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Mitch Fryling

Mitch Fryling

Affiliate Faculty
  • Professional Faculty
    Applied Behavior Analysis

  • The Chicago School Los Angeles
Department
Applied Behavior Analysis
Address
The Chicago School of Professional Psychology
Office Location
Office Phone
On-campus Ext.
Email
MFryling@thechicagoschool.edu
Website
Biography

Dr. Fryling developed an interest in behavior analysis from the very beginning of his psychology training as an undergrsaduate at Western Michigan University. He went on to earn a Ph.D. in psychology with a specialization in behavior analysis and has since put his education and training to work authoring a number of scholarly articles on the subject, teaching specialized Applied Behavior Anaylsis (ABA) courses, and presenting his work at relevant academic meetings and conferences. Dr. Fryling's primary interests lie in J. R. Kantor's philosophy of interbehaviorism and the scientific system of interbehavioral psychology. His scholarly efforts are centered around disseminating the interbehavioral position, including its implications for growth and development in behavior analysis. Dr. Fryling is also interested in applied research on the assessment and treatment of childhood behavior problems (e.g., food selectivity, non-compliance), and the acquisition of both academic and language skills.

Education
  • B.S., Psychology, Western Michigan University
  • M.A., Psychology, Western Michigan University
  • Ph.D., Psychology, Behavior Analysis, University of Nevada, Reno
Licensure(s)

Board Certified Behavior Analyst - Doctoral

Areas Of Expertise

Select Presentations

  • Fryling, M. J., & Hayes, L. J. (2009). An experimental analysis of remembering. Symposium presentation at the annual meeting of the Association for Behavior Analysis International, Phoenix, AZ.

  • Fryling, M. J., Johnston, C., & Hayes, L. J. (2010). A critical analysis of observational learning. Symposium presentation at the annual meeting of the California Association for Behavior Analysis, Irvine, CA.

  • Hayes, L. J., & Fryling, M. J. (2009). Human memorial conduct. Oral presentation at the Tennessee Association for Behavior Analysis, Nashville, TN.

  • Hayes, L. J., & Fryling, M. J. (2009). The concept of function in the analysis of behavior. Symposium presentation at the annual meeting of the Association for Behavior Analysis International, Phoenix, AZ.

  • Hayes, L.J., & Fryling,M. J. (2010). Reminiscing and remembering. Paper presentation at the Four Corners Association for Behavior Analysis, Park City, UT.

Select Publications

Many of my publications can be found by typing my name in “Google Scholar” or other search engines.

  • Fryling, M. J., & Hayes, L. J. (2009). Psychological events and constructs: An alliance with Smith. The Psychological Record, 59(1), 133-142.
  • Fryling, M. J., & Hayes, L. J. (2010). An interbehavioral analysis of memory. European Journal of Behavior Analysis, 11, 53-68.

  • Hayes, L. J., & Fryling, M. J. (2009). Overcoming the pseudo-problem of privacy in the analysis of behavior. Behavior and Philosophy, 37.

  • Hayes, L. J., & Fryling, M. J. (2009). Toward an interdisciplinary science of culture. The Psychological Record, 59(4), 679-700.

  • Wallace, M. D., & Fryling, M. J. (in press). Self-care. In: Luiselli, J. K. (Ed.) Teaching and behavior support for children and adults with Autism Spectrum Disorders: A "how to" practitioner's guide. New York: Oxford University Press.

Community Involvement

  • Board of Editors: The Analysis of Verbal Behavior  
  • Board of Editors: Behavior and Social Issues 
  • Guest Editor: The Psychological Record 
  • Guest Editor: Journal of Applied Behavior Analysis

Professional Memberships

  • Association for Behavior Analysis International 
  • California Association for Behavior Analysis 
  • Nevada Association for Behavior Analysis 
  • International Association for Interbehavioral Psychologists (founding member)

Q&A

Q: Please describe your teaching philosophy.

A. I aim to design structured courses whereby students contact material often and are provided with frequent feedback regarding their performance.

Q: Please provide a statement or philosophy regarding the practice of psychology.

A. I approach psychology through a behavior analytic standpoint.

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

A. I chose to enter the field of psychology because I was intrigued by the field of behavior analysis. My undergraduate training at Western Michigan University immediately exposed me to the behavior analytic perspective, which made the field of psychology an exciting, outcome- oriented field. There are many things that can be studied, but what could be more interesting than behavior?

Q: What advice would you give to a student entering The Chicago School?

A. Work hard. Ask for feedback often. Think about your goals and develop skills that will allow you to achieve those goals.