WHY I AM A RADICAL BEHAVIORIST, Page 7

Part III
Scientific evidence
   As a psychologist and enthusiastic Applied Behavior Analyst (ABA), I take pride and comfort
in my reliance on extrapolation from root experiments, to simple humane treatment principles. (30)
Returning to 1984 and professional eye-openers:
scientists, behavior analysts, were puzzling ‘What is behavior?’ as though Skinner’s definition (footnote 6) were no longer viable. My graphs told me otherwise, and they still beg for professional appraisal.
With regard to Dr. Hineline’s question‎: yes, my graphs do keep aversive control
(shock/punishment/intimidation) separate from the social reinforcement domain.
On the other hand, derived curves of responding during standstill reflect the effects of combined
positive and negative stimuli. Though I envisioned such tight control - so many dos and don’ts in
rapid succession - the record appeared coercive, too demanding, possibly causing anxiety or
resentment. (31) To regain widespread respect for applications, behaviorists could accentuate
their root science as the source of their knowledge and thus, protect their professional reputation.
The laws of reinforcement came to light in settings where animals serve as subjects.
(32). This analysis could be revived in expanded laboratories, within a system that is in tandem with empirical, humanitarian, objectives.
Show the laws in a lab … prove them, in the world!
Science implies … technologies infer … generalize … explore causal predictions.
ABA is one treatment approach with a solid, fundamental background of research.
In the words of D. C. Palmer (2010):
“Most of the conceptual tools of the modern behavior analyst were  forged in the animal
laboratories of the 1930s and their continued relevance shows how well they were made.”.

The future of behavior analysis
In 2008, Dr. W. L. Heward expressed his concern over ‘dwindling resources for laboratories and training future scientists in the experimental analysis of behavior.’ (TEAB); also, he deplored the isolation of applied behavior analysis (ABA) in education.
Yet in the Education Conference section, TEAB is not cited as the database underlying ABA.
I fear we are blurring the relationship between elementary science, and applications that have already brought relief to many thousands. ‎
To my mind, programs for reinforcement established in animal research, have more compelling
implications for teaching and learning, than any other pedagogical philosophy.(33)
Nature films, with ‘zooming-in’ photography, are deservedly popular and have revealed interactive commonalities among, and between, species.
Today, many people empathize with animals, particularly mammals: cats, dogs, apes, horses, dolphins; and vertebrates: birds, penguins … and many more.
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(30) Were causes for human error explained - less derision - the whole world might accept the corrections. We could derive satisfaction from the treatment principles that enhance health and happiness. Anyway, if they are able, most folks like helping others - including strangers - and resolve differences for the general welfare.

(31) A lesson that led to a ‘hushed tone technique’ for closer listening and more prolonged eye contact. I am reminded of

 “A poor life this if, full of care we have no time to stand and stare.” LEISURE, a poem by W.H. Davies

(32) Unfortunately, some non-behaviorists - though highly critical of ‘conditioning’ - recommend ‘reinforcement’, without a thought for those who brought this law to the fore. Apart from not giving credit where credit is due, such silence misleads the public.

Willful misrepresentation of behavior-analysis is not unheard of either. 

(33) In Skinner’s words: “In a sense the search for a non-punitive society is nothing more than the traditional search for happiness. The experimental analysis of behavior helps in that search by identifying the essential conditions of happiness.”
See: http://www.bfskinner.org/BFSkinner/Articles_files/non-punitive_society.pdf