Awards & Recognition

The Scientist-Practitioner Model

 

As a science, behavior analysis is constantly changing. This requires that practitioners stay abreast of the current literature and new developments to ensure the most current empirically-validated procedures are used, with the end-goal always being to provide the most effective treatment to clients. Below is a list of awards bestowed upon our staff in recognition of their continued efforts to be good ‘scientist-practitioners,’ as well as their contributions to the field of behavior analysis.

The Verbal Behavior Special Interest Group Student Grant Competition Award

Association for Behavior Analysis International – May 2017

Project: The Role of Class-Consistent and Class-Inconsistent Verbal Statements on the Establishment of Equivalence Classes

Recipient: Amanda Chastain

 

The Verbal Behavior Special Interest Group Student Paper Competition Award

Association for Behavior Analysis International – May 2017

Project: The Effects of Listener Training on the Emergence of Analogical Reasoning

Recipient: Careen Meyer

 

The Verbal Behavior Special Interest Group Faculty and Professional Award

Association for Behavior Analysis International – May 2017

Award Title: Clinical Supervisor in Verbal Behavior Award

Recipient: Danielle LaFrance

 

The Speech Pathology/Applied Behavior Analysis Special Interest Group Empirical Research Grant

Association for Behavior Analysis International – May 2017

Project: Teaching Children to Mand for Information Using ‘Why?’

Recipient: Megan Pyles

 

The Experimental Analysis of Human Behavior Special Interest Group Student Paper Award

Association for Behavior Analysis International – May 2016

Project: An Evaluation of a Visual-Visual Successive Matching-to-Sample Procedure to Establish Equivalence Classes in Adults

Recipient: Charisse Lantaya

 

The Verbal Behavior Special Interest Group Student Research Grant Award

Association for Behavior Analysis International – May 2016

Project: The Effects of Listener Training on the Emergence of Analogical Reasoning

Recipient: Careen Meyer

 

The B.F. Skinner Foundation Research Award

California Association for Applied Behavior Analysis – February 2016

Project: Using Behavioral Skills Training (BST) to Teach Fall Prevention Skills Following Brain Injury

Recipient: Catherine Copsey

 

The B.F. Skinner Foundation Research Award

California Association for Behavior Analysis – February 2016

Project: The Effects of Listener Training on the Emergence of Analogical Reasoning

Recipient: Careen Meyer

 

The B.F. Skinner Foundation Research Award

California Association for Applied Behavior Analysis – February 2016

Project: The Role of Class-Consistent versus Class-Inconsistent Verbal Statements on the Establishment of Equivalence Classes

Recipient: Amanda Chastain

 

The B.F. Skinner Foundation – Julie Vargas Student Research Award

California Association for Applied Behavior Analysis – February 2016

Project: The Role of Intraverbal Naming on the Emergence of Generalized Equivalence Classes

Recipient: Adrienne Jennings

 

The Verbal Behavior Special Interest Group Student Research Grant Award

Applied Behavior Analysis International Conference – May 2015

Project: The Role of Intraverbal Naming on the Emergence of Generalized Equivalence Classes

Recipient: Adrienne Jennings

 

The B.F. Skinner Foundation Research Award

California Association for Applied Behavior Analysis – February 2015

Project: An Evaluation of Successive Matching-to-Sample in Development of Emergent Stimulus Relations

Recipient: Charisse Lantaya

 

The Verbal Behavior Special Interest Group Student Research Grant Award

Applied Behavior Analysis International Conference – May 2014

Project: An Evaluation of Successive Matching-to-Sample in Development of Emergent Stimulus Relations

Recipient: Charisse Lantaya

 

The Verbal Behavior Special Interest Group Student Research Competition Award

Applied Behavior Analysis International Conference – May 2007

Project: Extending the Assessment of Functions of Vocalizations in Children with Limited Verbal Repertoires

Recipient: Danielle LaFrance

 

 

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