The Beth Sulzer-Azaroff Award for Distinguished Teaching

Author: Jillian Wilson, PsyD, BCBA-D, LABA

Currently the Dean of the Institute for Applied Behavioral Science and Director of the Ph.D. program in Applied Behavior Analysis at Endicott College, Dr. Mary Jane Weiss has spent nearly her entire career working with students in academia. With 13 years at Endicott and 16 years prior at Rutgers University under her belt, she has dedicated herself to teaching and mentoring students. These decades of experience have been marked by a commitment to education and a passion for fostering excellence in the field of applied behavior analysis.

At this year's annual BABAT conference, Dr. Weiss was honored as the 2024 recipient of the Beth Sulzer-Azaroff Award for Distinguished Teaching, a recognition that celebrates her exceptional contributions to the teaching and dissemination of behavior analysis. Her work has had a profound impact on students, colleagues, and the broader community of applied behavior analysis practitioners and researchers.

In the following interview, Dr. Weiss shares insights into her journey, her teaching philosophy, and the lessons she has learned throughout her distinguished career. Her passion for advancing the field and her dedication to mentoring the next generation of behavior analysts are truly inspiring. Spend some time learning more about Dr. Weiss and her remarkable contributions to our field.

What inspired you to pursue a career in behavior analysis? What advice would you give to students considering a career in behavior analysis?

“I was inspired in college, at a practicum site that served children with ADHD and their families. The program used a behavioral approach, and I was absolutely amazed at the changes that occurred for these young people and for their families. I saw how individuals could be empowered to change their experiences in the world, and how parents could change the whole nature of their family life with small adjustments in the environment and with attention to contingencies. I saw the good that could come from helping individuals to change their lives in ways that were important and essential to them. I saw how quality of life could improve with behavioral intervention. 

In terms of advice, I urge students of behavior analysis to embrace the field on every level. I believe it is essential to learn about the history, philosophy, and evolution of the field, as well as about the recent emphases and movements within the field. There is so much to be learned from a deep and broad understanding of the science. Additionally, I would urge students to value collaboration, to learn from and with members of allied disciplines, and to seek opportunities that expose you to interprofessional collaboration. 

Also, I would urge students to stay current with the field as it evolves. I often tell my students that everything I learned in graduate school (beginning in 1984) is now either antiquated or unethical. And this is not an exaggeration. In fact, it is as it should be. I truly hope that in 40 years, today’s students will say the same about what they are learning today. That will mean that the field has done what it is supposed to do: evolve, change, improve.”

Can you share a pivotal moment in your career that significantly influenced your teaching philosophy?

“I think that my greatest moment of illumination came when I began to teach online. The Endicott College program has always been primarily online; I always say we were doing online instruction before it was cool OR necessary….  I found some things that I really appreciated about online instruction. I found that it reduced access barriers for students. Individuals who worked evenings or cared for young children were still able to pursue their education. Individuals living in parts of the world that did not have local programs could still begin their studies. Many of our students were people who had previously concluded that the option of an advanced degree had passed them by; I found it exciting to open the opportunity to students in different locations, circumstances, and stages of life. 

I also found that the online forum could create more opportunities for broader conversations; instead of having a few vocal students and many silent students, the course could be created to ensure that all students participated. Mostly, it reinforced my understanding of the importance of instructional design. Indeed, the effectiveness of instruction is determined by the methods used, not by the format. You can have excellent or poor instruction online, and you can have excellent and poor instruction face-to-face. I believe it is our job as instructors to design tasks and content that help students master material in engaging and meaningful ways. Working across instructional formats has made that obligation very clear to me and has underscored the importance of instructional design and the use of effective methods of instruction.”

How do you see the role of technology evolving in behavior analysis education?

“This is such a great question! I think the possibilities may actually be endless, but I will focus on a couple of directions that seem to have great potential. First, I would say that personal devices enable us to get access to events occurring within the skin. This means that we may be able to have access to physiological variables that may accompany behavioral events. Implications for the prevention and treatment of behavior in this context are great. 

Additionally, AI presents many different possibilities for education and for professional practice. While it is not yet clear how we can harness this technology fully and responsibly, it seems that it offers many potential advantages. It may help increase our efficiency in our work; for example, it may help in the analysis of data or in access to existing literature. 

Of course, such technologies must be considered in relation to ethical practice mandates. Much work needs to be done to ensure that these technologies are used in ways that do not reduce the individualization of treatment, for example. And in the context of education, we must ensure that the use of AI does not lead to situations in which we assess mastery when there is not mastery of the material. Still, the need for caution and responsible use should not be confused with a rejection or avoidance of the technology. As Skinner taught, the problem is not with science per se; the risks come with the human application of the science.”

How do you integrate real-world applications of behavior analysis into your curriculum?

“I love this question. Indeed, application is the heart of instruction. And in our field, application is essential. There are a number of ways that we have emphasized application. In the master’s program, students must do practical application assignments to demonstrate their ability to transfer their knowledge to applied contexts. 

In the doctoral program, many of my students have focused on the development of interpersonal skills such as compassionate care and cultural responsiveness. Many of their research studies, working with practitioners and students, have used Behavioral Skills Training to teach these skills. They have relied on modelling, rehearsal, and feedback to build the component skills. In addition, they have focused on generalization to real world clinical contexts, to ensure that the skills are demonstrated in those clinical contexts. Incorporating the evaluation of authenticity and measuring the social validity of the procedures are also important. Our doctoral program highlights the importance of these outcomes in research.”

What do you think are the most pressing issues facing behavior analysts today?

“I think there are a few issues that concern me about our field, and that require all of our diligence in ensuring positive resolutions.

1. Quality of Intervention in ABA Services for Individuals with Autism

The rapid growth of the field has created some variability in the skillsets of practitioners and in the quality of services delivered. This may be part of the reason for the public relations challenges that the field has experienced, as some individuals are receiving services that are poor in quality. 

2. Need for Development of Interpersonal and Interactive Skills for Students and Practitioners

It seems clear that there is a need for the development of interpersonal skills in students and practitioners, so that students and practitioners can be more effective in achieving meaningful outcomes.  Calls to action have been issued for compassionate care, cultural responsiveness, assent-based learning, trauma-informed care, and professional collaboration. These are values based and have been enthusiastically embraced by the field. However, there are challenges in operationally defining, measuring, teaching, and training these skills. Additionally, much work is needed to ensure the assessment of the generality, authenticity, and social validity of these skills. Opportunities exist for expanding participatory research in these contexts. Great progress is being made, and the next 5 to 10 years should be very exciting! 

3. Need for Ensuring Student Instruction in Philosophy and History

It is essential that students of the science are grounded in the philosophy of science and in the science of ABA.  Additionally, it is imperative that students learn about the history of the science of ABA, with a focus on its evolution. It is important to view the field in both its historical and current contexts, and to advocate for and embrace necessary change in procedures. 

4. Need for Unity in the Field

I worry about the divisiveness within the field and hope for more unity. I believe that the divisiveness is destructive, and that we are reducing our potential impact with infighting. It is my sincere hope that all of us can discuss differences of approach with respect and professionalism, with science as our guide. 

5. Need for Recognition of the Science’s Relevance beyond Autism Intervention

I know I am not alone when I say that I wish for our science’s utility and relevance to be expanded. I believe we have so much to offer in gerontology, mental health, addiction, behavioral health, social problems. social justice, climate change, and more. I am hopeful that work in these areas will expand, and that our relevance will be more broadly recognized.”

Looking forward, what are your goals for the future of your department and behavior analysis education?

“Within our work for individuals with autism, I hope that we can address the issues in quality that have arisen as an inadvertent consequence of rapid growth. We needed to train a workforce, and that led to some variability in training outcomes and in skillsets. We also have a field where most practitioners have been certified in the last five years. So, we have needs for in-depth expertise that is sometimes elusive. It is my hope that this will improve over time, and that high quality intervention will be universally available. 

I truly hope that behavior analysis becomes recognized for its broad applications. I think it is imperative that we continue to do design interventions and conduct research in many different areas. While we have become known and recognized for the impact of our work in autism, it would be wonderful to be recognized for many other potential areas of impact.

Within my own department, I have these same goals. I hope our students continue to build the quality of intervention, broaden the scope of our science’s applications, and help improve the quality of many more lives.”

The distinguished teaching award was created in honor of Beth Suzler-Azaroff’s contributions to the field of behavior analysis. Can you share a time where you felt your teaching made a difference in the field or with your students?

“First, I would like to say that I knew Beth, and that I was continually and permanently inspired by her work. Beth was a tremendous leader in the field, and she was deeply committed to excellence in teaching and training. She created resources to disseminate the science of ABA, especially for teachers. She was committed to meaningful outcomes; she was an author on a very influential book entitled, Behavior Analysis for Lasting Change. In the title, she outlined the goal…..  She was also an incredibly supportive mentor, not just to her own students, but to everyone in the field. She always had a moment to answer any question or discuss any issue, and she modelled professionalism, courtesy, and collaboration in every exchange. So, I feel lucky to have known her and to have interacted with her.  I believe she serves as a model to me still, and that her legacy continues to inspire. 

Now, as for when I felt influential to my students or to the field…. That is a tough question. I am lucky enough to feel purposeful often, because I get to witness the growth in my students. That is my most powerful reinforcer; I love to watch students’ skills evolve, especially in how they approach and engage in research. 

A few years ago, at ABAI, I was asked to do a talk, and I focused on the field’s movements into compassionate care and culturally responsive intervention. It was a difficult time for ABA, with many critiques of the science, and with some infighting within the field. It was an opportunity to pause and to reflect on the science and on its evolution. It was also an opportunity to consider our collective responsiveness to the call to action to become more compassionate in our service provision.  I shared that I had never been more concerned about the field, but that at the same time, I had never been so hopeful.  I was actually moved to tears a few times in the talk, and also at the end by the audience’s reaction to it. It was a talk that was right for the time; I think it helped others who may have been feeling similarly. It was also, very much so, a gift for me, to be received so warmly.”

Dr. Weiss's career exemplifies the transformative impact that dedicated educators can have on their students and the broader field. Her insights and experiences continue to inspire and guide the next generation of behavior analysts and educators, ensuring that the field evolves with integrity, compassion, and excellence. Join us in celebrating Dr. Weiss!