Dr Alvin Lai Oon Ng is an associate professor of psychology and Head of the Department of Psychology at School of Science and Technology, Sunway University. He is a clinical psychologist by training, who graduated from Murdoch University, Western Australia, with a Doctor of Psychology degree. His areas of interest are mindfulness-based cognitive therapy, behaviour modification, mental health literacy, developmental disabilities and cross-cultural factors in psychotherapy. Before joining Sunway University in March 2013, Dr Ng was previously an associate professor and Head of the Health Psychology Program at Universiti Kebangsaan Malaysia where he served for 11 years since 2002. At UKM, he also practised as a clinical psychologist at the Health Psychology Clinic. He was also briefly the Director of Shine Guidance Centre in 2012, where he oversaw centre operations and was a clinical consultant for families living with special needs. Besides academia and clinical practice, Dr Ng is instrumental in advancing the field of clinical psychology in Malaysia, and was the Founding President of the Malaysian Society of Clinical Psychology that he helped establish in 2010.
Behaviour Fluency in Education
Date: November 17, 2019 (Sunday) Time: 11:00 am - 12:00 pm
The goal of education is to provide academic skills that complement other adaptive behaviour skills (e.g. communication, self-care, domestic skills, community skills, socialisation skills, motor movement skills) as children develop into adults. Mastery of these categories of adaptive skills is important at every developmental stage as any delay would hamper the overall development of individuals with regards to independent functioning, leading to behavioural and emotional challenges. One approach to instilling mastery is behaviour fluency-building as introduced by Ogden Lindsley in the 1960s and developed over the many years into various application ever since. It involves the targeting and training of component behaviour skills towards mastery, focusing on speed and accuracy, in order to improve a more complex composite skill. These trainings are carried out using precision teaching where every performance is monitored and feedback to the learner. Fluency or mastery is assumed when the retained skill is automatic and that the learner is able to be creative with the skill in multiple context. This paper aims to provide a brief background into the use of behaviour fluency building and how it is applied within the education context, as well as its utility within the area of applied behaviour analysis.