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Doctoral training in behavior analysis: Training generalized problem-solving skills.

P N Chase, R G Wylie

The Behavior Analyst

|April 6, 2012

Summary

This summary is machine-generated.

This study outlines a doctoral program in behavior analysis focused on developing generalized problem-solving skills. It emphasizes practical application of behavioral principles across diverse environments for effective behavior analytic strategies.

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Area of Science:

Behavior Analysis
Educational Systems Design

Background:

Designing effective doctoral programs in behavior analysis is crucial for producing competent practitioners.
Existing programs may not adequately prepare students for diverse real-world behavioral challenges.

Purpose of the Study:

To propose guidelines for a doctoral program in behavior analysis.
To ensure graduates can solve problems related to individual behavior in various environments.
To integrate principles of behavior analysis and educational systems design.

Main Methods:

Proposing a general accomplishment for behavior analytic doctoral students: generalized problem-solving.
Recommending training in conceptual and experimental analysis, application, and administration of behavioral programs.
Emphasizing immersive, environment-specific training alongside coursework.
Suggesting an evaluation plan for assessing problem-solving abilities.

Main Results:

A hypothetical graduate program structure is presented as an example.
The proposed training aims to foster generalized problem-solving skills in students.
An evaluation framework is suggested to measure program effectiveness.

Conclusions:

Doctoral training in behavior analysis should prioritize broad problem-solving capabilities.
Immersive practical experience is key to developing generalized behavior analytic skills.
A systematic approach combining educational design and behavior analysis principles can enhance training outcomes.