Table 2.

Responses to the Question: Why Do You Think It is Important to Provide Instruction in Philosophical Concepts and Issues in Your VCS Courses? Please Select All that Apply

Number of Respondents (N = 36)	%	Reason
33	91.7	It informs clinical practice.
29	80.6	It helps in the training of scientist practitioners
27	75.0	It has value in its own right
26	72.2	It helps in devising/conducting/evaluating behavioral research
21	58.3	It is required by VCS guidelines.
20	55.6	It helps students prepare for further education
19	52.8	It helps in devising/conducting/evaluating interdisciplinary research
16	44.4	It helps in devising/conducting/evaluating translational research
12	33.3	It helps in devising/conducting/evaluating nonbehavioral research
9	25.0	Other: comments present below, organized by theme
Theme		Comment
Theme 1: Emphasis on Comprehensive Training and Understanding		“Students should be trained in the philosophy of the science of behavior analysis, not just to be practitioners serving kids with ASD.”
		“It is foundational to each of the domains of ABA. Without a firm understanding of the philosophical concepts, practical applications may be faulty, unfounded, or even harmful.”
Theme 2: Foundational Knowledge for Behavior Analysts		“It serves as the basis upon which students make decisions about how to analyze behavior. Move away from intervening variables and focus on external locus of control.”
		“I simply do not see how one can call themself (sic.) a behaviorist without understanding the philosophical and theoretical concepts and issues underlying the science of behavior.”
		“It helps with the understanding of Why . . . many never read primary sources . . . just repeat what's in the cooper book.”
Theme 3: Critical Thinking and Communication		“It helps students learn to talk about and constructively critique other theories that are dominant in psychology and education. It also helps students respond to misconceptions about behavior analysis (such as the idea that behavior analysis rejects private events).”
		“It helps graduates get a better grasp of the underpinnings of the science of behavior analysis, examine their previous epistemologies, and compare to the behavioral philosophy and improve their conversation skills with other professionals when they need to explain and reason behavioral issues.”
		“It helps students develop their personal philosophy and its relation to the guiding assumptions in behavior analysis.”
		“It informs ethical practice and decision-making.”

The responses under “other” are directly quoted from the coordinators/instructors