Fawna Stockwell has been a part of The Chicago School’s Applied Behavior Analysis program since 2008, first as a master’s and PhD student and adjunct faculty member, and now as an Assistant Professor since 2011. She teaches courses including Observation and Measurement, Research Methods, Diversity in Clinical Psychology, Relational Frame Theory, Professional Development, and Advanced Research Project. As an instructor, Fawna incorporates behavior-based instructional techniques and data-based decision making in her courses, and she has conducted research and applied projects on the topics of human sexuality and gender, ethical considerations for clinicians encountering sexual behavior issues, and effective instructional techniques for adult learners.

• PhD, Applied Behavior Analysis, The Chicago School of Professional Psychology, Chicago, IL
• MA, Clinical Psychology – Applied Behavior Analysis Specialization, The Chicago School of Professional Psychology, Chicago, IL
• BSW, Social Work, University of Missouri-Columbia, Columbia, MO

• Board Certified Behavior Analyst – Doctorate (BCBA-D)

Select Presentations

• Stockwell, F., Sturtz, A., & Valentino, D. (2012, May). An exploratory comparison of sexual behavior frequencies of female sex workers and non-sex workers. Poster presented at the Alternative Sexualities Conference, Chicago, IL  
• Mahlmeister, L., Merbitz, C., & Stockwell, F. (2012, May). Prevalence, prevention, and treatment of sexual abuse in the developmentally disabled population. In F. M. J. Stockwell (Chair), The Behavior Analyst’s Role in Changing Sexual Behavior: A STEP SIG Symposium. Symposium conducted at the Association for Behavior Analysis International conference, Seattle, WA  
• Bologna, L., Gamba, J., Stockwell, F., & Newman, B. (2012, May). Sex Therapy and Educational Programming (STEP) Special Interest Group: Promoting responsible treatment of sexual behavior. In F. M. J. Stockwell (Chair), The Behavior Analyst’s Role in Changing Sexual Behavior: A STEP SIG Symposium. Symposium conducted at the Association for Behavior Analysis International conference, Seattle, WA 
• Stockwell, F. (2011, December). The effects of “go fast” and “go slow” practice instructions on skill retention, stability, application, and derived relational responding in adult learners. In J. Eshleman (Chair) Symposium conducted at the International Precision Teaching conference, Reno, NV  
• Stockwell, F., Mahlmeister, L., Underman, K., & Newman, B. (2011, May). A content analysis of fetish-based online videos. In F. M. J. Stockwell (Chair), Human sexuality as behavior-analytic subject matter: Symposium by the Sex Therapy and Educational Programming Special Interest Group (STEP SIG). Symposium conducted at the Association for Behavior Analysis International conference, Denver, CO 
• Sturtz, A., & Stockwell, F. (2010, May). Use of erotic stimuli and its relation to orgasm frequency and intimate relationship satisfaction. In F. M. Stockwell (Chair), Expanding the field of behavior analysis to address human sexuality: (STEP SIG). Symposium conducted at the Association for Behavior Analysis International conference, San Antonio, TX 
• Stockwell, F., Walker, D., & Hopkins, L. (2010, March). Do sexual attitudes influence interviewer behavior? The relationship between implicit attitudes, explicit attitudes, and overt interviewing behaviors toward BDSM. Presentation at the first annual IRAP conference, National University of Ireland, Maynooth 
• Stockwell, F., & Moran, D. J. (2009, May). A Relational Frame Theory account of the emergence and maintenance of rape fantasies. In C. Drake (Chair), ACT and RFT: New Directions in Clinical and Educational Work. Symposium presentation at the Association for Behavior Analysis International conference, Phoenix, AZ 
• Stockwell, F. (2008, June). Under-discussed topics in Applied Behavior Analysis: Human sexual behavior –What’s normal and why should it matter to us? In D. Walker (Chair), Under-Addressed Issues in Behavior Analysis: Diversity, Sexuality, Gerontology, and Response Amplitude. Symposium presentation at the Association for Behavior Analysis International conference, Chicago, IL 
• Stockwell, F. (2008, June). Measures of implicit and explicit attitudes toward sexual terms using the IRAP and questionnaire in BDSM and student participants. In B. Newman (Chair), Sex! Behavior and Relationships from an Applied Behavior Analytic Perspective. Symposium presentation at the Association for Behavior Analysis, International conference, Chicago, IL

Select Publications

• Stockwell, F., & Moran, D. J. (in press). A Relational Frame Theory account of the emergence of sexual fantasies. Journal of Sex and Marital Therapy. 
• Stockwell, F., Walker, D., & Eshleman, J. (2010). Measures of implicit and explicit attitudes toward sexual terms using the IRAP and questionnaire in BDSM and student participants. The Psychological Record, 60, 307-324.  
• Stockwell, F., & Eshleman, J. (2010). The use of SAFMEDS to promote fluency with terms from Skinner’s Verbal Behavior. Journal of Precision Teaching and Celeration, 26, 33-40.

Professional Memberships

• President, Sex Therapy & Educational Programming Special Interest Group of the Association for Behavior Analysis International (STEP SIG ABAI) 
• Association for Behavior Analysis International (ABAI) 
• Community-Academic Consortium for Research on Alternative Sexualities (CARAS) 
• Association for Contextual Behavioral Sciences (ACBS) 
• Standard Celeration Society (SCS) 
• Mid-American Association for Behavior Analysis (MABA)

Q&A

Q: Please describe your teaching philosophy.

A. B. F. Skinner took the stance that “The learner is always right.” This attitude is fundamental to everything I do as an instructor. As much as possible, my courses are tailored to student repertoires and values and don’t reflect a “one size fits all” approach. I closely and frequently monitor the performance of each individual student to gauge whether a certain concept has been mastered or more instruction is needed – the student’s performance “tells” me whether my course design is working as it should, or if it needs to be adjusted to ensure that students truly master the course material. My instructional approach involves setting clear expectations and using empirically validated instructional practices, such as allowing “recycling” of assignments based on Personalized System of Instruction, Precision Teaching techniques, and opportunities for high rates of active student responding during class meetings.