Join us for the 2017 SEABA Conference, October 19-21 in Savannah GA!
Program Chair Kim Frame is arranging a fabulous lineup of invited speakers.
The following speakers are confirmed:
Kelly Banna, Millersville University
What we’ve got here… is an opportunity to replicate
In 2015, the Open Science Collaboration (OSC) published a paper in Science describing a massive undertaking to replicate 100 previously published studies in the areas of cognitive and social-personality psychology. The OSC reported a success rate of under 50%, prompting concern over what has come to be known as the “replication crisis” in psychology. The degree to which these results accurately represent the state of psychological science has been hotly debated, and I will not relitigate those arguments in this talk. Rather, I will focus on the fact that this debate has, at the very least, reminded the scientific community about the importance of replication, and propose that those of us who teach at primarily undergraduate institutions are ideally situated to carry out such studies.
Ronnie Detrich, The Wing Institute
Education is a Public Health Problem: How Behavior Analysis Can Help
In their seminal paper Baer, Wolf, and Risley (1968) described the distinguishing feature of applied behavior analysis as producing socially important outcomes in socially important settings. It can be argued that there are few contexts and outcomes that are more socially important than those associated with education. Level of education predicts a wide variety of socially important outcomes including health, SES status, and incarceration. Given the scope of the impact of education, it may be fruitful to conceptualize it as a public health problem. Historically, behavior analysis has primarily been involved in special education with relatively little contact with general education. This talk will describe the public health model of prevention, review the current status of behavior analysis in education, and suggest ways in which we can have greater impact. Education is a specific culture with its own values (reinforcers) and norms (range of acceptable behavior). If we are to increase our impact, we must first understand the culture by acting as cultural anthropologists. Once we understand the culture then we can more effectively engage with educators. The implication is that we may have to change some of our behavior including our language and re-conceptualize our dissemination efforts.
Nicole Dorey, University of Florida
Wild about preference assessments: Using preference assessment across different taxonomic groups
It is widely acknowledged that environmental enrichment (EE) plays an important role in promoting the welfare of captive animals. The most common approach to evaluating EE strategies for captive animals is direct observation of behavioral measures over time. Although this method can be valuable it can also be time consuming and may not always be practical; as a result caregivers may rely only on non-systematic or subjective methods, without quantitative analysis to assess enrichment efficacy (Watters, et al. 2009). Therefore, caretakers may benefit from an alternative method of enrichment evaluation that is both efficient and reliable, when observational evaluations are not possible. Using paired-preference assessments, an alternative method for evaluating enrichment, allows the animals to choose directly which enrichment strategy they prefer. This method allows the caregivers to collect data on these preferences, but it could improve the welfare of the animal if an animal is found to strongly prefer an EE item (eg. Mason et al., 2007) and all help with the goal of most facilities to increase the animal’s behavioral choices and decisions within their own environment. In this presentation I will discuss some of the research my colleagues and I have collected assessing the utility of preference assessments for identifying potential enrichment items across multiple taxonomic groups.
David Jarmolowicz, University of Kansas
This medication may cause side effects.
Although great efforts have been made to improve cancer survivorship, success in this area has brought about its own set of challenges. Of note, a large proportion of patients whom are successfully treated via chemotherapy complain of subtle but persistent patterns of cognitive impairment. This phenomenon, often referred to as chemobrain, is just beginning to be formally recognized, providing an exciting opportunity to explore this phenomenon, and its treatment. This talk will describe our recent efforts to understand the behavioral and neurobiological impairment caused by chemotherapy agents. Data on a promising neuroprotective treatment will be presented.
Andy Lattal, West Virginia University
A Case History in Behavior-Analytic Humor
Out of that hotbed of behavior analysis in the 1950s, Columbia University, came what is perhaps the most famous cartoon in our history. In it, two rats in a chamber are looking at one another and the one pressing the lever says, “Boy, do we have this guy conditioned, every time I press the bar down he drops a pellet in.” Anyone who has ever conducted an experiment, worked with a client, or taught someone can relate to the cartoonists’ message of reciprocal control between subject and experimenter, client and therapist, and teacher and student. The topic of this presentation is the story behind that cartoon. It begins at Columbia in the time period noted above and takes several digressions into the history of didactics, apparatus, and conceptual issues in behavior analysis to flesh out the story’s details. A major part of the story is the lead cartoonist, one Henry Mazzeo, who carved out a small piece of behavior-analytic history for himself with his witty, insightful commentary based on one his undergraduate courses.
Jay Moore, University of Wisconsin-Milwaukee
John B. Watson’s Classical S-R Behaviorism
John Broadus Watson was born in rural South Carolina in 1878 and died in New York City in 1958. In between, he held academic positions at the University of Chicago and Johns Hopkins University, where he excelled as a researcher and scholar, and executive positions at J. Walter Thompson and William Esty advertising companies, where he excelled as a businessperson. He was married twice, with two children from each marriage. This presentation will examine such notable features of Watson’s career as the background to his 1913 “Behaviorist Manifesto,” the background to his research with Little Albert, and the relation between his classical S-R behaviorism and B.F. Skinner’s behavior analysis.
Carol Pilgrim, University of North Carolina at Wilmington
Some thoughts on defining stimulus equivalence
There can be little doubt that Sidman’s original definition of stimulus equivalence (Sidman & Tailby, 1982), based on the mathematical properties of reflexivity, symmetry, and transitivity, provided a critical starting point for a behavior-analytic examination of complex human repertoires often described in cognitive terms. As important as this starting point has proved to be, recent findings in equivalence research indicate that the original definition may not capture well the full range of emergent behavior patterns that are possible. Restricting ourselves to only those mathematical properties may underestimate the power and the promise of equivalence approaches for understanding complex human behavior and establishing necessary functional skills. This talk will review the basic equivalence approach, and then provide examples of emergent patterns that go far beyond the properties of reflexivity, symmetry, and transitivity. The implications of these patterns for defining stimulus equivalence will also be considered.
Carole Van Camp, University of North Carolina at Wilmington
Measuring Physical Activity in Children
Physical activity is linked to better health outcomes for all individuals; as such, the Center for Disease Control have recommended that children engage in 60 minutes of moderate-to-vigorous physical activity (MVPA) per day. In this presentation I will describe research focusing on a) identifying objective, reliable, and practical measures of physical activity including (direct observation, pedometers, accelerometers, and heart rate monitors), b) determining individualized criteria MVPA, and c) evaluating the effectiveness of interventions to increase physical activity.
Thank you 2017 Conference Sponsors!