[Faculty Web Page: 1st Behaviorology.Org Edition]
TIBI is a non-profit educational corporation founded in 1997 by professional behaviorologists with the consent of the New York State Education Department to increase opportunities for the public to learn about the science of behaviorology and its applications to areas of human concern.Professor Ledoux serves as a faculty member both of The International Behaviorology Institute (TIBI) and of The State University of New York at Canton
"Behaviorology" is the independent natural science discipline of behavior. By studying the functional relations between behavior and independent variables (for instance, those found in one's species history, one's personal history, one's current situation, and one's cultural setting) behaviorology discovers the natural laws governing behavior. These are then developed as behavior engineering technologies applicable to a wide range of human concerns (such as child care, education, and the world of work).
Known also by the older but somewhat compromised name "behavior analysis," behaviorology is the discipline of strictly naturalistic explanations of behavior. Thus behaviorology should not be confused with disciplines featuring fundamentally mystical explanations of behavior (e.g., psychology, which is a discipline that accepts a fundamentally non-natural agency of behavior origins, as typically represented by the "mind," "psyche," or "self").
In the remainder of this page, you will find brief information on several topics. These relate to the Behaviorology Courses that Dr. Ledoux initiated and teaches, and the Certificates they comprise, plus Contacts/Web Links, Interests, and Professional Life (with the latter including education, experience, and some highlights). Page Contents
Dr. Ledoux ("la-do") teaches a variety of courses, some for SUNY-Canton (which can earn regular academic credit), and some for TIBI (which can earn TIBI credit toward TIBI's various behaviorology certificates). TIBI's credit courses are also offered for free for those not looking for any kind of credit but who instead just want the knowledge. For details on all these courses, and related certificates, use both the link to TIBI's web site (www.behaviorology.org), or the link to SUNY-Canton's web site (www.canton.edu) where you will find other details about the SUNY courses/certificates on his SUNY faculty web page under his name in the faculty directory. (Both links are among the provided links.)
NOTE that the first five (135, 245, 345, 365, and 465) of Dr. Ledoux's eight SUNY courses were approved by his department as natural science of behavior courses in the discipline of behaviorology with the "BEHG" (behaviorology) designator (e.g., BEHG-135). However, to acknowledge the relevance of these courses to human concerns, and to simplify fair transfer of credit to other institutions for the student's benefit, initial college approval for these courses involved using the "SSCI" (social science) designator instead. The next three courses were proposed and approved simply with the SSCI designator. As part of ongoing program development, all these courses plus eight more courses may be given a different designator.Here are the first eight SUNY behaviorology courses that Dr. Ledoux teaches:
SSCI 135: Parenting Knowledge and Skills
This course provides college students of all ages with the scientific contributions of behaviorology that can instill or enhance their knowledge and skills regarding caring for children in effective, noncoercive, positive, proactive, and loving ways. (No prerequisite.)
SSCI 245: Introduction to the Science & Technology of Behavior
This course provides students with a solid grounding in the various components of the behaviorology discipline. The areas covered include fundamental principles, basic experimental research methods, elementary techniques of behavior/environment engineering, historical and philosophical perspectives, and trends. (No prerequisite.)
SSCI 345: Applied Science & Technology of Behavior
This course provides students with general applications of the principles of behaviorology through the technologies of behavior/environment engineering. The main focus is on a wide range of problem prevention and intervention techniques in a range of everyday settings. Other areas covered include the value of design, over accident or chance, in the management of individual behavior and cultural practices, as well as ethical considerations in solving behavior problems. (Prerequisite: SSCI 245.)
SSCI 365: Behavior Engineering: Rehabilitation
This course provides students with the application of behaviorological considerations to help improve human interactions and success rates in institutional rehabilitation settings such as hospitals and prisons. A major focus is on the use of more effective science-based practices to replace the unscientific emphasis on using coercive practices in these settings. Both adult and youth clients or offenders are covered. (Prerequisite: SSCI 245 or JUST 105.)
SSCI 375: Basic Autism ABA Methods
This course provides students with the behavior engineering practices and skills valued in effective interventions for children from autism. Topics include (a) training curricula, programs, and data sheets in home-based and center-based programs, (b) the skills to be taught to children with autism, (c) the behavior engineering practices and skills needed to teach autistic children effectively, (d) the different roles of professionals and para?professionals involved in autism intervention efforts, (e) the organizational and legal supports available to autistic children and their families, (f) the roles of different autism treatment team members, and (g) the organizational and legal interactions between families with autistic children and their local schools. (Prerequisite: SSCI 245.)
SSCI 380: Introduction to Verbal Behavior Analysis and Applications
This course provides students with (a) the behaviorological analysis of verbal behavior/language, (b) the historical context in which verbal behavior analysis arose, and (c) some applications of verbal behavior analysis especially as it is applied to enhance the acquisition of verbal behavior/language, by foreign language learners or by students with developmental disabilities. Covered analysis topics include (a) differentiating verbal and non-verbal behavior, (b) the verbal community, (c) mediated reinforcement, (d) the basic verbal behaviors called mands, tacts, intraverbals, codics, and duplics, (e) various extensions of these elementary verbal operants, (f) the most common variables of which verbal operants are a function, (g) some of the ways these variables combine in the multiple control of complex verbal behaviors, (h) response products, (i) point-to-point correspondence, (j) formal similarity, (k) thematic and formal controls over verbal behavior, and (l) the ways the verbal community teaches speakers verbal responses to their private experiences. (Prerequisite: SSCI 245 and 30 credit hours.)
SSCI 455: Performance Management & Preventing Workplace Violence
This course provides students with three levels of application of behaviorological considerations appropriate to preventing workplace violence especially through the proactive practices of "performance management." The most general level examines the role punishment and coercion play in prompting violence of all types throughout society, from interpersonal and family relations, through educational and workplace situations, to international and cultural relations. The middle (and most significant) level focuses on the use of effective behaviorological practices for performance management in the full range of workplace settings. These replace the unscientific emphasis on coercive management practices thereby preventing the violence such practices may themselves induce. The most specific level focuses on the various recommended policies and procedures for deterring the actual occurrence of workplace violence. (Prerequisite: SSCI 245 or BSAD 310 or BSAD 340 or PSYC 360.)
SSCI 465: Classroom Management & Preventing School Violence
This course provides students with three levels of application of behaviorological considerations appropriate to preventing school violence especially through positive, non coercive, proactive classroom management practices and skills. The most general level examines the role punishment and coercion play in prompting violence of all types throughout society, from interpersonal and family relations, through educational and workplace situations, to international and cultural relations. The middle (and most significant) level focuses on a shift from "discipline" to "management" by using effective behaviorological practices for classroom management. These replace the unscientific emphasis on coercive classroom “discipline” practices thereby preventing the violence such practices may themselves induce. The most specific level focuses on the various recommended policies and procedures for deterring the actual occurrence of school violence in situations where violence has become likely. (Prerequisite: SSCI 245 or EDUC 210.)
Here is how these courses work when offered asynchronously
These courses are called “asynchronous” rather than “online” because, while you work on your own at home at times that fit your personal schedule, you may only need a computer to find, read, and print out some pre-course announcements and the course syllabus for each course. That is, rather than work like a series of engagements that require scheduled time online, these courses work more like sophisticated correspondence courses using methods whose success has been continuously demonstrated over the last several decades and around the world (and you may start early—call the professor for details).
Each course syllabus contains all the information you need to work your way completely and successfully through the course. This includes: (a) what texts and other materials you need to obtain, and how to do so, (b) how grades are computed, and earned, (c) what the course assignments are, and how to complete and submit them, (d) what order you should complete the assignments in, and (e) what minimum schedule you should follow for submitting the assignments (although you certainly can work faster than the schedule in the syllabus). Most assignments concern reading sections of the text and writing out, and sending in, the answers to a set of study questions over each assigned section. Completing the series of assignments within the specified time frame completes the course.
SUNY-Canton Local Certificates of Accomplishment in Effective Autism InterventionAs a result of a grant that SUNY-Canton received from the State Education Department (Office of Vocational and Educational Services to Individuals with Disabilities: VESID), SUNY-Canton now offers two faculty-approved Local Certificates of Accomplishment in Effective Autism Intervention. One certificate is designed especially for educators, and the other is designed especially for paraprofessionals and parents.
These certificates were designed in consultation with an Advisory Board comprised of parents, professionals, and educators, from agencies, institutions, and organizations involved in working with autistic and other needy children and their families. Some of the courses comprising the certificates were designed explicitly to meet some in-service needs of teachers. All were designed to be consistent with the recommendations of the New York State Health Department’s Early Intervention Clinical Practice Guidelines on Autism / Pervasive Developmental Disorders.
In the courses that earn these certificates, you study and learn the basic knowledge and skills, the science and applications, most relevant to working with young children with autism and related needs. You can help them gradually improve in many areas!
The two certificates involve these five courses:
SSCI 135: Parenting Knowledge and Skills
SSCI 245: Introduction to the Science and Technology of Behavior
SSCI 345: Applied Science and Technology of Behavior
SSCI 375: Effective Autism ABA Methods
SSCI 465: Classroom Management and Preventing School ViolenceThe completion of the first four courses earns the Certificate for Parents and Paraprofessionals. The completion of the last four courses earns the Certificate for Educators. You may earn both certificates by completing all five courses.
Agency and school employers are currently looking for people with the knowledge and skills learned through earning these certificates.
(Efforts are underway to develop a curriculum in which students can earn a Bachelor of Science degree in the principles and practices of behaviorology; contact Dr. Ledoux for details.)
TIBI Behavior Literacy Certificate and TIBI Certificate in Effective Autism Intervention
TIBI has accepted certain SUNY-Canton courses as equivalent to its own courses such that it will grant its Behavior Literacy Certificateto students meeting its passing criteria for these three courses:
SSCI 135: Parenting Knowledge and Skills
SSCI 245: Introduction to the Science and Technology of Behavior
SSCI 345: Applied Science and Technology of BehaviorAlso, TIBI will grant its own Certificate in Effective Autism Intervention (for Parents, Paraprofessionals, and Educators) to students who both earn the Behavior Literacy Certificate and meet its passing criteria for these two courses:
SSCI 375: Basic Autism ABA Methods
SSCI 465: Classroom Management and Preventing School Violence
[If something does not work directly, then copy it into your email program or browser; it should then work.]
PHONE Dr. Ledoux (his preferred, and virus-free, contact method) at: 315-386-7423.
E-mail Dr. Ledoux at: ledoux@canton.edu
See TIBI's options at: www.behaviorology.org
This is the web site of TIBI, The International Behaviorology Institute.Find parenting fun at: www.parentrx.com
This is Dr. Glenn Latham's web site for helping parents, and also teachers.Find more education enhancements at: www.education-consumers.com
This is the web site of the Education Consumers Clearing House.Find some resources at: www.loshorcones.org.mx
This is the web site of the Los Horcones Community.Find some more resources at: www.bfskinner.org
This is the web site of the B.F. Skinner Foundation.Find even more resources at: www.behavior.org
This is the web site of the Cambridge Center for Behavioral Studies.Merge astronomy & geology at: www.meteorites.com
(Why meteorites? See "Other Interests," below.)Or, go to the SUNY-CTC web site: www.canton.edu
Dr. Ledoux says a list of outside interests might be too long to include here. However, at the top of such a list would be astronomy (i.e., star gazing) and geology (both terrestrial and planetary).
Education
Here is Dr. Ledoux's educational background:BA in psychology, and behavior analysis (an older term for behaviorology), from California State University at Sacramento (CSUS) in 1972;
MA in applied behavior analysis from CSUS in 1973;
Ph.D. in the experimental analysis of behavior from Western Michigan University in 1982 (after several years of teaching in other countries);
DLBC (Doctoral Level Behaviorology Certificate) from The International Behaviorology Institute in 1998.
Experience
Dr. Ledoux began teaching in 1972. For four years (1975-1979) he taught in Australia both at the University of Queensland and at the Gippsland Institute of Advanced Education. Also, he taught in the Peoples Republic of China at Xi'an Jiaotong University in 1979. Then, after completing doctoral studies, he began teaching at SUNY Canton in 1982. (Later, in 1990-1991, he taught again in China, this time at the Xi'an Foreign Languages University.) He received tenure in September 1986, and was promoted to full professor in January 1997. And he still occasionally teaches courses in China, this time asynchronously, through SUNY-Canton.At various times, Dr. Ledoux has taught courses in English, psychology, education, and behaviorology. He has taught the latter at all levels from high school through graduate school.
Other Highlights
Over the years Dr. Ledoux has prepared, and continues to prepare, numerous publications and presentations. He remains involved in many ways in professional work. Here are some highlights:In 1988-1991, Dr. Ledoux served a three-year term as the first elected president of The International Behaviorology Association.
In 1997, Dr. Ledoux's book Origins and Components of Behaviorology was published. An expanded edition, Origins and Components of Behaviorology--Second Edition (ISBN 1-882508-08-4 ) was published in 2002 and reprinted (ISBN 978-1-882508-08-2) in 2007. Another book published in 1997 was the book he coauthored with his spouse, Dr. Nelly M. Case (of the Crane School of Music at SUNY-Potsdam). That book, The Panda and Monkey King Christmas - A Family's Year in China (ISBN 1-882508-10-6) was about the year they spent teaching in China with their son who was then five-years-old. Also, he has published six books of study questions since 1999, and other books are in progress. (For more information on Dr. Ledoux's books, visit www.behaviorology.org and see the "Behaviorology Books" section.]
Currently, Dr. Ledoux continues to serve both as a SUNY-CTC faculty member and as an officer and faculty member of TIBI. He accepted appointment in 2001 as Editor of Behaviorology Today (ISSN 1536-6669), a magazine published by TIBI. He resides in Canton with his spouse and two children.