I believe that teachers have a responsibility to both stimulate interest in the subject matter of the course and to encourage and inspire further study outside of the classroom. That is, students should be taught to teach themselves, first and foremost.
The subject matter of any given course is, in some ways, a means to that end. The behavior of any one student in a classroom is a small part of the overall academic behavior of that student. It is the study that takes place outside of the classroom that has the most impact.
I structure my classes in such a way as to allow for continuous monitoring of both the performance of the students and my own performance. I expose students to material in small, manageable units with corresponding exams administered on a weekly or bi-weekly basis. Doing so allows students to continuously assess their mastery of the material and remediate any deficits before they become unmanageable.
Students also are able to correct for poor performance on one or more exams without necessitating extra credit assignments, thereby making for clearer grading criteria and putting the control in the hands of the student. In addition, the frequent exams provide me a useful tool with which to evaluate the effectiveness of my teaching as the semester progresses.
Psychology of Learning (Psyc 107/207)
History & Systems of Psychology (Psyc 125)
Behavioral Assessment (Psyc 158/258)
Research Design (Psyc 283)
Research and Scholarship
My primary interests, broadly defined, are the application of basic behavioral principles to problems of social significance (including obesity and other behavioral health issues). I also am interested in issues pertaining to the philosophy of science.
I am currently the Editor-in-Chief of The Behavior Analyst and an Associate Editor for the Journal of Applied Behavior Analysis. I am a past Associate Editor of the journals The Behavior Analyst, Behavior Analysis in Practice, and The Analysis of Verbal Behavior. I also serve on the editorial board of the journal Behavioral Interventions. Some of my recent publications include:
Larson, T. A., Normand, M. P., Morley, A. J., & Miller, B. G. (in press). Treatment implications of a functional analysis of moderate-to-vigorous physical activity in young children. Journal of Applied Behavior Analysis.
Normand, M. P., & Kohn, C. S. (2013). Don't wag the dog: Extending the reach of applied behavior analysis. The Behavior Analyst, 36, 109-122.
Larson, T. A., Normand, M. P., Morley, A. J., & Miller, B. G. (2013). A functional analysis of moderate-tovigorous physical activity in young children. Journal of Applied Behavior Analysis, 46, 199-207.
Schlinger, H. D., & Normand, M. P. (2013). On the origin and functions of the term "functional analysis."Journal of Applied Behavior Analysis, 46, 285-288.
Plavnick, J. B., & Normand, M. P. (2013). Functional analysis of verbal behavior: A brief review. Journal of Applied Behavior Analysis, 46, 349-353.
Hustyi, K. M., Normand, M. P., Larson, T. A., & Morley, A. J. (2012). The effect of outdoor activity context on physical activity in preschool children. Journal of Applied Behavior Analysis, 45, 401-405.
For more information, visit my Personal webpage
Matt Normand, Ph.D.
Associate Professor, Psychology
Psychology Room 104
University of the Pacific
3601 Pacific Avenue
Stockton, CA 95211