About the Standard Celeration Society
The Standard Celeration Society is a membership organization committed to supporting and disseminating tools, methods, and strategies for measuring learning and performance. We have deep roots in behavior science and its application, with a history that traces back to the early days of the experimental analysis of behavior. At the same time, our members are pragmatists who use the standard graphic data display called the standard celeration chart (deceleration or acceleration) to monitor ongoing performance, and changes in performance (“learning” or celeration) so that we can better understand and make decisions that affect individuals, groups, whole organizations, and support research and development in many fields.
Our members include educators, students, psychologists, therapists of many kinds, social scientists, researchers, business people, managers, individual self-managers, policy makers, and more. We invite people to explore possible applications.
The Values of the Standard Celeration Society that guide our behavior in fulfilling on our Mission:
- Acknowledgement and appreciation; standing on the shoulders of giants
- Generosity in our interactions with others
- Driving and embracing change
- Social Beneficence
- Commitment to evidence-based practices
- Having fun
Conference of the Standard Celeration Society– Name Change!
The vision of Ogden Lindsley, inventor of the standard celeration chart, father of Precision Teaching, and scientist extraordinaire was that standard celeration charting would provide a measurement framework for performance and change in many different fields and areas of application. He envisioned it as an extension of B.F. Skinner’s natural science of behavior, which relied on rate of response (behavior frequency) and a standard graphic display (he cumulative response recorder). We might even say that Lindsley viewed the standard celeration chart (which he once called the “standard change chart”) as a standard, universal ruler for human endeavor, and for anything that occurs and changes as a count per unit of time. Precision Teaching has been a prominent application of the standard celeration chart. But we have also had Precision Management, Precision Therapy, Precision Self-Management and many other areas of application. Lindsley envisioned the Standard Celeration Society as having different divisions or groups of people who apply this standard measurement to different areas or fields of endeavor. For decades, our conference has been called the Precision Teaching Conference, because it began with the Sacajawea Project in the Great Falls Montana school system, from which Dr. Ray Beck and his colleagues trained teachers around the nation for a decade and brought their trainers together every year for a conference. But we have always intended to expand, in a clear way, our communication to the larger society about a full range of applications of this amazing measurement and decision-making technology. So as the Standard Celeration Society becomes more fully what it was always intended to be, our annual conference will be called the Conference of the Standard Celeration Society, which will include a gathering of Precision Teachers. That is the transition we are beginning now, with our slightly edited conference name, the launch of Special Interest Groups at celeration.org, and our expanded outreach. We are very excited about this and hope to draw together a growing community of passionate users from a variety of disciplines and applications, some yet to be discovered!
Volunteer members are the lifeblood of our Community
Here are some of the teams and committees where we could currently use additional volunteer help:
- Editing video recordings for inclusion on our web site
- Producing live webinars for our members and the public
- Outreach to other professional societies & organizations
2018 Executive Committee Team
Mary Reagan is the Coordinator, Summer Bridge and Placement at Jacksonville State University (JSU). Mary earned an M.S. from Jacksonville State University (JSU) in Psychology with an emphasis in Applied Behavior Analysis and is a Board Certified Behavior Analyst. Before her interest was sparked in Behavior Analysis, Mary practiced law and has a Juris Doctor from Regent University, as well as a B.S. in finance from the University of Alabama at Birmingham. While a graduate student at JSU, she worked in Learning Services and was introduced to Precision Teaching and the Standard Celeration Chart under the supervision of Courtney Peppers and Scott Beckett. Her main research focus was instructor and staff training where she developed an instructor training manual that encompasses Precision Teaching and Direct Instruction principles used in intermediate algebra course design and instruction. She assisted in the implementation of EdReady, OER adaptive learning platform as the JSU Math Placement Exam. Mary now also supervises graduate students seeking their BCBA certification. She served as VP of Programs for IPTC from 2017-2018 and is currently Co-President of the Standard Celeration Society. She has presented at the IPTC conference of the Standard Celeration Society, Association for Behavior Analysis International and NROC. She is a member of the Standard Celeration Society (SCS), Association for Behavior Analysis International (ABAI), Alabama Association for Behavior Analysis (ALABA), and Association for Professional Behavior Analysts (APBA).
Chief of Staff
Adam is a behavior analyst and precision teacher with over 10 years of experience applying the principles of behavior analysis to help children, their families, and direct care staff improve quality of education and related behavioral interventions. He received two Bachelor’s degrees from The Ohio State University (one in Musical Theatre and another in Psychology with a minor in Sexuality and Gender Studies). He worked on his Master’s degree at Utah State University in Experimental and Applied Psychological Sciences (with a focus in behavioral economics, delay discounting, and functional analyses) and is finishing up his PhD at The Pennsylvania State University in Special Education and Educational Psychology. Adam’s research and clinical experiences include designing academic programs and interventions for children with ASD, analyzing and developing interventions for severe problem behavior, graphical analysis and measurement of behavior, behavioral research methodology, the development and application of problem solving and critical thinking interventions, staff training, clinical development, and mindfulness based interventions for students and teachers. He is passionate about science, skepticism, critical thinking, and pushing the boundaries and application of behavior analysis. In his free time, Adam can be found watching and playing baseball, meditating, walking his pup, cooking, or reading a good book.
Courtney is a Board Certified Behavior Analyst who has 16 years of experience working with developmental college students in the areas of algebra, reading, writing and first-year college success. She is currently the Director of Learning Services, Jacksonville State University in Jacksonville, AL. She worked in Learning Services under the directorship of Dr. Claudia McDade for almost 10 years, and through this mentorship, learned about ABA in education and Precision Teaching. She earned a Bachelor’s of Psychology with a concentration in Applied Behavior Analysis in 2002 and a Master’s Degree in English from Jacksonville State University in 2006. In 2011, she completed the graduate course sequence in the ABAI accredited Applied Psychology Program at Jacksonville State University and became a Board Certified Behavior Analyst in 2012. She currently supervises Jacksonville State Psychology graduate students to apply Precision Teaching, explicit instruction and other ABA education principles in the college classroom. She served as Program Chair for the International Precision Teaching Conference from 2007-2010, as VP Programs from 2015-2017 and is currently President of the Standard Celeration Society. She has presented data-based papers on student outcomes, program development and supervision at numerous conferences and webinars including the International Precision Teaching Conference, Association for Behavior Analysis International, Alabama Association for Developmental Education, and National Association for Developmental Education. She is a member of the Standard Celeration Society (SCS), Association for Behavior Analysis International (ABAI), Alabama Association for Behavior Analysis (ALABA), and the Alabama Association for Developmental Education (ALADE). She is an ambassador and mentor for the Network Resources Open for College and Career Readiness (NROC Project) and also serves on the planning committee for the annual member meeting.
Dr. Jennifer Holloway
VP International Relations
Dr. Jennifer Holloway is Director of the PhD and MSc in Applied Behaviour
Analysis (ABA) at the National University of Ireland Galway. Dr. Holloway is a
certified behavior analyst and behavioral psychologist who has worked in the
treatment of autism spectrum disorders and other developmental disorders for
over twenty years. Her clinical experience extends to include; early intensive
behavioural intervention (EIBI), mainstream inclusion programmes and the
provision of positive behaviour supports for individuals who present with
challenging behavior and researching precision teaching within mainstream
educational settings with typically developing children. She is a member of the
Psychological Society of Ireland (PSI) and is the treasurer/secretary for the
Division of Behaviour Analysis (DBA) in Ireland. Her research interests include
early intensive behavioural intervention and autism, family supports (parent and
sibling), supporting challenging behavior, mainstream inclusion supports,
exploration of the use of precision teaching to improve academic outcomes and
Liz Lefebre began working with children with Autism in the field of Behavior Analysis in 2003. Liz has a passion for helping children access the highest quality behavior and educational services in all environments. Her broad clinical experience includes 15 years of training and practice ranging across a variety of areas including Precision Teaching, Direct Instruction, instructional design, early intervention, intervention of challenging behavior, curriculum development and modification and academic skills. This experience informs her ability to develop meaningful and appropriate treatment plans, conduct intensive skill and data analysis, and ensure her clients learn to the best of their ability. Liz also has expertise in development of training systems and models, implementation of training systems, and consulting in a variety of contexts including schools, homes, and other private organizations. She is a Board Certified Behavior Analyst and currently holds a License in Behavior Analysis in the state of Washington. Liz currently owns a private practice- Accelerate Learning Specialists International with locations in Seattle, WA and Hong Kong. Liz also serves as the Vice President of Programs for the Standard Celeration Society.
Liz earned her master’s degree in clinical psychology with a specialization in Applied Behavior Analysis from the Chicago School of Professional Psychology in 2008 and a Bachelor’s degree in the in Speech and Hearing Sciences from at the University of Washington in 2005.
Liz resides in Seattle, Washington and enjoys the outdoors, travel, food and culture.
VP Non Conference Programs
Salvador “Sal” Ruiz is a Board Certified Behavior Analyst who has been practitioner
using the Standard Celeration Chart (SCC) for six years. Sal has worked with students
from ages 5-27, including typically developing and learners with developmental
disabilities. Sal has worked in public schools and in the homeschool setting using the
principles of Behavior Analysis and Precision Teaching.
Sal’s background includes working as a paraprofessional, direct care staff, and behavior
specialist. Sal obtained a B.A. from William Paterson University in Sociology and
worked as a paraprofessional in a self-contained high school for students with
developmental disabilities. While earning his certificate in behavior analysis from The
Pennsylvania State University, he was working as a Behavior Specialist in North Jersey
public schools. After earning his Masters in Psychology at The Chicago School of
Professional Psychology he began preparing to apply for a Ph.D. in Special education at
The Pennsylvania State University. Working as a research assistant for Dr. Kubina he
has conducted research in the areas of challenging behavior and skill building. He has
also presented his work at a variety of local and national conference.
Sal applied his training in Precision Teaching and Behavior Analysis to treat challenging
behavior in the public school setting. His work led him to pursue a Ph.D. to contribute to
the literature in Behavior Analysis. He currently supervises those seeking BACB
certification and conducts research at The Pennsylvania State University.
Sal is a Ph.D. holder, and works for Chartlytics. Sal has been supervising those pursuing
BACB certification and conducting research in the areas of visual analysis, and decision-
making. Sal is an active member of the Standard Celeration Society and the International
Association for Behavior Analysis.
Sal’s career focuses on measurement, visual analysis, the treatment of challenging
behavior, and supervision. His current interests are the Functional Analysis Celeration
Chart, challenging behavior, sub-types of functions of behavior, organizational behavior
management, and training.
Chandler Brock is currently pursuing a Master’s degree in Applied Behavior Analysis at
Jacksonville State University. Chandler teaches developmental math to university students with
skill deficits using explicit instruction and Precision Teaching. She presented a poster at the 44 th
Annual Association of Behavior Analysis International (ABAI) convention entitled “Using
Precision Teaching to Increase Component Skills in Preparation for College Algebra.” Chandler
has previous experience working with children to improve literacy and reading comprehension
skills using Precision Teaching.
Chandler was first introduced to the Standard Celeration Society after working under Courtney
Peppers, past president of SCS, and Mary Reagan, current co-president of SCS. Chandler is a
current member of the Standard Celeration Society (SCS), Association for Behavior Analysis
International (ABAI), and Alabama Association for Behavior Analysis (ALABA).
Darren Bandy, M.S., BCBA is a Board Certified Behavior Analyst with 8 years working with children of varying ages and disabilities. He graduated from the University of Nevada, Reno with his Bachelor’s degree in 2012. He then went on to attend the University of North Texas where he obtained his Masters in Behavior Analysis. Darren has been a member of the Standard Celeration Society since 2011 contributing through posters and presentations yearly at the International Precision Teaching Conference. He took on the role of Associate Vice President of Communication starting in 2017. Currently, Darren works remotely for Chartlytics as a Customer Service Ninja as well as the Regional Clinical Training Coordinator for Positive Behavior Supports Corp., in San Diego, CA.
Adam Hockman is a research associate with the Mechner Foundation in New York City. Alongside Dr. Francis Mechner and his colleagues, Adam assists in developing educational technologies and implementing behavior analytic practices in a private school setting.
Adam is also actively engaged with applying behavior analytic instructional design and precision measurement to the advancement of health professional education and clinical interventions. He consults with professionals to introduce and integrate Precision Teaching into their clinical practice, including speech-language pathology and medicine. As a result of his diverse training and professional experiences with leaders and top organizations in the fields of learning science and education, Adam’s passion is to apply behavior science to novel fields, such as medical education and music.
Adam is a member of ONtraCk, a newly formed team of clinicians and technologists who are developing an educational platform for pediatric cancer patients. Team ONtraCk was formed at the Icahn School of Medicine at Mt. Sinai’s annual health hackathon (Oct. 2017) and was one of the top finishers. In addition, Adam is co-founder of Mifa Music Training, a precision teaching-based music learning organization in NYC, and currently serves on the executive committee of the Standard Celeration Society. He received his undergraduate training in communication sciences and disorders from Utah State University and he plans to pursue a PhD in clinical research in order to bring behavior science to medical education and clinical implementation practices.
Danielle began her marketing career when she helped found an orthopedic sports medicine clinic 25 years ago. With her degrees in journalism and health science, she helped build a successful practice through effective marketing strategies. She spent another 20 years working for a San Francisco Bay Area medical device advertising agency. While still working in marketing and advertising, she discovered precision teaching as a way to help her daughter overcome multiple learning obstacles. Influenced and mentored by many in the field of Precision Teaching she saw significant growth in her daughter and began working with other students with similar learning deficits. In 2011 she opened Learning Matters, a Precision Teaching based learning center. For the past 6 years, through her marketing and Precision Teaching background, she has successfully grown her learning center into a vibrant and stimulating resource for children in her community who are struggling in math and reading.
Amy Evans, M.Ed., BCBA is a Board Certified Behavior Analyst with 10 years of experience working with children. She began her career as an undergraduate research assistant at the University of Nevada, Reno (UNR). Her interest in educational applications of behavioral science quickly developed while she was working with Fit Learning and the UNR Early Childhood Autism Program. Since then, Amy has worked in public school classrooms, homeschool programs, and learning centers. She earned her Master’s of Special Education from The Pennsylvania State University in 2013, where she contributed to published scholarship with Dr. Rick Kubina and received her teaching license in Special Education and Middle School Mathematics.
Amy lives in Denver, Colorado, where she works remotely for Chartlytics as a Customer Success Ninja. She consults with teachers, therapists, and behavior analysts who are looking to improve measurement, graphing, and data-based decision making at their companies. She is currently developing instructional content in the areas of academic programming, progress monitoring, and data-based decision making. Amy also runs her own company (Flex Academics) providing educational services to children in the Denver area.
Amy is pleased to be assisting the Standard Celeration Society as a contribution to the community that has so generously shaped and mentored her over the years.
Cynthia Cardenas-Cobb earned her MA degree in Psychology with a specialization in Behavior
Analysis from the University of Nevada Reno. She earned her BA in Psychology from Florida
International University, of which she currently resides in Miami, Florida. Presently, Cynthia is
working as a Supervising Board Certified Behavior Analyst for Positive Behavior Supports
Corporation, where she oversees the behavior analytic services of Registered Behavior
Technicians and Board Certified Assistant Behavior Analysts as well as designs, implements,
monitors, and evaluates behavior analytic service plans for clients with special needs. She is
Co-Founder of Artastic Artists for Autism, a company that provides art workshops developed for
children on the Autism Spectrum and related disabilities using ABA principles, Direct Instruction
and Precision Teaching methods.
Cynthia has over 20 years’ experience in the field of behavior analysis. She first began working
with special needs in 1997 under the supervision of Dr. Vincent J. Carbone. She also worked
with Dr. David S. Lubin in the dissemination of Behavior Analysis in Sardinia, Italy by training
professionals and undergraduate students to use behavior analytic strategies in the education
and treatment of children with autism, developmental disabilities, learning disabilities, and
academic difficulties. Her time at the Center for Advanced Learning (now known as FIT
Learning) as Clinical supervisor is where she discovered her passion for precision teaching and
the use of the standard celeration chart. There, she was involved in curriculum design and the
development and administration of basic skills assessments under the supervision of Dr. Kendra
Brooks Newsome and Dr. Nicholas Miller Berens. From 2004-2006, she worked as both teacher
and assessment coordinator at Morningside Academy where she instructed children in the
areas of math, writing, TAPS (Talk Aloud Problem Solving), and Transactional Analysis as well
as, conducting norm referenced assessment, placement testing, Curriculum Based-
Measurement and precise placement for the students under the supervision of Dr. Kris Melroe,
Dr. Joanne Robbins, and Dr. Kent Johnson. Cynthia has recently begun working as a consultant
for Morningside Teachers Academy.
Cynthia has presented several times at conferences such as Association for Behavior Analysis
International and the Florida Association of Behavior Analysis. She has also worked as an OBM
Consultant for the Center for Behavioral Safety where she assisted in training the City of Reno
and Newmont Mining workers on safety awareness and how to reduce the amount of injuries on
the job. She is an active member of the International Precision Teaching Conference Committee
and the current VP of Finance for the Standard Celeration Society (since 2017).
For fun, Cynthia enjoys spending time with her husband and their two beautiful daughters,
reading, doing yoga, going to the beach, swimming, camping, and running.
Tiffany Aninao graduated from the University of Nevada, Reno with her Bachelor’s degree in 2010. She later went on to attend Florida State University graduating in 2012 with her Master’s of Science degree with an emphasis in Behavior Analysis. She has been a member of the Standard Celeration Society since 2011 contributing through posters and presentations yearly at the International Precision Teaching Conference. She accepted the position of Associate VP of Membership in December 2013 and served in that position for three years. She has continued her volunteer service within the Standard Celeration Society by moving into the role of VP of Membership in January 2017. Currently, Tiffany serves as the Clinical Operations Coordinator at a Precision Teaching learning laboratory, Fit Learning, in Reno, NV.
Ariyanna Toth, M.Ed, BCBA is a Board Certified Behavior Analyst and Clinical Coordinator at Blossom Park in Phoenix, Arizona. She graduated from the University of Wisconsin Madison with a Bachelor’s degree in Psychology in 2013 and later went on to attend Arizona State University with a Master’s in Education; Curriculum and Instruction with an emphasis on Applied Behavior Analysis and Autism Spectrum Disorders. Her experience has been primarily in the ABA field, previously working as an in home Behavior Therapist providing services to individuals with Autism Spectrum Disorder.
She joined Blossom Park in 2015 and has been using precision teaching in a clinical setting to improve performance in accordance with the Fit Learning Model. She accepted the position of Associate VP of Membership in 2016 and is pleased to be a part of this welcoming community.
Austin is currently pursuing a master’s degree in Industrial/Organizational Behavior Management at Western Michigan University. Austin has previous experience providing ABA services for individuals with developmental disabilities which included assessment, treatment and the direct implementation of evidence-based programming. However, Austin decided his true passion lies in the expansion of behavior analysis in new avenues by using performance management, instructional design, behavioral systems analysis, and training and coaching to help organizations achieve their goals.
Austin was first introduced to the Standard Celeration Society after attending Morningside Academy’s Summer School Institute where he was exposed to precision teaching technology. Austin believes that the Standard Celeration Society can help expand the use of measurement and data-based decision making to all and make the world a better place.
Marijn Meijer graduated from the University of Michigan with his Bachelor’s Degree in 2015. He then went on to attend Western Michigan University, graduating in 2018 with his Master’s degree in Industrial/Organizational Behavior Management. Marijn has previous experience in performance management, training & development, process analysis, and behavioral systems analysis through practicum experiences at the Kellogg Company and Western Michigan University’s own class systems, where he participated in the restructuring and execution of an undergraduate-level sustainability course.
Marijn was first introduced to the Standard Celeration Society through the recommendation of SCS’s VP Operations, Austin Seabert. He is a current member of the Standard Celeration Society (SCS), Association for Behavior Analysis International (ABAI), and the Organizational Behavior Management Network (OBM Network).
Kelly Ferris is a Board Certified Behavior Analyst with 15 years of experience working with children with autism. She earned her Master’s Degree in Early Childhood Special Education from the University of Washington in 2003. Her clinical expertise includes early intervention for toddlers, instructional design, functional communication intervention with speech generating devices, elementary academic instruction, and positive behavior support for children and their families. She has worked with children with autism and their families as a Program Manager at Northwest Behavioral Associates, Program Director for Rising Star Academy at Families for Effective Autism Treatment (FEAT) of Washington, and a Consultant with Fabrizio/Moors Consulting.
Kelly currently resides in Seattle, Washington where she is co-owner and a Clinical Services Supervisor for the Organization for Research and Learning (O.R.L.). She is Conference Chair for Washington’s Association for Behavior Analysis, Past Vice-President, and a current Board Member of the Standard Celeration Society, a special interest group of the Association for Behavior Analysis International (ABAI).
Kelly has presented numerous data-based papers related to her clinical work with children with autism and other related disabilities at a range of state, regional, national and international conferences, including California’s Association for Behavior Analysis, Association for Behavior Analysis International, and the International Precision Teaching Conference. Kelly has published her applied work with children with autism in the Journal of Precision Teaching and Celeration and the Journal of Speech Language Pathology and Applied Behavior Analysis.
Kelly is a sustaining member of the Standard Celeration Society, a full-member of the Association for Behavior Analysis International (ABAI), the Association for Professional Behavior Analysis (APBA), and Washington’s Association for Behavior Analysis (WABA).
VP Scientific and Academic Relations
Dr. Mary Sawyer, BCBA-D, is Executive Director of the Aubrey Daniels Institute, a 501(c)3 nonprofit organization dedicated to advancing applications of behavior analysis in education through training and dissemination of best practices. Dr. Sawyer and Dr. Daniels are also Co-Founders of Accelerated Learning Lab of Atlanta, LLC, and Co-Owners of Fit Learning Atlanta,
where Dr. Sawyer serves as Director. Additionally, Dr. Sawyer is adjunct faculty for the applied behavior analysis (ABA) master’s program at Georgia State University. She is passionate about utilizing the science of learning and behavior to rapidly accelerate academic outcomes, and she is committed to the use of standardized measurement in these pursuits. Dr. Sawyer was first introduced to precision teaching while in the Teacher for All Children program at the University of South Florida, where she earned a B.S. in Elementary Education and an M.A. in Special Education. She continued studying at USF, earning an M.A. in ABA and a graduate certificate in positive behavior supports, before pursuing her Ph.D. from The Ohio State University. She is also a proud graduate of Morningside Academy’s Summer School Institute and a Certified Fit
Learning Trainer. Dr. Sawyer is excited about the promise of the blue chart and eager to collaborate with others interested in Scientific and Academic Relations toward its interdisciplinary adoption in research, practice, and dissemination.
AVP Scientific and Academic Relations
Allaina Douglas is a doctoral student at the University of Oregon in the Special Education and
Clinical Sciences department. She is a Board Certified Behavior Analyst (BCBA) and has years
of experience working as a behavior consultant in school settings. Her passion for precision
teaching began during her M.A. degree at Western Michigan University, which lead her to enroll
and graduate from Morningside Academy’s Summer School Institute. In addition to her work in
the schools, Allaina serves as a supervisor for undergraduate students pursuing a degree in
Family Health Services and Special Education. She is also the president of the University of
Oregon’s Behavior Analysis Student Organization (BASO). Allaina’s applied experience
includes early intervention, parent and teacher training, and elementary academic interventions.
Her current research interests are higher education instructional design and delivery,
implementation science, and academic interventions for elementary students. Allaina is a
member of the Association for Behavior Analysis International (ABAI) and the Standard
Allaina looks forward to accompanying this community in the dissemination of precision
teaching and the Standard Celeration Society.
AVP Scientific and Academic Relations
Dr. Andrew Bulla is an Assistant Professor of Psychology at Georgia Southern University,
and also serves as the university’s Verified Course Sequence (VCS) coordinator for the Behavior
Analyst Certification Board’s (BACB) course sequence at the university. He received his Bachelor’s
degree from Saint Joseph’s University in psychology with a minor in autism studies. Upon
graduating, he completed his Master’s and Doctoral degrees in behavior analysis from Western
Michigan University. Dr. Bulla has worked at a variety of organizations over the course of his career
including residential, center-based, and after-school programs, as well as both public and private
schools for students with and without disabilities. He has worked in autism early intervention,
ancillary programs including social and recreational skills, the assessment and treatment of
challenging behaviors, and academic interventions for students with and without disabilities. Dr.
Bulla also currently assists with Morningside Academy’s Summer School Institute, a summer
program that trains teachers, school administrators, scholars, and students from all over the world
on how to implement the Morningside Model of Generative Instruction.
Dr. Bulla has taught a variety of college level courses in the areas of Applied Behavior
Analysis, Autism, Introduction to Psychology, Research Methods, Educational Psychology, Behavior
Assessment, and Advanced Behavior Change Systems and Techniques. He believes that it is an
honor and a privilege to be a part of someone’s education. In alignment with this view, he tries
channel the words of Zig Engelmann and Ogden Lindsley: “If the student hasn’t learned, the teacher
hasn’t taught,” and that “The student is always right.” Dr. Bulla has published papers in the areas of
self-management and class-wide approaches to behavior management. His current research
interests focus on behavioral approaches to education and schooling. More specifically, he has an
interest in precision teaching, instructional design, direct instruction strategies, and behavior
management in school settings.
Board of Directors
Dr. Kerri Milyko
Dr. Kerri Milyko began her training to apply learning science to education under the supervision of Dr. Hank Pennypacker at the University of Florida in 2002. Upon graduation, she moved to Reno to further this training under the supervision of Dr. Patrick Ghezzi and Dr. Kimberly Berens. In 2011, she defended her dissertation investigating percentile schedules of reinforcement and opened Precision Teaching Learning Center in Tampa, Florida with her husband, Ethan (another precision teacher).
Dr. Milyko constantly aids in the expansion of various professional and scientific practices of learning science through different avenues. She served as a Contributing Editor of the scientific journal, Journal of Precision Teaching and Celeration for 5 years, was elected as the Vice President of the Standard Celeration Society (SCS) in 2009 and rose to the presidency (2010 – 2014). To help spread her love and passion for the field, Dr. Milyko provides remote consultation and on-line trainings through Precision TLC and serves as adjunct faculty teaching in the master’s ABA program at the University of West Florida where she assisted in creating the EAB course where graduate students learn about precision teaching.
In May of 2017, Dr. Milyko, along with her distinguished partners, opened a new business, The Learning Consultants providing behavioral consulting to preschools and private schools in the Reno/Sparks area, autism and acute parenting services and is in development to open up an all-inclusive preschool/elementary school, Keyla Academy. Further, her book, Learning in Seconds, will be released in Fall 2018 that makes PT practical for new professionals and educated parents.
Dr. Carl Binder
Dr. Carl Binder began as a doctoral student in Experimental Psychology, attending Harvard University at the invitation of B.F. Skinner, whose writings had inspired him deeply. With an interest in making a societal contribution, he rapidly shifted from basic research to real world application of behavior science, first developing innovative instructional methods and teacher training for educators, and later contributing to the emerging field of human performance technology in large organizations. With input from many extraordinary teachers and colleagues, Carl has spent nearly 40 years bringing his enthusiasm for behavior science into corporations, schools, and public organizations worldwide. Founder of four consulting firms, recipient of career awards from the American Psychological Association and the International Society for Performance Improvement, prolific author and speaker, Carl believes that the Performance Thinking Network is his best opportunity yet for making a contribution. His ability to synthesize information from multiple fields, communicate complex ideas in plain English to non-specialists, and build excitement about making a difference with behavior science bring an intellectual and emotional spark-plug to The Performance Thinking Network.
Dr. Kent Johnson
Dr. Kent Johnson is founder and Director of Morningside Academy, in Seattle. Morningside is a laboratory school for typical children and youth, investigates effective curricula and teaching methods, and has provided training to over 125 schools throughout the world.
Dr. Johnson’s many publications about research-based curriculum and teaching methods include The Morningside Model of Generative Instruction, and Response to Intervention and Precision Teaching with Dr. Elizabeth Street. Over 40,000 students and over 1,000 teachers have implemented Morningside’s Generative Instruction model.
Dr. Johnson is recipient of the Award for Public Service in Behavior Analysis from the Society for the Advancement of Behavior Analysis, the Anderson Award for Exemplary Contributions to Behavioral Education from the Cambridge Center for Behavioral Studies, the Award for Excellence in Evidence-based Education from the Wing Institute, the Allyn and Bacon Exemplary Program Award from the Council for Exceptional Children, and the Lindsley Lifetime Achievement Award in Precision Teaching from the Standard Celeration Society.
Dr. Charles Merbitz
Dr. Merbitz has 15 years of full-time experience teaching at the university level, 12 years as a full-time researcher on learning in rehabilitation, and two years of full-time experience in service delivery as a certified school psychologist. He also served as director of the Center for Disability Resources at IIT for nine years, where he was responsible for all disability accommodations provided by the university. Dr. Merbitz has a national reputation in the rehabilitation and behavioral communities and is widely cited on issues in functional assessment. His current research involves objective process measures for relating clinical interventions in rehabilitation to outcomes and outcome measures (Merbitz, Morris and Grip 1989; Merbitz, 1996).
Dr. Merbitz has published numerous articles, two books, and has served as reviewer for NIDRR (the National Institute of Disability and Rehabilitation Research) and the journals Stroke, Archives of Physical Medicine and Rehabilitation, Behavior Research Methods Instruments and Computers, Journal of Precision Teaching, and The Behavior Analyst. He is a member of the board of directors of the American Association of Spinal Cord Injury Psychologists and Social Workers, for whom he helped, write SCI treatment standards.
Dr. Merbitz recently completed a term as president of the Chicago Association for Behavior Analysis and simultaneously of BASIL, the Behavior Analysis Society of Illinois. He served on an advisory board of the Illinois Assistive Technology Project and the Governor’s Task Force on Human Services Reform in Illinois. Dr. Merbitz received a Ph.D. from the University of Florida in 1975.
Dr. Mary Schmidt
Dr. Mary Schmidt currently serves as a consultant for Milwaukee Succeeds and Milwaukee Public Schools, working to improve elementary school students’ reading outcomes district-wide by implementing a scalable, teacher-professional development and coaching model. She is also the founder of Tosa Learning Center in Wauwatosa, WI, which for 10 years has contracted with parents to provide effective instruction for their children.
Previously, Mary partnered with Elizabeth Haughton, Carl Binder, and Kris Melroe to increase school-wide reading and math performance using Haughton Learning Center, Morningside Academy, and Headsprout programming, together with the design and implementation of a school-wide monitoring plan, at St. Anthony School, Milwaukee, WI (the largest, K-12, Catholic school in the nation).
She has served as an adjunct instructor, recently teaching Pediatric Psychology at UW-Milwaukee, and previously teaching Statistics at Eckerd College in St. Petersburg, Florida. She enjoyed teaching department managers to count outcomes important to their results as a Process Improvement Analyst at Sarasota Memorial Hospital in Sarasota, FL.
Mary was introduced to behavior analysis as an undergraduate in Jay Moore’s Experimental Analysis of Behavior laboratory at the University of Wisconsin – Milwaukee. She earned her Ph.D. in Urban Education at UWM, under Caren Wesson (a student of Stan Deno), and her M.Ed. in Exceptional Education at University of Washington, as Tom Lovitt’s student, also studying with Owen White.
Mary feels very fortunate to call herself a member of the precision teaching community, and especially so to have Elizabeth Haughton as her close and dear mentor.
Mary has diverse interests, but many are connected by the universal utility of measurement science. Mary loves to turn people on to ‘Celeration, because she loves to help them learn, and to achieve better contact with the things they value.