33rd Annual Conference of the Standard Celeration Society
We're looking forward to seeing you!
Information About Our Virtual 2020 Conference
The SCS conference is going virtual! We will be online with a blend of synchronous (live) and asynchronous (recorded) events. The conference dates are November 5th-7th. Most workshops will be on Thursday, with keynote addresses on Friday, and the Racial Justice presentations on Saturday. Paper presentations and symposia will be available for 90 days after the conference. A schedule of event and reduced registration is currently available. Register for the conference today!
Important links and information related to our 2020 conference will be available from this dashboard.
- Conference submissions are now closed.
- Student scholarship applications will be accepted until 10/15/20.
- Registration now open!
- Sponsorship opportunities available until 10/15
Ronnie Detrich, Ph.D.
Ronnie Detrich has been providing behavior analytic services for over 50 years. His work can be characterized as thorough-going behavior analysis drawing from the conceptual, experimental, and applied branches of our discipline. He has worked primarily in practice settings holding a variety of positions including Clinical Director of a private, non-public school in the San Francisco Bay Area, director of a state-wide program for children with autism in South Dakota, and Executive Director of a program serving adjudicated adolescents in West Virginia. From 2004-2018, he was Senior Fellow at the Wing Institute, an education policy think tank that focuses on the implementation of evidence-based practices in public schools. Currently, he is Adjunct Faculty at Utah State University.
In recent years, Ronnie’s work has focused on the challenges of achieving adequate levels of treatment integrity in large systems, the role of evidence-based practice movement in applied behavior analysis, and the large- scale implementation of effective practices in public schools. He is a trustee of the Cambridge Center for Behavioral Studies and is on the editorial boards of Perspectives on Behavior Science and Exceptional Children and serves as an Associate Editor for the Journal of Positive Behavior Intervention. He has also served on the editorial board of Behavior Analysis in Practice and Coordinator of ABAI’s Practice Board.
Title: Is Better Living Through Behaviorism Achievable? Disseminating Behavior Analysis
One of the ambitions of behavior analysis is “better living through behaviorism.” Many scholars in behavior analysis have been concerned about the slow adoption rate of effective behavior analytic practices. Perhaps the problem lies not in our practices but in our dissemination efforts. There are two aspects to disseminating our practices. The first is when we are working with families, educators, or businesses and we have identified an intervention to be implemented. In many instances, even though our services have been sought out, the individuals responsible for implementing the intervention do not do so with sufficient integrity to yield benefit. This represents a limited dissemination effort and the failure to achieve promised gains has the potential to harm the reputation of the individual behavior analyst, the organization providing the service, and the discipline of applied behavior analysis.
The second aspect of dissemination is the effort to increase broad scale adoption of the science and technology of behavior analysis. It is often the case that our dissemination efforts, such as publication in journals and presentations at conferences, at this level are passive. We have a 60-year baseline suggesting that these approaches have been largely unsuccessful. A re-thinking of our dissemination strategies may be warranted. Behavior analysis is the science of social influence and dissemination is a social rather than a technical challenge. It involves, at a minimum, someone disseminating and someone adopting what is being disseminated. It may be worthwhile to frame dissemination as a speaker-listener relation and more closely analyze the variables that influence both the speaker and listener.
A first step in doing this requires that we move away from our topographical definition of dissemination to a functional one. The ultimate criterion for judging dissemination is that a practice is adopted. Without adoption, there is no dissemination. Drawing from our own literature as well as the literature from implementation science and dissemination, an approach will be proposed that has the potential to increase the adoption rate of our practices.
Emily Leeming Ph.D.
Emily Leeming received her Ph. D in Behavior Analysis from the University of Nevada, Reno. Her interest in working in environments that require high levels of performance has taken her to diverse areas of work. Emily has applied behavior science to a wide array of high performing populations some of which include working to reduce and control risk in hazardous environments, restructure organizations to optimize services, and increasing resiliency in elite and military athletics. In all of these applications, instructional design has become a central feature of her work. While learning is most commonly associated with novice skill sets, Emily has discovered that the best way to improve performance, especially among high performers, is to create spaces where people can learn well. When not working Emily enjoys spending time with family, exploring the Sierra Nevada mountain range in her home state, training for her next adventure race, or behaviorally “geeking” out when teaching her rescue horse to play soccer.
Title: Taking a leap of faith: the challenges and triumphs of working with high performing populations.
From its earliest conception Behavior Analysis has sought to explore and understand the human condition. In accounting for this experience, a complete science must effectively be applied to the full spectrum of human performance. Yet applying behavior science to high performing populations is challenging—by definition these populations are already good at what they do. Under this umbrella of “good” the challenges behavior scientists face are abundant, but so are the opportunities. This presentation will discuss how precision based measurement tools can successfully guide behavior scientists into the often uncharted waters of high performance. We will discuss this potential using the application of the standard celeration chart and precision teaching technologies to the training and preparation of U.S. Military Airborne Operations.
Ogden R. Lindsley Lifetime Achievement Award
Abigail Calkin, Ph.D.
Abigail B. Calkin, Ph.D., currently holds two roles. After spending 20 years as a building principal, she consults with schools training teachers in the use of precision teaching and evidenced-based curricula to improve teaching in reading, math, and writing. She has given well over 100 workshops to large and small professional groups. She is also a school psychologist. She spends much of her time writing about inner behavior through the eyes of behavior analysis and precision teaching with her emphasis on inner behavior. Her other role is writing. This includes nonfiction about people in highly stressful situations whether military personnel, people in commercial fishing, or characters in novels. She has had eight books, 46 precision teaching and behavior analytic articles, and over 75 poems and 20 literary prose writings published, some of which have won awards nationally and in Alaska. Her most recent publications include a chapter in Behavioral Science: Tales of Inspiration, Discovery, and Service, published in 2015 by Cambridge Center for Behavioral Studies, and her book, The Soul of My Soldier, 2015, which is a prose and poetry memoir about being the wife of a three-tour veteran. She was chair of the 410th Evacuation Hospital Family Support Group for one of her husband’s tours. Her professional interest in military issues lies in using behavior analysis with military personnel and veterans with PTSD and suicide issues. She serves as a co-chair of the Military and Veterans Significant Interest Group for the Association of Behavior Analysis International (ABAI). She hikes, kayaks, cross-country skis, gardens, cans, laughs a lot, and enjoys the company of others.
I grew up in a linguistic and scientific family that embodied precision in language, thought, and habit. My early study of behavior began when I was five. My academic study started 20 years later. In 1965 I set up the first learning disabilities classroom in Oregon. In 1967, my master’s advisor suggested a course titled Precision Teaching, taught by Eric Haughton. From the first time I saw it, the blue chart hooked me. It changed three things—my life, my teaching, and my career opportunities.
In 1969 I began my first inner behavior counting. I never stopped. While Eric was supportive, Diana Dean and I had discussions about inners for evenings, months, and years that hooked us both into further inner behavior research.
A day or two after she died in 1975, I called Ogden Lindsley. He interrupted me to shout “Come to Kansas! Study with me!” My family and I moved to Kansas. Two years into my doctorate research at the end of one of our weekly meetings, I timidly handed him four or five charts counting my positive thoughts, negative thoughts, positive feelings, and negative feelings, complete with a successful 1-min timing on these inner behaviors. Once again, he shouted at me, this time “You have to change your dissertation topic! You’ve just blown psychotherapy off the map!” No, Ogden. My dissertation topic was the pilot study for my life’s work in inner behavior.
Inner behavior through the SCC remains a huge opportunity for work and research. Drop the psychobabble about why people do things. Pinpoint the inner behavior, count it, chart it. Learn about it! Be inductive! Think outside the box!
What else do I do in my work with the SCC? I’m chair of Og’s Archive Committee and I work on military projects about suicide and PTSD. Other chartable interests I have include key historical data—AIDS, COVID-19, other plagues, auroral, and economic data, and above all, the statistical analyses of charted data. I aim to be as accurate and good at analyses as Ogden Lindsley, Carl Koenig, Hank Pennypacker, Eric Haughton, Steve Graf, and Stu Harder.
Those of us who started in the 1960s and ‘70s are growing old. Too many of us are already gone. You must take our data and ideas, build on them, and grow in your own areas. The standard celeration chart can evaluate any human behavior. Use it to go beyond today.