Brian and Peg Iwata in 2010.

Dr. Brian A. Iwata passed away at his home on October 7, 2023, surrounded by his family. He will be remembered as an outstanding researcher and beloved instructor and mentor. He was undisputedly one of the most influential scholars, teachers, and clinicians in behavior analysis since the inception of the field. Dr. Iwata received his PhD in clinical/school psychology from Florida State University, under the mentorship of Dr. Jon Bailey. As the story goes, he selected the school for its location in the beautiful “sunshine state.” Dr. Bailey introduced him to behavior analysis and Skinner after he entered graduate school.

After graduating in 1974, Dr. Iwata accepted a faculty position at Western Michigan University (WMU). Less than 1 year later, he was invited to join the editorial board of the Journal of Applied Behavior Analysis (JABA), the flagship journal in our field. He accepted a faculty position at the Johns Hopkins University School of Medicine and the John F. Kennedy Institute (now the Kennedy Krieger Institute) in 1978. That same year, he was selected to be an Associate Editor of JABA. Remarkably, he became editor in chief of JABA just three short years later. Dr. Iwata joined the faculty at the University of Florida (UF) in 1986, where he remained a Distinguished Professor of Psychology and Psychiatry until his retirement in 2022.

Dr. Iwata's work will continue to endure in large part because of the breadth of its influence. His research on the experimental analysis and treatment of behavior disorders helped to revolutionize our understanding of the learned (operant) functions of severe behavior problems, such as self-injury and aggression, profoundly influencing theory, clinical practice, and public policy (Iwata, Dorsey, et al., 1982/1994; Iwata, Pace, Dorsey, et al., 1994). Dr. Iwata and his colleagues were not the first to propose that problem behavior may be learned (cf. Carr, 1977). However, the development of a simple, effective, and eloquent methodology was necessary to clearly demonstrate that the etiology of any form of problem behavior often can be traced back to its current reinforcement contingencies. Dr. Iwata and his students conducted most of the work on refinements to the functional analysis methodology that has made it more effective in identifying function and more practical for practitioners to use (Beavers et al., 2013; Hanley et al., 2003; Iwata & Dozier, 2008). This methodology opened the door to systematic evaluations of function-based treatments (Iwata & Worsdell, 2005) and made it possible for us to have a better understanding of the mechanisms underlying common treatment procedures, such as extinction (Iwata, Pace, Cowdery, et al., 1994).

Through this research, we developed a deeper understanding of problem behavior and became highly effective in its treatment. With the establishment of a large empirical base, these methods have been widely adopted as part of routine clinical practice and have been influential in changing public policy to require functional behavioral assessment and a behavioral intervention plan when a student's educational placement is jeopardized by their challenging behavior (Individuals with Disabilities Education Act, 1997). In addition, his work on two preference assessment formats (single stimulus and multiple stimulus; DeLeon & Iwata, 1996; Pace et al., 1985), his conceptual article on negative reinforcement (Iwata, 1987), and his theoretical and empirical work on the relationship between self-restraint and self-injury (Fisher & Iwata, 1996; Pace et al., 1986; Smith et al., 1996) are noteworthy examples that have greatly influenced research and practice. Above all else, Dr. Iwata was a compassionate champion for the vulnerable populations with whom he worked (Neef et al., 1986; Van Houten et al., 1988).

Some of Dr. Iwata's other enduring contributions, however, may be less well known. The first was his thesis, which examined two token systems with students (token loss versus tokens earned; Iwata & Bailey, 1974). Toward the end of the analysis, Dr. Iwata permitted the students to choose the token system, providing an objective measure of social validity. This study was published nearly 40 years ago, paving the way for the use of such choice measures for the purpose of measuring social validity. Dr. Iwata and his students at WMU also published a series of studies on instructional strategies for teaching adaptive community skills (e.g., how to cross the street safely, use public transportation, order in a restaurant) to individuals with developmental disabilities, work that undoubtably influenced educational approaches for this population (Neef et al., 1978; Page et al., 1976; van den Pol et al., 1981). Dr. Iwata also contributed to the development of the new field of behavioral medicine in the late 1970s/early 1980s, conducting research on ways to increase senior citizens' participation in a nutritious meal program (Bunck & Iwata, 1978), to encourage people to exercise more (Wysocki et al., 1979), to treat seizure-like behavior (Iwata & Lorentzson, 1976), and to improve oral hygiene (Iwata & Becksfort, 1981). And, finally, Dr. Iwata and his colleagues at the John F. Kennedy Institute conducted some of the seminal research on the treatment of pediatric feeding problems in the early 1980s (Riordan et al., 1980, 1984), a precursor to the work of the renown Pediatric Feeding Disorders Program that has since prospered at the Kennedy Krieger Institute.

Dr. Iwata received numerous prestigious awards for his contributions to research and service, including the Gold Medal for Lifetime Achievement in the Application of Psychology from the American Psychological Association (APA). He has also received a number of “distinguished contributions” awards from state associations and numerous awards over the years from UF for professorial excellence, teaching, and research.

Dr. Iwata's most enduring contributions to the field come in the form of mentorship. Nearly 100 graduate students, interns, and fellows trained in his labs. An unprecedented five of his former students have served as JABA editor in chief and 14 have served as JABA associate editors. More than half of the applied recipients of the B. F. Skinner Foundation New Researcher Award, granted by Division 25 of the APA, have been one of Dr. Iwata's students.

When taking into consideration his approach to education and commitment to quality instruction, Dr. Iwata's influence is truly impossible to measure. He dedicated a remarkable amount of time to teaching at both the graduate and undergraduate levels, providing detailed feedback on written work and posing challenging questions. His lessons in critical thinking and technical writing were constant and influential, and his students strive to pass his wisdom on to their own students. Even students who pursued careers in other fields, such as medicine, remark how his instruction still influences the way they think, write, and view the world. His dedication to education also extended to his mentorship of junior colleagues at UF and elsewhere who appreciated his ardent support and who remember him as a great and influential colleague. Outside the university, he conducted countless clinical workshops nationally and internationally that taught practitioners, caregivers, and teachers to better understand the function of problem behavior and effectively treat the behavior of individuals in their care. The power of producing positive behavior change is incredible and difficult to quantify, and that influence is immeasurable.

On a personal level, Brian (as he was known by his students) taught us as much about life as he did about science and behavior analysis. He taught us the importance of showing up for people at significant times in their lives, to appreciate and strive for excellence in work and life, to love different art forms, to enjoy a delicious meal with friends and family, and to see life as an adventure. He was a life-long, all-encompassing mentor, and his advice and guidance were nearly always exactly what we needed to hear even if we did not know it at the time. He believed in us when we didn't quite believe in ourselves, and he set goals for us that we never thought would be possible. He took a chance on many of us that didn't seem deserved. Above all else, Brian was a master shaper. He had the uncanny ability to see the seeds of potential in each of us that he could nurture and help bloom. Yet, he insisted that he just “steered” us “a little” when we expressed gratitude for his role in our success. “You always had it in you,” he assured. His generosity toward and support for his students over nearly 50 years was tenacious and unwavering. For all these reasons, his students often consider Brian to be part of their family. He will be deeply missed, but all of his work and lessons will endure and continue to make the world a better place.

Exactly 1 week before his death, about 20 of Brian's former students had the remarkable opportunity to gather with Brian, his wife, his daughters, and his sisters to share stories and express their deep love and appreciation for his friendship and mentorship. Brian spoke individually with his students, telling each of them exactly what they needed to hear. Without a doubt, his was a life well lived.

2010 年，布莱恩·岩田和佩格·岩田。

Brian A. Iwata 博士于 2023 年 10 月 7 日在家人的陪伴下在家中去世。他将作为一位杰出的研究员和受人爱戴的导师和导师而被人们铭记。自该领域诞生以来，他无疑是行为分析领域最有影响力的学者、教师和临床医生之一。岩田博士在乔恩·贝利博士的指导下获得了佛罗里达州立大学临床/学校心理学博士学位。据说，他选择这所学校是因为学校位于美丽的“阳光之州”。进入研究生院后，贝利博士向他介绍了行为分析和斯金纳。

1974 年毕业后，岩田博士接受了西密歇根大学 (WMU) 的教职。不到一年后，他受邀加入我们领域的旗舰期刊《应用行为分析杂志》 （JABA ）的编委。1978 年，他接受了约翰·霍普金斯大学医学院和约翰·F·肯尼迪研究所（现为肯尼迪·克里格研究所）的教职。同年，他被选为 JABA 副主编。值得注意的是，仅仅三年后，他就成为了JABA的主编。岩田博士于 1986 年加入佛罗里达大学 (UF) 任教，一直担任心理学和精神病学杰出教授，直至 2022 年退休。

岩田博士的工作将继续存在，很大程度上是因为其影响范围之广。他对行为障碍的实验分析和治疗的研究帮助彻底改变了我们对严重行为问题（例如自残和攻击性）的习得（操作）功能的理解，深刻影响了理论、临床实践和公共政策（Iwata，Dorsey）等人，1982/ 1994；Iwata、Pace、Dorsey 等人，  1994）。岩田博士和他的同事并不是第一个提出问题行为可以习得的人（参见 Carr，  1977）。然而，有必要开发一种简单、有效且雄辩的方法论，以清楚地证明任何形式的问题行为的病因通常都可以追溯到其当前的强化意外事件。Iwata 博士和他的学生对功能分析方法进行了大部分改进，使其在识别功能方面更加有效，并且对于从业者来说更加实用（Beavers 等人，  2013 年；Hanley 等人，  2003 年；Iwata ＆多齐尔，  2008）。这种方法为基于功能的治疗进行系统评估打开了大门（Iwata & Worsdell，  2005），并使我们能够更好地理解常见治疗程序的机制，例如灭绝（Iwata、Pace、Cowdery 等）等，  1994）。

通过这项研究，我们对问题行为有了更深入的了解，并在治疗中变得非常有效。随着大量经验基础的建立，这些方法已被广泛采用作为常规临床实践的一部分，并且对改变公共政策产生了影响，要求在学生的教育安置因其挑战性行为而受到危害时要求进行功能性行为评估和行为干预计划（《残疾人教育法》，  1997 年）。此外，他对两种偏好评估格式（单一刺激和多重刺激；DeLeon & Iwata，  1996；Pace 等，1985）的研究，他关于负强化的概念性文章（Iwata，  1987），以及他关于负强化的理论和实证工作自我约束和自伤之间的关系（Fisher & Iwata，  1996；Pace 等，  1986；Smith 等，  1996）是对研究和实践产生重大影响的值得注意的例子。最重要的是，岩田博士是一位富有同情心的捍卫者，为他所工作的弱势群体服务（Neef 等人，  1986 年；Van Houten 等人，  1988 年）。

然而，岩田博士的其他一些持久贡献可能不太为人所知。第一篇是他的论文，与学生一起研究了两种代币系统（代币损失与获得的代币；Iwata & Bailey，  1974）。在分析接近尾声时，岩田博士允许学生选择代币系统，从而提供社会有效性的客观衡量标准。这项研究发表于近 40 年前，为使用此类选择措施来衡量社会效度铺平了道路。岩田博士和他在西密歇根大学的学生还发表了一系列关于向发育障碍人士教授适应性社区技能（例如，如何安全过马路、使用公共交通工具、在餐厅点菜）的教学策略的研究，这无疑是一项研究工作影响了该人群的教育方法（Neef 等人，  1978 年；Page 等人，  1976 年；van den Pol 等人，  1981 年）。岩田博士还在 20 世纪 70 年代末/1980 年代初对行为医学新领域的发展做出了贡献，他开展了关于如何增加老年人参与营养膳食计划的研究（Bunkk & Iwata，  1978），以鼓励人们多锻炼（Wysocki 等，  1979），治疗癫痫样行为（Iwata & Lorentzson，  1976），并改善口腔卫生（Iwata & Becksfort，  1981）。最后，岩田博士和他在约翰·F·肯尼迪研究所的同事在 20 世纪 80 年代初期对儿科喂养问题的治疗进行了一些开创性的研究（Riordan 等人，  1980 年、1984 年），这是这项工作的先驱著名的儿科喂养障碍项目此后在肯尼迪克里格研究所蓬勃发展。

岩田博士因其对研究和服务的贡献而获得了许多著名奖项，包括美国心理学会 (APA) 颁发的心理学应用终身成就金奖。他还获得了州协会颁发的多项“杰出贡献”奖，以及佛罗里达大学多年来因卓越教授、教学和研究而颁发的众多奖项。

岩田博士对该领域最持久的贡献来自于指导。近 100 名研究生、实习生和研究员在他的实验室接受了培训。他以前的学生中，有 5 人担任JABA主编，14 人担任JABA副主编，这是史无前例的。由 APA 第 25 部门授予的 BF Skinner 基金会新研究员奖申请者中有一半以上是岩田博士的学生之一。

考虑到他的教育方法和对高质量教学的承诺，岩田博士的影响力确实无法衡量。他投入了大量的时间在研究生和本科生教学上，提供书面作业的详细反馈并提出具有挑战性的问题。他的批判性思维和技术写作课程持续不断且具有影响力，他的学生努力将他的智慧传授给自己的学生。即使是在医学等其他领域从事职业的学生也表示，他的指导仍然影响着他们思考、写作和看待世界的方式。他对教育的奉献精神也延伸到他对佛罗里达大学和其他地方的初级同事的指导，他们感谢他的热心支持，并记得他是一位伟大而有影响力的同事。在大学之外，他在国内和国际上举办了无数临床研讨会，教导从业者、护理人员和教师更好地理解问题行为的功能，并有效地治疗他们所护理的个人的行为。产生积极行为改变的力量是令人难以置信且难以量化的，而且这种影响是无法估量的。

在个人层面上，布莱恩（他的学生对他的称呼）教给我们的知识与他教给我们的科学和行为分析一样多。他教会我们在人们生命中的重要时刻出现在人们面前的重要性，欣赏并努力追求卓越的工作和生活，热爱不同的艺术形式，与朋友和家人一起享用美味佳肴，并将生活视为冒险。他是一位终生的、包罗万象的导师，他的建议和指导几乎总是我们需要听到的，即使我们当时并不知道。当我们不太相信自己时，他相信我们，他为我们设定了我们从未想过会实现的目标。他给我们很多人带来了看似不值得的机会。最重要的是，布莱恩是一位塑造大师。他有一种不可思议的能力，能够看到我们每个人身上的潜力种子，他可以培育并帮助这些种子绽放。然而，当我们对他在我们成功中所发挥的作用表示感谢时，他坚称他只是“引导”了我们“一点”。“你一直都有这样的能力，”他保证道。近50年来，他对学生的慷慨和支持是顽强和坚定不移的。由于所有这些原因，他的学生经常认为布莱恩是他们家庭的一部分。我们将深深怀念他，但他的所有工作和教训将持续下去，并继续让世界变得更加美好。

就在布莱恩去世前 1 周，约 20 名他以前的学生有幸与布莱恩、他的妻子、女儿和姐妹们聚在一起，分享故事，表达他们对他的友谊和指导的深切热爱和感激之情。布莱恩与他的学生单独交谈，准确地告诉他们每个人需要听到的内容。毫无疑问，他的生活过得很好。