Stephen F. Ledoux, Ph.D.

[Faculty Web Page: 2nd Behaviorology.Org Edition]
 

Professor Ledoux serves as a faculty member both of The International Behaviorology Institute (TIBI)  and of The State University of New York at Canton

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.

"Behaviorology" is the independent natural science discipline of behavior. By studying the functional relations between behavior and independent variables (for instance, those found in species and personal history, the current situation, and the 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-agent").

Page Contents

The remainder of this page provides information on several topics. These relate to Behaviorology Courses that Dr. Ledoux initiated, and the Programs and Certificates they comprise, plus Contacts/Web Links, Interests, and Professional Life (with the latter including education, experience, and some highlights).

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 the links on TIBI's web site. Other details may be available on SUNY-Canton's web site (www.canton.edu).

NOTE that the first five (numbered 135, 245, 345, 365, and 465) of Dr. Ledoux's SUNY courses were approved by his department as explicit 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 (375, 380, and 455) were proposed and approved simply with the SSCI designator.

As part of ongoing Bachelor-level and graduate program development, all these and many more behaviorology courses now use either the designator "ABAP" (for "Applied Behavior Analysis Professional") or the"BEHG" (behaviorology) designator.

While SUNY-Canton offers a Bachelor of Science program concentration in "Applied Behavior Analysis" using these courses, here they will be shown using a proper behaviorology designator: BEHG.

Here are the appoved SUNY behaviorology courses (each earning three semester hours credit):
 

BEHG 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.)
 

BEHG 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.) [This course is the basic prerequisite for other behaviorology courses.]
 

BEHG 310: Companion Animal Behavior Training

This course introduces the contributions of the natural science of behavior to the area of animal behavior training. Students will (a) learn the successful, non?coercive animal training practices, derived from the principles of behaviorology, that are used by professional animal trainers around the world, and (b) learn how to teach the owners of companion animals how to train their pets. After reviewing basic principles and the signi?cance of species differences, relevant practices are differentially applied to the pro?active, non?coercive, positive, and effective behavior training of four representative companion animal species: (a) cats, (b) dogs, (c) birds, and (d) horses. The generic application of these non?coercive practices to training other species also receives attention. (Prerequisite: BEHG 245.)
 

BEHG 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: BEHG 245.)
 

BEHG 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: BEHG 245 or ...)
 

BEHG 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: BEHG 245.)
 

BEHG 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: BEHG 245 and ...)
 

BEHG 385: Advanced Science & Technology of Behavior I

This ?rst course of a two course sequence covers in detail the basic variables of which the behavior of humans and other animals is a function, as discovered from the natural science perspective and with the emphasis on increasingly complex human behavior. Included is not only the wide range of pertinent and accessible environment?behavior functional relations, but also the naturalistic philosophical foundations of the behaviorology (science and technology of behavior) discipline as well as the research methodology involved in discovering the independent variables in these relations and engineering them into sophisticated applications and interventions beneficial to humanity. Course topics include (a) classifying behavior, (b) avoiding explanatory ?ctions and analytical fallacies, (c) experimentally manipulating independent variables of behavior, (d) measuring, recording, graphing, and interpreting behavior?related data, and (e) turning the experimentation?based prediction and control of behavior into bene?cial engineering practices emphasizing postcedent processes. (Prerequisite: BEHG 345.)
 

BEHG 400: Seminar in Applied Behavior Analysis

In these courses (ABAP 400 and its co?requisite ABAP 401—Practicum in ABA), the student studies the current disciplinary applied research literature containing relevant interventions while engaging in supervised practicum hours applying the relevant behaviorological disciplinary principles and practices to interventions with clients in the practicum setting. (Prerequisite: BEHG 345. Corequisite: BEHG 401)
 

BEHG 401: Practicum in Applied Behavior Analysis

In these courses (ABAP 401 and its co?requisite ABAP 400—Seminar in ABA), the student studies the current disciplinary applied research literature containing relevant interventions while engaging in supervised practicum hours applying the relevant behaviorological disciplinary principles and practices to interventions with clients in the practicum setting. (Prerequisite: BEHG 345. Corequisite: BEHG 400)
 

BEHG 415: Behaviorological Thanatology and Dignified Dying

This course examines the application of the natural science and technology of behavior to the question of how we can improve end?of?life interactions between the dying and society, between the terminally ill and their survivors, between ourselves and our loved ones at those difficult times. The course first covers the scienti?c understanding of coercion and punishment as these inform many past and current social practices in such situations. The course then considers a range of scienti?cally grounded alternative, proactive practices capable of increasing and maintaining the human dignity of all parties in these circumstances. The historical context, and social contingencies affecting new practices, are included in the consideration of how to move from old to new practices. (Prerequisite: BEHG 245 or …)
 

BEHG 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: BEHG 245 or ...)
 

BEHG 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: BEHG 245 or ...)
 

BEHG 485: Advanced Science & Technology of Behavior II

This second course of a two course sequence covers in detail more of the basic variables of which the behavior of humans and other animals is a function, as discovered from the natural science perspective and with the emphasis on increasingly complex human behavior. Included is not only the wide range of pertinent and accessible environment?behavior functional relations, but also the naturalistic philosophical foundations of the behaviorology discipline as well as the research methodology involved in discovering the independent variables in these relations and engineering them into sophisticated applications and interventions beneficial to humanity. Course topics include (a) multi?term contingencies, (b) function?altering stimuli, (c) stimulus equivalences, (d) reinforcement schedules plus adjunctive behavior, (e) aversive controls plus more effective alternatives, (f) applied behavior research plus behavioral objectives, (g) gradual change in both stimuli (fading) and responses (shaping), (h) some complex cases (including attitudes, values, rights, ethics, morals, and beliefs), and (i) verbal behavior. A preview of the more complex disciplinary topics of consciousness, personhood, life, culture, reality, and intellectual evolution (biological and cultural) is also part of this course. (Prerequisite: BEHG 385.)
 
 

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.

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 earned and computed, (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 can start early and 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 properly completes the course.
 

 
SUNY-Canton Local Certificates of Accomplishment in Effective Autism Intervention

As 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:

 BEHG 135: Parenting Knowledge and Skills
 BEHG 245: Introduction to the Science and Technology of Behavior
 BEHG 345: Applied Science and Technology of Behavior
 BEHG 375: Effective Autism ABA Methods
 BEHG 465: Classroom Management and Preventing School Violence

The 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.
 

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 Certificate to students meeting TIBI's passing criteria for these three SUNY courses:

 BEHG 135: Parenting Knowledge and Skills
 BEHG 245: Introduction to the Science and Technology of Behavior
 BEHG 345: Applied Science and Technology of Behavior

Also, 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 TIBI's passing criteria for these two SUNY  courses:

 BEHG 375: Basic Autism ABA Methods
 BEHG 465: Classroom Management and Preventing School Violence

Other TIBI Certificates may be possible. Contact TIBI or Dr. Ledoux.
 

[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. (Their online bookstore has titles that may be impossible to obtain elsewhere.)

Merge astronomy & geology at:      www.meteorites.com
(Why meteorites? See "Other Interests," below.)

Or, go to the SUNY-Canton 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.

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 standard 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.)

After Dr. Lawrence Fraley spent nearly 30 years writing the book General Behaviorology: The Natural Science of Human Behavior, Dr. Ledoux spent nearly three years editing it. Then it was published in mid-2008. (The "Book Announcement" on the opening page of www.behaviorology.org contains more invormation and links on this book.)

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 NY with his family.