John Eshleman

John Eshleman

Department Faculty
  • Program Faculty
    Applied Behavior Analysis
    Assistant Professor

  • The Chicago School Chicago
Applied Behavior Analysis
The Chicago School of Professional Psychology
Office Location
Office Phone
On-campus Ext.

John Eshleman was born in Willows, California way back on 28 October 1955. He's lived in various States as well as in Victoria, British Columbia, Canada (for a couple of years back in the latter 1960s). He went to Liberty High School in Liberty Township, Ohio (which is adjacent to Youngstown, Ohio), and then attended and graduated from Youngstown State University (YSU) in 1977. At YSU he majored in Psychology, and Dr. Steve Graf was his advisor and mentor (a life-long mentor, too, let it be added). John graduated with an EdD in Educational Psychology from West Virginia University in 1988, with a doctoral dissertation on celeration-based instruction. (Celeration is a basic measure of the change to rate of response over time.)Since then John has held various jobs and positions in both business and academic environments. As of 1 July 2007 John has had a full-time faculty position in the Department of Applied Behavior Analysis at the Chicago campus of The Chicago School of Professional Psychology.

  • B.A., Psychology, Youngstown State University, 1977
  • M.Ed., Guidance and Counseling, Youngstown State University, 1979
  • Ed.D., Educational Psychology, West Virginia University, 1988
  • Board Certified Behavior Analyst - Doctorate (BCBA-D)
Areas Of Expertise

Professional Memberships

  • Association for Behavior Analysis, International (ABAI) -- Member since 1977
  • Various state and regional branches of ABAI since the mid-1980s, including TxABA, SEABA, BASIL, CABA, CalABA, MoABA, and MABA

Has done private consulting


Q: Please describe your teaching philosophy.

A. Building fluency for long-term retention, endurance and application. My teaching philosophy is one of being data-based and making data-based instructional decisions as much as possible (what I refer to as "Care enough to chart."). My teaching philosophy recognizes the basic principle of "the learner knows best," which means a learner is largely responding the way they are due to a combination of whatever contingencies of reinforcement are currently in effect and the learner's prior history of reinforcement. My philosophy is very pragmatic: if there is a problem, let's figure out how to solve it, rather than focus on assigning blame. I am also very parsimonious: to explain behavior, look at the environment first, rather than hypothesize internal causal states. And, to "accentuate the positive" -- focus on the positive before, and to the extent possible, instead of focusing on the negative. 

Q: Please describe your philosophy regarding the practice of psychology.

A. Behavior analytic, and subscribing to the basic precepts of applied behavior analysis and radical behaviorism. Basically, this largely boils down to being pragmatic. 

Q: Why did you choose to enter the field of psychology?

A. To make a positive, very real, difference toward improving people's lives.