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Individual differences |
Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology |
Ogden Lindsley was an American psychologist best known for developing Precision Teaching and Celeration Charting.
- At Harvard University he studied Psychology under B.F. Skinner earning his Ph.D. in 1957. In 1953, O. R. Lindsley started the Behavior Research Laboratory at Harvard Medical School (Massachusetts Mental Health Center). There he analyzed the behavior of persons with schizophrenia. This was first human operant laboratory. He invented the term "behavior therapy." At that time, O. R. Lindsley was Director of the Behavior Research Laboratory from 1956 to 1961, he was a Research Associate in Psychiatry atHarvard Medical School. From 1961 to 1965, he was an Associate in Psychology. In 1962, Lindsley was awarded Hofheimer Research Prize by the American Psychiatric Association.
- In 1965, Lindsley gave up the laboratory and moved into special education teacher training at the University of Kansas. From 1965 to 1971, he was Director of Educational Research in the Medical Center and a Research Associate in the Bureau of Child Research. In 1971 he was appointed a professor in education at the University of Kansas until he retired in 1990, becoming an active Emeritus professor until is death.
Main areas of interestEdit
Editorial board/consulting editorEdit
- Lindsley, O. R. (1990a). Our aims, discoveries, failures, and problem. Journal of Precision Teaching, 7, 7-17.
- Lindsley, O. R. (1990b). Precision teaching: By teachers for children. Teaching Exceptional Children, 22(3), 10-15.
- Lindsley, O. R. (1991). Precision teaching’s unique legacy from B. F. Skinner. Journal of Behavioral Education, 1, 253-266.
- Lindsley, O. R. (1992a). Precision teaching: Discoveries and effects. Journal of Applied Behavior Analysis, 25, 51-57.
- Lindsley, O. R. (1992b). Why aren’t effective teaching tools widely adopted? Journal of Applied Behavior Analysis, 25, 21-26.
- Lindsley, O. R. (1995). Ten products of fluency. Journal of Precision Teaching, 13(1), 2-11.