and
and culture” designed to provide state-of-thecurrent parent commented, “I started to enjoy learning,
art educational services. The awards were
and I felt good about it and myself. The strategies I learned
given to Kent Johnson Ph.D and Morningside
during my time at Morningside still help me in my everyday
Academy and Ken Traupmann Ph.D., Suzanne
life.” Veronica Pietz, Director of Pierre Indian Learning
Fitch Ph.D., and The Institute for Effective
Center in South Dakota recently commented about the
Education.
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 Cur rent Reper toire
Winter, 2010
An Introduction to CCBS Director,
Charles D. Hamad, Ph.D.
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 Center
The 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 Center
The 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
Continued on page 7
Charles D. Hamad, Ph.D.
Patent Pending
3
Vicci
Tucci’s
Latest
Launch
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 computerbased 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
Continued on page 5
The Cur rent Reper toire
4 Winter, 2010
Behavior & Philosophy
Jay Moore, Ph.D., Editor
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.
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
Jay Moore, Ph.D., Editor
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 worldwide 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
$5
Back
Issues
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.
A variety of back issues are available for both
Behavior and Philosophy and
Behavior and Social Issues.
(978) 369-2227 x 1 or
store.behavior.org
In honor of 106th anniversary of Burrhus F. Skinner’s birthday.
March 19-20, 2010
Jagiellonian University, Cracow
The Cur rent Reper toire
Continued The Teaching Machine - Vicci Tucci
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
Winter, 2010
5
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
The Cur rent Reper toire
6 Winter, 2010
Continued The Teaching Machine - Vicci Tucci
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 selfinstruction. 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-CenturyCrofts
Continued From Executive Director, Page 1
Current Content Areas
1. Aging
2. Autism
3. Basic Research
4. Brain/Spinal Cord Injury
5. Clinical Therapy
6. Education
7. Economics
8. Gambing
9. Health
10. Neuroscience
11. OBM/PM
12. Parenting
13. Pets, Zoos,and Animal Behavior
14. Pharmacology/Substance Abuse
15. Philosophy/History
16. Safety
17. Special Education
18. Verbal Behavior/Language
19. Environment
20. Cultural Practices
http://www.surveymonkey.com/s/NGPTQ9P.
Standing Committees
Each 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,
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.
Philip N. Chase, Ph.D., Executive
The Cur rent Reper toire
Continued An Introduction to Charles D. Hamad; Page 3
nationally and abroad. Beth Sulzer-Azaroff, Rick Fleming, and
Charles Hamad were instrumental in the development of a fourcourse 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 Years
Charlie 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 )
Winter, 2010
7
2009 Annual Meeting of the Trustees
Elections
Election 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 SulzerAzaroff, 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 CroneTodd, 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.
Behavioral Events Calendar
February
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 Psychology
Assembly Hall of Collegium Novum, Jagiellonian University,
Krakow, Poland
March 2526
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
Professional Interests
International Society for Performance Improvement, The
Performance Improvement Conference 2010, San Francisco
Marriott Marquis, San Francisco, CA
May 27-29
Dr. 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.
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 28June 1
Association for Behavior Analysis International (ABAI), 36th
Annual Convention, Henry B. Gonzalez Convention Center, San
Antonio, TX - SEE CCBS Listings Page 8
References:
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
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.
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
Events also posted on www.behavior.org.
Contact CCBS to post your event: pavlik@behavior.org
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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.
NCCEE
EIEN
ABA Conference Coming
to Los Angeles in April
N
8 Winter, 2010
C AT I O
CAMBRIDGE CENTER
FOR
BEHAVIORAL STUDIES
Saturday
April 17, 2010
Los Angeles
Marriott Downtown
Featuring
Andy Bondy, Ph.D.
William L. Heward, Ed.D, BCBA
Jane Howard, Ph.D., BCBA-D
Henry S. Pennypacker, Ph.D.
Janet Twyman, Ph.D., BCBA
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.
Los Angeles
www.behavior.org/conf
(866) 509-0467
Register Early - Save $$
CCBS Happenings at ABAI 36th Annual Convention
EXPO Poster l May 29, 2010 l 8:30 P.M. – 11:00 P.M.
Exhibit Hall A, Henry B Gonzalez Convention Center
Join Phil Chase, students and friends at this informal, informative gathering.
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.
Symposium - Some Surprising Ramifications of Behavioral Contingency Analysis
5/29/2010 l 3:30 PM - 4:50 PM
Bonham B (Grand Hyatt)
Chair: Philip N. Chase
Discussant: Paul Thomas Andronis
Teaching an On-Line Course in Behavioral Contingency Analysis:
Laurilyn Dianne Jones, The Mechner Foundation, Francis Mechner, The Mechner Foundation
Analysis and Codification of Complex Multi-Party Dynamic Behavioral Contingencies:
Francis Mechner, the Mechner Foundation
Applications of Behavioral Contingency Analysis in Psychotherapy: Parsla Vintere, Queens College, CUNY
Invited Symposium - A Range of Disciplines, A Range of Evidence & Can We Nurture Our
Enviroment through Behavioral Science
5/31/2010 l 9:00 AM - 10:20 AM
103AB (CC)
A Range of Disciplines, A Range of Evidence: Behavioral Practices in Multiple Disciplines:
Philip N. Chase, Cambridge Center for Behavioral Studies
Nurturing Environments: A Framework for Comprehensive Cultural Change:
Anthony Biglan, Oregon Research Institute
Chair: Michael Weinberg
Discussant: Michael Weinberg
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Winter, 2010
C AT I O
CAMBRIDGE CENTER
FOR
BEHAVIORAL STUDIES
Donors for Fiscal Year 2009
(June 1, 2008—May 31, 2009)
Angels
Edward L. Anderson
Christopher Browne
Terry McSween
Guarantors
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Benefactors
Sidney Bijou
Jay Birnbrauer
Aubrey Daniels
Peter Farrow, Esq.
Edward Feeney
Robert Littleton
H.S. Pennypacker
Beth Sulzer-Azaroff
Patrons
Andrew Bondy
A. Charles Catania
Betsy J. Constantine
Sigrid Glenn
Charles Hamad
Dwight Harshbarger
Jeff Kupfer
M. Jackson Marr
Thomas Mawhinney
Howard N. Sloane
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Lewis Carter
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Jay Moore
Joanne Robbins
Deborah Shanley
Murray Sidman
Stephen Luce
John Mabry
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Richard Malott
Charles Merbitz
Edward Morris
James Mulick
David C. Palmer
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Zuilma Sigurðardóttir
Gordon Bourland
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Abigail Calkin
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Karen Wagner
Anthony
Christine Walton
Castrogiovanni
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Paul Chance
Ronald Weisman
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Guy Brooks
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Tanya Ann Hazelton
Regina Claypool-Frey
Edward Heron
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William Heward
Shelby Conneely
Ramona Houmanfar
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Lewis Lipsitt
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Tristram Smith
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Joao Claudio Todorov
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Raymond Weitzman
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Margery K. Lerner
Harry Mackay
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L. Keith Miller
Tetsumi Moriyama
Sooraj Raveendran
David Reinecker
Vinca Riviere
David Roll
Marla Saltzman
Susan Silvestri
Carol Sloan
J.E.R. Staddon
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Monika Suchowierska
Mary Beth Walsh
Friends
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Kristin N. Foley
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Virginia Caroline
Minicozzi
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James O’Heare
Gregory Paquette
Chang Jin Park
Donald Pumroy
Florence Reed
Edward Sbardellati
Stacey Shook
Finessa Slater
Janice M. Smith
Scott Spaulding
Martin Walsh
Criss Wilhite
Students
Claudia Drossel
Erick Mark Dubuque
Mitch Fryling
Nadine Gourkow
Molly Halligan
Billy Hanna
Kerri Kaelin
Kathryn Kestner
Andrew Lightner
Patricia J. Neideigh
Daniel Reimer
Valerie Rogers
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Daniel Sutich
Thomas Waltz
Thank
you!
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now
for
2010!
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H.S. Pennypacker, Ph.D. ~ Chair, Board of Directors
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The Cambridge Center for Behavioral Studies was founded in 1981. The founder, Robert Epstein, was joined by a distinguished group of behavior scientists,
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