Sidney W. Bijou: The Illinois years, 1965–1975

Abstract

is among the founders of behavior analysis, but the record of his contributions is incomplete. It has not systematically described his contributions beyond his tenure at the University of Washington (1948Washington ( -1965. The purpose of this paper is to describe his contributions over the course of the next decade-his years at the University of Illinois (1965Illinois ( -1975. I begin by reviewing his education and training, contributions at Washington, and why he left and moved to Illinois. Then, I describe his Illinois years: his appointments, colleagues, and service; the Child Behavior Laboratory; grant funding and publications; further service, awards, and recognition; and influence on his colleagues, students, classroom teachers and research supervisors, and visiting scholars. Bijou is modest about his contributions at Illinois, but he advanced the field in many ways over the course of the decade, especially the careers of his colleagues and students.

Single-case research designs and the scientist-practitioner ideal in applied psychology.

“…(Skinner, 1953, p. 78) Beginning in the early 1950s, Skinner, assisted by Lindsley, extended research in operant behavior from investigations of animals such as rats and pigeons to that of adult humans, particularly those hospitalized with a diagnosis of schizophrenia (Lindsley & Skinner, 1954;Skinner, 1954). Other researchers, notably Bijou (Kazdin, 1978;Morris, 2008), began to deploy similar procedures to research and assess the behavior of children. As Kazdin (1978) noted, this research had an increasingly applied focus that moved it from basic research to evaluation, and then inexorably toward intervention, using basic techniques such as shaping, reinforcement, and extinction to change symptomatic and problem behavior (Kazdin, 1978).…”

From the laboratory to the field and back again: Morningside Academy's 32 years of improving students' academic performance.

“…She notes that, although much is written about the importance of coaching, there is a dearth of well-controlled research studies that attest to its benefits and that tease out its critical features. To the macrolevel questions that March poses, we could add our own, some of which are at a more micro level, including: At what point in acquisition should coaching move to the teacher's classroom?.What if any advantages might be gained by using a modification of Kogan's (1978) bug-in-the-ear technology to assist with in-classroom coaching similar to Bijou's use of it as reported in Morris (2008)?.How might outcomes management data (viz., Reid, Parsons, Lattimore, Towery, & Reade, 2005), specifically the performance of students in a teacher's classroom, provide additional support for the efficacy of the training and coaching model?.Might more systematic use of a pyramidal or triadic training model (viz., Parsons, Rollyson, & Reid, 2004; Reid, Green, & Parsons, 2003; Reid & Parsons, 2002) be helpful in preparing in-school coaches?.What school-based contingencies support teachers implementing programs with fidelity?…”

“…What if any advantages might be gained by using a modification of Kogan's (1978) bug-in-the-ear technology to assist with in-classroom coaching similar to Bijou's use of it as reported in Morris (2008)?.…”

A Tribute to Sidney W. Bijou, Pioneer in Behavior Analysis and Child Development: Key Works That Have Transformed Behavior Analysis in Practice

“…Three years later, Bijou left the University of Washington and was appointed to Full Professor at the University of Illinois in both the psychology and education departments. He also served as Director of the Child Behavior Laboratory and was the inaugural Editor of the Journal of Experimental Child Psychology, as well as a member of multiple committees devoted to the advancement of behavior analysis and treatment for children with autism (Morris, 2008). While at the University of Illinois, Bijou produced what may be his most powerful work.…”

“…This paper will first describe Bijou's behavior analytic theory of child development and how such theory impacted the education of children with DD. Specific attention will be paid to "Programmed Instruction as an Approach to the Teaching of Reading, Writing, and Arithmetic to Retarded Children" (Bijou, Birnbrauer, Kidder, & Tague, 1966), one of Bijou's most cited research articles (Morris, 2008). The next section will turn to a discussion of Bijou's experimental analysis of the behavior of children and, in particular, his work on children's responding under various schedules of reinforcement and extinction (i.e., "Patterns of Reinforcement and Extinction in Young Children, " Bijou, 1957).…”