[pane title=”Abstract and Learning Objectives”]
B.F. Skinner’s Radical Behaviorism (which we may also call “Selectionism” due to its lineage from Darwin’s work) offers a powerful and useful way to view behavior that is especially useful in a therapeutic context. Selectionism is deceptively simple; its three well known elements are variation, selection, and replication (or reoccurrence). However, to take greater advantage of Selectionism in the context of behavior change, we can consider the fourth element, time. All Selectionism plays out over time, and simple data collection and plotting techniques can reveal how fast selection is occurring, whether at the familiar Darwinian level of body features or on the level of an individual’s changing behavior repertoire. The ability to see and measure the speed of selection allows the clinician to test different instructional environments to see and retain the ones that are associated with more rapid change. (Obviously, this sort of testing is Selectionism for the clinician’s behavioral repertoire.) Of course, clinical decisions are made in the real world, so we also review some of the basic elements of how elements of a clinical decision support system can work to support more or less accurate and useful decisions. Finally, viewing behavior through this lens (and Haughton’s Component-Composite analysis) allows us to see relationships between more and less complex but related behaviors. The relationships and analysis provide novel teaching approaches that can break through difficult barriers to increase accomplishment for individuals with and without disabilities. Real-world examples of selection in action are reviewed, and clinical data presented to illustrate reciprocal selection between a client and clinician, since Selectionism, like gravity, applies to all people.
After viewing this webinar, participants will be able to:
- Explain the basic elements of Radical Behaviorism (Selectionism) for data-based visualization of human behavior change and clinical progress.
- Explain measurement implications for Selectionism for managing on-going teaching, training, and interaction.
- Discuss influences of the quality of data and the speed of data analysis upon data-based decision-making and hence client outcomes and practitioner insights.
- Explain Haughton’s Component-Composite analysis of the structure of behavior as an elaboration of Selectionism and state its basic implications for teaching and training.
- Retell an analysis of reciprocal client-clinician verbal behavior from the Selectionism perspective.
[pane title=”Credit Hours Information”]
- Behavior Analysts: 2 Type II CEs Live or Recording
- Psychologists: NA
- Social Workers and Certified Counselors: NA
- Teachers: Acquire professional development hours for watching this event. Discuss the event with your supervisor to determine if it is eligible.
For ABAC’s continuing education approvals statements please view our Continuing Education page
Presentation and QA
Submit attendance codes, take post-test, and fill out confidential evaluation form.
[pane title=”Speaker Information”]
Charles Merbitz, Ph.D., BCBA-D, has been an Applied Behavior Analyst for over 35 years. Before retirement he served as a School Psychologist, medical rehabilitation researcher, faculty member, and administrator in higher education. Chuck’s research included pressure sore prevention after spinal cord injury, logical problem solving after brain injury, and communication disorders and gait improvement measures after stroke. His team’s critique of the ordinal measures used for reimbursement became the 23rd most cited paper in the medical rehabilitation literature. Chuck’s faculty appointments included Northwestern University Medical School, the Illinois Institute of Technology, and the Chicago School of Professional Psychology. At the latter institution he started the ABA Master’s and Doctoral programs and became the first Chair of the new ABA Department. Chuck also served multiple terms as a Director for the American Association of Spinal Cord Injury Psychologists and Social Workers, the Standard Celeration Society and the Cambridge Center.
Presenter Disclosure Statement:
Original Live Webinar: Chuck Merbitz did not receive speaker fees for presenting as part of the ABACLive Cambridge Center Series. These fees were donated directly to The Cambridge Center for Behavioral Studies (TM) and The Standard Celeration Society.
Special Issue Recording: 75% of the proceeds of this event are being donated to two organizations important to the presenter – The Cambridge Center for Behavioral Studies TM and The Standard Celeration Society. The rest is used to make sure ABAC can offer events like this in the future.
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