I was raised in southern Minnesota among Ukranian Mennonite farmers when, in 1963, we moved to a small town west of Minneapolis, MN. I graduated after an uneventful and uninspired high school career in 1966 and, following a short stint at St. Cloud State University, joined the Navy in 1968 just a step ahead of the draft. Having served four years with First and Seventh Fleets on the guided missle frigate, U.S.S. Jouett, DLG-29, I was readmitted to State Cloud State University. While in the Navy, I married a talented fashion designer who was finishing her training at the New York Institute of Fashion Technolgy. Fifty-two years later and three kids to call our own, Nancy and I are now retired.
It was fortuitous that I returned to St. Cloud and that I chose a Psychology major. There I found myself in a hotbed of radial behaviorists, the best of which were Gerld Mertens, Charles Boltock, and Bob Murphy. While taking all the classes expected of a radical behaviorist, I began taking math classes from mathematicians where calculus, trigonometry, statistics and linear algerbra kept me working well into the night.
In 1976, Drake University accepted me into their experimental psychology graduate program where I began studies with Larry Alferink, William Klipec, Ken Lloyd, and Scott Wood, one of B.F. Skinner’s biographers and most articulate proponents of radical behaviorism. Larry Alferink brought me into his laboratory research where he was working on stimulus control and schedule-induced poydipsia (Alferink, L.A., Bartness, T.J. & Harder, S.R., 1980). The work we were doing in schedule-induced responding led me to ask the ‘I wonder what would happen if..’ question. Specifically,’will concurrent schedules of reinforcement generate the orderly functional relations predicted by matching law when applied to schedule-induced responses? This became the basis for my Masters research. With Bill Klipec I particpated in his peak shift experiments and multi-ply multiple schedule studies of behavioral contrast. Additionally, Bill afforded me an opportunity to assist with studies of electrical stimulation of the brain (ESB) in which we compare appetitive responses with ESB targeting that part of the brian responsible for appetitive responses.
On finsihing graduate school, I took a position at the Cambridge Regional Human Services Center having been hired in the first wave of behavior analysts as part of a court-ordered Consent Decree. I worked in this setting for about 15 years and during this time several colleagues and I published half-a-dozen papers on medication side-effects, the most important of these was a single case, longitudinal study of phenobarbital exacerbation of a preexisting maladaptive behavior partially suppressed by chlorpromazine and misinterpreted as chlorpromazine efficacy. We also published studies on tardive dyskensia and developed the first standardized instrument, the Dyskensia Identification System: Condensed User Scale (DISCUS).
I left my position at Cambridge in 1993 to work at the St. Croix River Education District (SCRED), an umbrella agency serving five school districts. Our agency was responsible for supporting all special education services and, working with Stan Deno from the University of Minnesota, we put in place a CBM system to track reading, math and writing for students grades K thru 8. I developed the progress monitoring charts for this system and these charts remained in use after the program was sold to Western Psychological Services. Over the years with SCRED my duties included training special education teachers who served children and youth with emotional and behavior disorders (some states refer to this category as SED instead of EBD), assisting teams with assessments and piloting initial interventions set forth in behavioral support plans. I am most proud of my efforts to bring the Boys Town ‘Social Skills in Schools’ program to our districts and am grateful to see its procedures remain in use today. After ten years I was asked to assume responsibility for the autism spectrum disorders services and I provided the same support to teachers, students and parents as I did for our students needing instruction to develop new alternative behavior repertoires.
Over the years, I crossed paths with Og and the Standard Celeration Chart, meeting him for the first in 1976 when Jerry Mertens invited him to present his work to a gathering of talented high schoolers attending a summer science program. When he began talking about first and second derivatives I was hooked. I began understanding the Chart and its many uses in the early days of AOL when a group of PT-folk started a special interest group. I believe Og either participated in that group or joined when Penn State hosted a similar listserv. Owen White and Scott Born opened new possibilities for me when Owen decided to share his Excel template. As Scott began modifying the template, I saw the possibility of adding program supports to the template though much of the Template’s present structure is due to Scott. I am not now nor was I ever a good programmer, but I will stick with a problem until I get it solved and that effort has brought the template to version 13-10 and will be released soon. I have been most grateful to our community of Charters for their support and feedback.
Brief list of publications
Alferink, L.A., Bartness, T.J. & Harder, S.R. (1980) Control of the Temporal Location of Polydipsic Licking in the Rat. JEAB, 33, (1) 119-129
Kalachnik, J.E., Hanzel, T.E., Sevenich, R. & Harder, S.R. (2003) Brief Report: Clonazepam Behavioral Side Effects with an Individual with Mental Retardation. Journal of Autism and Developmental Disorders 33(3):349-54
Kalachnik, J.E., Hanzel, T.E., Sevenich, R. & Harder, S.R. Benzodiazepine Behavioral Side Effects: Review and Implications for Individuals With Mental Retardation Am J Ment Retard (2002) 107 (5): 376–410.
Hanzel, T.E., Bauernfeind, J.D., Kalachnik, J.E. & Harder, S.R. (2000) Results of barbiturate antiepileptic drug discontinuation on antipsychotic medication dose in individuals with intellectual disability Journal of Intellectual Disability Research 44 ( Pt 2)(2):155-63
Kalachnik, J.E., Hanzel, T.E., Harder, S.R. & Engstrom, E.A. (1996 ) Antiepileptic drug behavioral side effects in individuals with mental retardation and the use of behavioral measurement techniques. Mental Retardation 33(6):374-82
Mayhew, L.A., Hanzel, T.E., Ferron, F.R. & Harder, S.R. (1992) Phenobarbital Exacerbation of Self-Injurious Behavior. Journal of Nervous & Mental Disease 180(11):732-3
Hanzel, T.E., Kalachnik, J.E. & Harder, S.R. (1992) A case of phenobarbital exacerbation of a preexisting maladaptive behavior partially suppressed by chlorpromazine and misinterpreted as chlorpromazine efficacy. Research in Developmental Disabilities 13(4):381-92
Harder, S.R., Kalachnik, J.E., Jensen, M.A. & Feltz, J. (1987) Psychotropic drug use with successful and unsuccessful community placed developmentally disabled groups. Research in Developmental Disabilities 8(2):191-202
Kalachnik, J.E., Harder, S.R., Kidd-Nielsen, P. & Sprague, R.L. (1984) Persistent tardive dyskinesia in randomly assigned neuroleptic reduction, neuroleptic nonreduction, and no-neuroleptic history groups: Preliminary results. Psychopharmacology Bulletin 20(1):27-32
Kalachnik, J.E., Miller, R.F., Jamison, A.G. & Harder, S.R. (1983) Results of a system to monitor effects of psychotropic medication in an applied setting. Psychopharmacology Bulletin 19(1):12-5
Kalachnik, J.E., Kidd-Nielsen, P. & Harder, S.R. (1983) Number of nonassessable items and Cooperation level of the retarded during systematic dyskinesia examinations. Psychopharmacology Bulletin 19(1):16-9