David Pyles

David Pyles

Department Faculty
  • Department Faculty
    Applied Behavior Analysis
    Associate Professor
  • The Chicago School Los Angeles
Applied Behavior Analysis
The Chicago School of Professional Psychology
617 W 7th St Los Angeles, CA 90017
617 W 7th St
Office Location
Office Phone
On-campus Ext.
Board Certified Behavior Analyst (BCBA) David Pyles, Ph.D., joined The Chicago School faculty in 2004. His areas of interest include chronic mental illness, decision making, staff training and management, and performance management.
  • B.E.S., Psychology (Behavior Analysis) - St. Cloud State University, St. Cloud, MN
  • Ph.D. - Florida State University, Tallahassee, FL
  • Licensed Clinical Psychologist
Areas Of Expertise

Select Presentations

  • Pyles, D. A. (2006). Risk Assessment and Supervision Needs for Sexual and Criminal Offenders with Developmental Disabilities. Paper presented at the 30th Annual Convention for the Association for Behavior Analysis. May, 2006.
  • Pyles, D. A. (1999). Positive behavioral interventions for reducing restraint use. Keynote Address at Positive Approaches for Reducing Restraint Use: A Consensus Conference cosponsored by IL DHS, HCFA, BAI, and AAMR. November 15, 1999.
  • Pyles, D. A. (2002). Decision Making in Complex Cases: A rational alternative to the least restrictive treatment model. Paper presented at the 26th Annual Convention for the Association for Behavior Analysis. May, 2002.
  • Pyles, D. A. M., & Miller, M. L. (1999). The effects of antipsychotic medication reductions on maladaptive behaviors and psychotic signs and symptoms in people with developmental disabilties. Paper presented at the 23rd Annual Convention for the Association for Behavior Analysis. May, 1999.
  • Pyles, D. A. M. (1994). A behavioral diagnostic paradigm for integrating behavior analytic and psychopharmacological interventions for people with a dual diagnosis. Paper presented at the annual conference for the National Association for the Dually Diagnosed: Salt Lake City, UT. December, 1994.

Select Publications

  • Pyles, D. A. M., Muniz, K., Cade, A., & Silva, R. (1997). A behavioral diagnostic paradigm for integrating behavior analytic and psychopharmacological interventions for severe behavior disorders of people with dual diagnosis. Research in Developmental Disabilities, 18, 185-214.
  • Bailey, J. S., & Pyles, D. A. M. (1989). Behavioral diagnostics. Monographs of the American Association on Mental Retardation, 12, 401-409.
  • Pyles, D. A. M., Riordan, M. M., & Bailey, J. S. (1997).The Stereotypy Analysis: An instrument for examining environmental variables associated with differential rates of stereotypic behavior. Research in Developmental Disabilities, 18, 11-38.
  • Richman, G. S., Riordan, M. R., Reiss, M. L., Pyles, D. A. M., & Bailey, J. S. (1988). The effects of self-monitoring and supervisor feedback on staff performance in a residential setting. Journal of Applied Behavior Analysis, 21, 401-409.
  • Pyles, D. A. M., Thomas, D. R., & Miller, M. L. (1998). Illinois Department of Human Services, Division of Behavioral Health and Disabilities, Office of Developmental Disabilities Functional Assessment Protocol. Springfield, IL: Dept. of Human Services.

Community Involvement

  • Treasurer, Behavior Analysis Society of Illinois
  • Board of Editors, The Journal of Behavior Analysis in Health, Sports, Fitness, and Medicine

Professional Memberships


Q: Please describe your teaching philosophy.
A: Set clear objectives, direct all teaching efforts toward achievement of those objectives, do frequent measurement, provide frequent, clear, and behavior-specific feedback.

Q: Please provide a statement or philosophy regarding the practice of psychology.
A: Use scientific method to guide practice: Determine the issue and outcome desired, select 'pinpoints' toward that outcome, develop a measurement system, implement an intervention, measure effects and modify interventions as needed.

Q: Why did you choose to enter the field of psychology?
A: To help people.

Q: What advice would you give to a student entering The Chicago School?
A: Be prepared to work hard. Make sure you can write well. Consider your education as an investment and learn everything you can about your subject matter.