Jack Spear

John

Spear

Jack Spear

Department Faculty

  •  
  • Campus:
  • TCS Online
Department
Applied Behavior Analysis
Institution
The Chicago School of Professional Psychology
Office Phone
312-488-6096
Email
Biography

Dr. Jack Spear is an Applied Research Project Instructor/Applied Project Instructor in the ABA Online Department. He has been teaching both at the undergraduate and graduate levels since 2009, and has extensive experience in research methods and statistics and various research areas within basic, applied, and translational behavior analysis. Chief among these areas is academic interventions for college students. Much of this research has been presented at regional and national conferences.

Education History
Degree Institution Year
BA Psychology Eastern CT State University, Willimantic, CT 2007
MA Psychology Queens College/City University of New York, Flushing, NY 2011
MPhil Psychology The Graduate Center/City University of New York, New York, NY 2013
PhD Psychology The Graduate Center/City University of New York, New York, NY 2015
Professional Memberships
Role Organization
Full Member Association for Behavior Analysis International
Areas of Expertise
Area Expertise
Applied Behavior Analysis Academic Skills
Instructional Design
Presentations
Title Location Date
Using Remote Parent Training to Teach Positive Reinforcement San Diego, CA 2018
The Effects of Hear Rate Feedback on Participants' Physical Activity during Treadmill Exercise San Diego, CA 2018
Tools of Choice: Increasing Positive Interactions Overland Park, KS 2018
Combining Differential Reinforcement of Alternative Behavior with Extinction to Reduce Problem Behavior Paris, France 2017
Increasing Physical Activity in Adults with Down Syndrome and Obesity using a Telehealth Fitness Intervention Denver, CO 2017
Statistical Interaction: Interpreting and Writing Descriptions of Complex Graphs San Antonio, TX 2015
Learning to Write without Writing II: A Solution to a Pressing Problem London, UK 2015
Learning to Write without Writing: Effects on Relational and non-Relational Descriptions Chicago, IL 2014
From recognition to expression: writing full descriptions of information portrayed in complex graphs induced by prior conditional discrimination training Merida, Mexico 2013
Prompting Behavior Analysis at Liberal Arts Universities: A Panel Discussion Minneapolis, MN 2013
Conditional discrimination training induces written descriptions of complex information: data Minneapolis, MN 2013
Conditional discrimination training induces written descriptions of complex information: theory Minneapolis, MN 2013
Combined effects of relational type and nodal distance on stimulus relatedness in equivalence classes Flushing, NY 2013
Improving student accuracy and descriptions of graphs using conditional discrimination training London, UK 2013
Use of matrix training to induce joint stimulus control by graph-description correspondences Seattle, WA 2012
Joint stimulus control by graph/description correspondences: induction by matrix training Saratoga Springs, NY 2011
The measurement of joint control by elements of complex graphs and their textual descriptions Amherst, MA 2010
Equivalence class formation using a trace stimulus- pairing paradigm with a response window San Antonio, TX 2010
Attending to all elements of complex stimuli in conditional relations: Describing statistical interactions Phoenix, AZ 2009
Publications
Journals

Arnall, R., Garcia, Y., Griffith, A., & Spear, J. (subm). Stimulus symmetry using non-visual stimuli. Behavioral Interventions, ,

Spear, J., & Fields, L. (2016). Describing interactions after multi-element conditional discrimination training: learning to write without writing. The Psychological Record, 66 , 9-29.

Spear, J., & Fields, L. (2015). Learning to write without writing: writing accurate descriptions of graphs after learning graph-printed text relations. Learning & Behavior, 43 , 354-375.

Fields, L., & Spear, J. (2012). Measuring joint stimulus control by complex graph-description correspondences. The Psychological Record, 62 , 279-294.

Professional Skills
Stimulus Equivalence, Stimulus Control, Concept Formation, Resistance to Extinction