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Who the fuck is Matthew Israel?
Part One: Behaviorism, Skinner, and Communes

By KG 10-04-24

Grainy black and white photograph of a white man, wearing a suit, collared shirt, and tie, and staring off into the distance with a serious look on his face.

Matthew Israel, from a 1986 Boston Pheonix article, "Dr Hurt" by Ric Kahn. Photo credit: Michael Romanos 11-26-1985

A white gray-haired man from shoulders up, with a scowl on his face, with people seated behind him.

Matthew Israel, when he was indicted for ordering the destruction of evidence in an abuse investigation.

Photo credit: George Rizer. The Boston Globe 05-26-2011.

Introduction     
Harvard and BF Skinner     
Walden Two     
The Children of Walden Two
Walden Two is Applied Behavior Analysis (Lovaas)     
Law School, Skinner, and Waldenwoods 
​Association for Social Design (ASD) and “Walden Three”
Morningside and Rutland Square House
Andrea

     From 1971 until 2011, when he was forced to resign to avoid criminal prosecution, Matthew Israel ran a residential school for children and adults with developmental disabilities, learning disabilities, and mental illness. The Judge Rotenberg Center (originally called the "Behavior Research Institute"), which still operates today, uses applied behavior analysis with a heavy reliance on aversives like restraint, seclusion, contingent food programs, sensory deprivation, humiliation, and a shock device that Israel himself invented in 1988 because the other shock devices on the market weren't strong enough. When the school first opened, other aversives, such as pinches, slaps, water sprays to the face, ammonia pellets, hot peppers, cold showers, and a sensory deprivation helmet that played loud static were utilized. These facilities have been run and staffed by unqualified, unethical, and incompetent people, starting with Matthew Israel, which has resulted in numerous deaths and countless instances of abuse. 

​

     Israel's journey to torturing disabled people began when he took a behaviorism course in college and read a fictional book by B.F. Skinner about an experimental commune where people's behavior is engineered. His first dream was to replicate this community and control its members' behavior, but he was unsuccessful. His second dream, and his legacy, was to become the head of a school for disabled people.​​

     Matthew Israel was born in 1933, in Brookline Massachusetts. He had an older brother, his father was a lawyer, and according to a 2007 interview with Jennifer Gonnerman and a 2008 article by Paul Kix, he rarely got hit or punished (1, 2, 3).​

​

     From 1946 to 1950, Israel attended Brookline Senior High School. He played clarinet in the band and orchestra; ran track for a semester, served as vice president and chairman of Packard House; was a member of the student council and court of justice; and was voted “Most Original” as a Senior in 1950.

A black and white group photo. there are two girls in the first row, three boys in the second row and three boys in the backrow. A red line is pointing to the middle boy in the second row
A black and white group photo with 4 kids in the front row holding violins, 2 boys and 2 girls in the second row holding clarinets and 2 boys in the 3rd row holding clarinets. There is a red line pointing at the last boy in the middle row.

Matthew Israel as a Freshman.1947 Brookline High School Yearbook. Page 82. Packard House, or 

Page 93 on Classmates.com 1947 Brookline High School Yearbook

Matthew Israel as a Sophomore in the Orchestra.1948 Brookline High School Yearbook Page 67, or 

Page 77 of Classmates.com 1948 Brookline High School Yearbook. 

A Black and white senior yearbook photo of a white teenager with short wavy hair, who is looking slightly to the left of center and smiling.

Matthew Israel's Senior Photo with the words "Most Original" underneath.

Page 104 of the 1950 Brookline High School Yearbook, or

Page 118 of the Classmates.com 1950 Brookline High School Yearbook.

Harvard and BF Skinner

 

     In the Fall of 1950, Matthew Israel attended Harvard University. As a freshman, he needed a science requirement, so he took a behavioral psychology class taught by B.F. Skinner, the psychologist and behaviorist who developed the philosophy of radical behaviorism, which was the foundation for Applied Behavior Analysis (AKA behavior modification) (1, 4). 

 

Radical Behaviorism is the study of behavior, the environmental causes of behavior, and the contingencies involved in the modification of behavior (4, 5). In other words, all learning is acquired through the positive and negative reinforcement one receives from their environment (6).

 

Operant conditioning is the application of reinforcements to modify behavior (6). 

 

Positive reinforcement is added as a consequence, like giving a child who cleaned their room ice cream (7, 8).

 

Aversive stimulus is an unpleasant event, either negative reinforcement or punishment, that causes avoidance or fear (9, 10, 11).

 

Negative reinforcement is one that is removed as a consequence, like denying ice cream to a child until their room is clean (7, 8).

 

Punishment is something discomforting or unpleasant that is given after an “incorrect behavior”, which decreases the likelihood of the behavior. For example, hitting a child after they misbehave (9, 10, 11).

​

     As a radical behaviorist, Skinner believed that thoughts, actions, and emotions were exclusively products of the environment (12). They were predictable and therefore controllable. He dismissed genetics, evolutionary psychology, and cognitive sciences and promoted looking at the observable and external causes of behavior as opposed to focusing so much on internal thought and motivations (5, 12). He argued that humans don’t really think, they just respond to the environment; and that free will is just an illusion.

Walden Two

​

     (The page numbers refer to the PDF of "Walden Two" and not the book)

 

     When Matthew Israel was a freshman, he read a book by Skinner that would change the trajectory of his life and inspire him to start a commune and eventually a “school” for developmentally disabled people.​ “Walden Two” is a science-fiction novel written by BF Skinner in 1945 (published in 1948) about an experimental utopian community that utilizes the principles of behaviorism to attain a collectively happy and purposeful life (13, 14, 15, 16). Skinner, through his protagonist Frazier, a behavioral engineer and founder of the community, describes how rewarding, progressive, and socially just society could be if only we employed constant behavior modification techniques on the people within it: 

​

     "...if it's in our power to create any of the situations which a person likes or to remove any situation he doesn't like, we can control his behavior. When he behaves as we want him to behave, we simply create a situation he likes, or remove one he doesn't like. As a result, the probability that he will behave that way again goes up, which is what we want. Technically it's called 'positive reinforcement." (p. 213)

​​

     Skinner was aware of the negative effects of negative reinforcement and punishment, so they were not a part of the Walden Two community. Instead, a flawless and effective system of positive rewards was all that was needed (15,).

​

     Everything in Walden Two is open to change as long as there is scientific evidence to support it and it is perfectly ethical to control people’s behavior as long as it is done by scientists, "But only because that control is necessary for the proper functioning of the community” (p. 66). 

​

     The 1,000 members of Walden Two live in a spacious rural setting with a pond, sharing living quarters, meals, income, work, and children. After working only four hours a day, free time is spent sipping tea, having intellectually stimulating conversations, taking leisurely walks around the grounds, playing sports, developing hobbies, not thinking about politics, and not questioning the system in which they live:

​

     “We have a Political Manager, who informs himself of the qualifications of the candidates in local and state elections. With the help of the Planners he draws up what we call the ‘Walden Ticket,’ and we all go to the polls and vote it straight...our interests are all alike, and our Political Manager is in the best possible position to tell us what candidates will act in those interests. Why should our members take the time – and it does take time – to inform themselves on so complex a matter?” (p.164)

​

     All that is needed is indiscriminate faith in the ability of Walden Two’s “Planners” to decide how one should think and act when it comes to politics, community, child-rearing, family, occupation, education. social issues, etc.

 

     This community is described as classless, but there are three distinct groups-the Planners, the Managers, and everyone else. The Planners are behavioral scientists who hold all of the decision-making power, the Managers are in charge of the daily operation of the community, and the rest of the people are the subjects.

 

     The Planners/behavioral engineers decide on acceptable and unacceptable behaviors and practices of Walden Two members while ignoring their individual minds, desires, and goals. The members have pleasant simple lives that distract them from the fact that they have no autonomy and freedom. They can appreciate and have stimulating conversations about art and literature, as long as that art and literature is devoid of politics, because that would be too "complex" a topic. Their lives are programmed, superficial, and boring, but they are conditioned to believe they fulfilled and free.

​

     "We can achieve a sort of control under which the controlled, though they are following a code much more scrupulously than was ever the case under the old system, nevertheless feel free. They are doing what they want to do, not what they are forced to do. That's the source of the tremendous power of positive reinforcement – there's no restraint and no revolt. By a careful cultural design, we control not the final behavior, but the inclination to behave – the motives, the desires, the wishes.” (p. 216) 

​

    "I deny that freedom exists at all. I must deny it – or my program would be absurd. You can't have a science about a subject matter which hops capriciously about. Perhaps we can never prove that man isn't free; it's an assumption. But the increasing success of a science of behavior makes it more and more plausible."  (p. 211)

The Children of Walden Two

 

     “The control of behavior is an intricate science, into which the average mother could not be initiated without years of training. But the fact that most children today are badly raised isn’t all the fault of a lack of technical skill, either. Even when the mother knows the right thing to do, she often can’t do it in a household which is busy with other affairs. Home is not the place to raise children.” (p. 44)

 

     Children under the age of thirteen live together in a building of their own. The babies are kept in air-filtered, temperature controlled, sound-proof aquarium tanks, on plastic mattresses, without blankets, and wearing only diapers. Children up to three years old do not wear clothes and sleep on plastic mattresses with no bedding (p. 88) because wrapping a baby up in several layers of clothes is an inefficient way to keep a baby warm and, along with bedding, unnecessarily add to the laundry duties of adults (pp. 85 & 86). The filtered air wards off infections and decreases how often the babies and fish tanks had to be bathed and cleaned (pp. 84-86).  

 

     At age three, they move into a dormitory where they sleep on cots; at age five, they move into room-like alcoves in groups of three or four; and they continue to share rooms with similarly aged peers until they are thirteen, pair up, and move into the adults building (p. 101).  All of the mothers visit, play, care for, and bond with all of the children, regardless of who gave birth to whom, but all decisions regarding the specifics on how the child can exist are left up to scientists.

​

     It is essential that the children of the community are conditioned to tolerate annoyances and frustration. When they are babies, they are gradually exposed to unpleasant situations (p. 87). Children as young as three are given hot cocoa with less and less sugar until it becomes bitter and they don't mind drinking it (p. 94). Another exercise involves making tired and hungry children stand in front of a steaming hot bowl of soup for five minutes without complaining or groaning (p. 94). This exercise also teaches self-control.

 

     “We set up a system of gradually increasing annoyances and frustrations against a background of complete serenity. An easy environment is made more and more difficult as the children acquire the capacity to adjust.” (p. 96)

​

    In another exercise that teaches self-control, children are given lollipops coated with sugar to wear around their necks and told that they could eat the entire lollipop later that night if they refrained from taking any licks during the day. Any disruption to the outer layer of sugar meant the child had stolen a lick and would not be allowed to eat it. (p. 93) 

 

    These carefully designed practices produce mental toughness and courage, and they condition children to eventually become efficient workers: 

 

     “What they get is escape from the petty emotions which eat the heart out of the unprepared. They get the satisfaction of pleasant and profitable social relations on a scale almost undreamed of in the world at large. They get immeasurably increased efficiency, because they can stick to a job without suffering the aches and pains which soon beset most of us" (p. 97).

 

     Instead of classrooms there are workshops, laboratories, libraries, the outdoors, and ‘moderate’ child labor ( p. 57). They learn by emulating someone slightly older and are taught how to acquire knowledge and think, but are left to learn things on their own, and at their own pace (pp. 100 & 104). 

 

     The children of the Walden Two community are disciplined, polite, and quiet. They are happy, even with disappointment and discomfort. They are energetic and curious yet have no teachers. They are brave and strong, yet weak enough to be controlled.

 

     This vision is only possible if humans are mindless robots, but it inspired Matthew Israel to take every course that was taught by Skinner and make it his life’s mission to form a Walden Two community (as did many other fans of the book) (1). He was intrigued by both the ideas of communal living and behavioral modification, but he wasn’t interested in being a member-he wanted to be the Skinner/Frasier character, a privileged, educated, behavioral psychologist who self-appoints himself to the role of Planner, deciding what is and isn’t best for other people. 

Walden Two is Applied Behavior Analysis (Lovaas)

 

     Skinners application of behavior modification philosophy and techniques that he wrote about in "Walden Two" is Applied Behavior Analysis, which became the standard “therapy” for autistic children when another behaviorist, Ivar Lovaas, created a specific system of rewards and punishments to modify their behavior in the 1970s (17, 18, 19). From learning how to speak to being shocked for harmlessly flapping one’s hands, Lovaas’ intensive 40-hours/week behavioral modification was intended to make autistic children, some as young as four years old, “indistinguishable from their peers” (17, 18, 19, 20).​When a child behaved “correctly” they received positive reinforcement in the form of a hug, a bite of food, a verbal “good job”, or other special privileges. When a child behaved “incorrectly” they received negative reinforcement or punishment (19). Some of the punishments Lovaas chose to use were reprimands, slaps, hair pulling, an electric cattle prod, and an electrified floor (17, 18, 19, 20). 

Law School, Skinner, and Waldenwoods 

​

     Matthew Israel graduated in 1954, attended law school for two years, but was bored and unfulfilled. He returned to the psychology department, studied under Skinner until he earned a Ph.D. in psychology in 1960, and put all of his focus into recreating "Walden Two" (2). After Harvard, he tried and failed to raise money for his future community by starting a design and marketing firm for these mechanical teaching machines that Skinner developed (21). 

 

     Then, in 1966, Matthew Israel attended the Waldenwoods Conference in Hartland, Michigan, along with over 80 other "Walden Two" fans (22, 23). The conference was a large-scale effort organized by behaviorists to gather those who had expressed serious interest and enthusiasm for creating multiple experimental communities all over the country (and eventually world). Skinner did not attend, but he sent a recorded message of approval (23). People from all walks of life participated, but the general consensus among the many behaviorists was that they would be running the communities (23, 24, 25).

 

     One of the attendees, Kathleen Kinkade, who went on to co-found (with 8 others) a community in Virginia, in 1967, called Twin Oaks, stated that the attitudes held by the academics at the conference were disappointing in that they were too focused on their self-appointed role as ruler of these communities (25). In her 1972 book, “A Walden Two Experiment; The First Five Years of Twin Oaks Community”, she wrote, “The conference did not come off well, because the people who called it didn’t have the necessary commitment to the ideas of community. They were all intrigued by Walden Two, but they wanted a large Ford Foundation grant to start it with and a cadre of PhDs to plan the future community’s behavior patterns before they even considered dedicating their own energy”. (p 26, "A Walden Two Experiment").

 

     Some of the people, both academic and non-academic, did dedicate their own energy, though, and Matthew Israel became the first to form a communal home after the conference, followed by Twin Oaks in Virginia, the Sunflower House in Kansas, Lake Village in Michigan, and the Comunidad Los Horcones  in Hermosillo, Mexico (26). All of these communities exist today (2024), with the exception of Israel's. 

​

     Read more about the other communities:

Twin Oaks: In 1967, a group of people founded an intentional community based on Walden Two in Virginia, called “Twin Oaks” (23, 24). They quickly dropped the adherence to Skinner’s behavioral psychology and autocratic government, and focused on ecological sustainability, equity, cooperation, and creating a successful hammock business (24, 27, 28). Twin Oaks is still in operation with around 100 members. Lake Village: In 1971, Roger Ulrich, a behavioral psychologist, founded Lake Village, a communal and sustainable homestead, in Michigan. Walden Two only served as motivation for Roger Ulrich to plan his ideal community. He did not employ behavior modification. It is still in operation today (23, 29). Sunflower House: In 1972, Keith Miller, a University of Kansas professor, founded the co-op, Sunflower House, Two more houses were eventually added and it is still operating today. They used behaviorism to create a system that encouraged a shared workload, but behaviorism, skinner, and his book are not currently mentioned on its website (23, 30). Comunidad Los Horcones: Los Horcones was founded in Mexico, in 1973, by a group of people that were already running a school for developmentally disabled children (and using behaviorism). This community was the closest to Walden Two in that it was run by scientists who wished to redesign society using behaviorism (23). The tuition from the school was and is used to fund the community, along with homemade food products like granola, cheese, yogurt, etc. Their website still says “Comunidad Walden Dos” (31).

Association for Social Design (ASD) and “Walden Three”

​

     In 1966, Matthew Israel founded, and was director of, the Association for Social Design (ASD), an organization dedicated to creating a community based on behavioral modification through positive reinforcement; community housing; and cooperative gardening, cooking, and childcare (2, 33). There were around 40 members, including psychologists, mechanics, housewives, and cooks who would meet once a week for dinners and discussions (1, 32). Chapters were also formed in Washington DC, Los Angeles, and Albuquerque, New Mexico, although no serious attempts to start a community were made in those groups (22, 23). 

​

     The ASD published newsletters, planned social activities, and promoted Israel’s vision of a utopian behavioral community that he intended to call “Walden Three” (23). He developed a behavior technology course that he would give to all prospective members because he wanted everyone to be familiar with the science and practices. (23,32). Until the ASD community became self-sufficient by developing some type of enterprise, Israel wanted members to work regular jobs outside the communal living space (32).

​

     Israel wanted polyamory and/or polygamy to be a part of his community although his lack of concern for a woman’s consent and his knowledge of behavior modification was dangerous and unethical. In “Living Walden Two: B. F. Skinner's Behaviorist Utopia and Experimental Communities”, Kuhlmann writes about letters between Matthew Israel and Dan Parelius, a prospective member of his community. In them, Israel questioned whether Dan’s girlfriend, Marnie, was sexually attracted to him and stated that he wanted that to be the “objective” (p 73, “Living Walden Two: B. F. Skinner's Behaviorist Utopia and Experimental Communities” by Hilke Kuhlmann). At no point are Marnie's desires discussed. One might assume that Israel had reduced Marnie to a non-autonomous object/subject onto whom he would employ positive reinforcements until she thought having a sexual relationship with him was a good idea. It’s not known if this was his intention because Marnie and Dan did not join his community, but what is known is that Matthew Israel would go on to abuse his power while having little to no regard for ethics throughout his entire career. (23). 

Morningside and Rutland Square House

​

     In 1967, Israel opened a communal home in Arlington, Massachusetts called “Morningside House” where he lived with a couple (a woman and man), a teacher, and her three-year-old daughter (2, 23). He opened another home, “Rutland Square House”, in South Boston with five people, but by 1969, both houses had closed (23).

 

     These two houses failed for many reasons:

 

     Israel has stated that the people couldn’t get along. In a 2007 interview with Jennifer Gonnerman, he claimed that his communal houses “had all the problems of a marriage without the satisfactions people have in marriage” (1). He didn’t elaborate on what the marital “satisfactions” were, but love, sex, emotional understanding and support might have been what he was referring to.

     

     In a 1985 article, Israel states that people weren’t interested in having their behavior modified. He was disappointed in his lack of control and the fact that community members could move out when they weren’t happy (2). Kulhmann writes, “Israel shows a remarkable lack of concern for the issue of control. In his proposal, not only children but human beings in general appear to be little more than machines reacting to stimuli or are to be shaped by omnipotent ‘educational planners’” (p. 7, “Living Walden Two").

​

     Israel was adamant in creating a Skinnerian behavioral community in which he would be the sole planner. According to Kuhlmann’s book, all of the decisions were made by him without any discussion or exchange of ideas. He was secretive and withheld information from members. His ASD newsletter was filled with his articles and his plans, and because he was a behaviorist, he felt that he, alone, was qualified to decide what behaviors are acceptable and unacceptable (23). 

 

     When his two communal houses fell, he continued to plan for a third. This time he had a new idea for a business that would make money for the community and give the members jobs. He wanted to open a behavior modification-based school for developmentally disabled children. 

Andrea

 

     Unlike many other behaviorists at the time who were experimenting with certain techniques in jails, prisons, psychiatric hospitals, and schools, Israel had no experience using any of these techniques on actual people. While at Harvard, he and Skinner successfully trained pigeons together, but it wasn’t until 1967, when he lived at Arlington House with a toddler he didn’t care for, that he would use behavior modification on a person.

 

     Andrea was the three-year-old child of the teacher who lived at Arlington House. Matthew Israel felt she was a spoiled little brat because she would cry, scream, and hit people. Her mother gave him permission to use operant conditioning on her, so when Andrea acted “appropriately” he would reward her with attention and treats and when she acted “inappropriately” he would punish her by flicking her cheek. According to Israel, Andrea turned into a “charming individual” (2).

 

     His success at scaring a three-year-old into submission intrigued Israel. It’s difficult to use behavior modification on voluntary members of a community who can object, assert their own will, and leave, but children and people with developmental disabilities or mental illness didn't have any autonomy. They couldn’t object, assert their will, or leave, making them the perfect subjects for Israel. He didn’t care about disabled people any more than he cared about Andrea. He just wanted people whose behavior he could modify.

​

     So, in 1970, Israel asked the director of a residential program at a psychiatric hospital for children, in Providence Rhode Island (Bradley Hospital), if behavior modification would work on the “emotionally disturbed” children and was allowed to start a unit with 6 children (3).

​

     In 1971, when he opened his first group home, he abandoned his dreams of utopia and focused solely on "treating" developmentally disabled and mentally ill people with both positive and negative reinforcements, including painful aversives. 

​

References
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  1. MI interview Jennifer Gonnerman “Matthew Israel Interviewed by Jennifer Gonnerman” August 20, 2007. Mother Jones. https://www.motherjones.com/politics/2007/08/matthew-israel-interviewed-jennifer-gonnerman/ 

  2. PKshockingtruth2008 Paul Kix. June 17, 2008. “The Shocking Truth” Boston Magazine. https://www.bostonmagazine.com/2008/06/17/the-shocking-truth/ 

  3. DrHrt Ric Kahn. “Dr. Hurt” November 26, 1985. The Boston Pheonix. Article and related pictures arranged by Derrick Jeffries, March 10, 2008. Archived by Lydia X.Z. Brown. https://autistichoya.files.wordpress.com/2013/02/doctor-hurt-by-ric-kahn-1985-text-transcription-by-lydia-brown-20131.pdf

  4. WKIradical Wikipedia contributors. (2024, May 30). Radical behaviorism. In Wikipedia, The Free Encyclopedia. Retrieved 00:23, July 30, 2024. https://en.wikipedia.org/w/index.php?title=Radical_behaviorism&oldid=1226381831

  5. APAradical  APA Dictionary of Psychology “Radical Behaviorism” Retrieved March 7, 2023. https://dictionary.apa.org/radical-behaviorism 

  6. WKIoperant Wikipedia contributors. (2024, June 5). Operant conditioning. In Wikipedia, The Free Encyclopedia. Retrieved 23:48, July 29, 2024. https://en.wikipedia.org/w/index.php?title=Operant_conditioning&oldid=1227390739 

  7. REINFORCEMENT “What is Reinforcement” Applied Behavior Analysis EDU.org. https://www.appliedbehavioranalysisedu.org/what-is-reinforcement-and-why-is-it-important-in-aba/

  8. WKIreinforcement Wikipedia contributors. (2024, July 14). Reinforcement. In Wikipedia, The Free Encyclopedia. Retrieved 01:30, July 30, 2024. https://en.wikipedia.org/w/index.php?title=Reinforcement&oldid=1234458368

  9. WKIaversives Wikipedia contributors. (2024, July 6). Aversives. In Wikipedia, The Free Encyclopedia. Retrieved 01:31, July 30, 2024, from https://en.wikipedia.org/w/index.php?title=Aversives&oldid=1232972344

  10. AVERSIVEmwebster Merriam Webster Dictionary. “Aversive https://www.merriam-webster.com/dictionary/aversive

  11. Aversiveapa American Psychological Association Dictionary of Psychology “Aversive Control” Retrieved December 2022.https://dictionary.apa.org/aversive-control

  12. Powell et al., 2014 Powell, B. J., Proctor, E. K., & Glass, J. E. (2014). A Systematic Review of Strategies for Implementing Empirically Supported Mental Health Interventions. Research on social work practice, 24(2), 192–212. https://doi.org/10.1177/1049731513505778

  13. WaldenTwo BF Skinner “Walden Two” 1948. Hackett Publishing. https://www.amazon.com/Walden-Two-Hackett-Classics-Skinner/dp/0872207781?source=ps-sl-shoppingads-lpcontext&ref_=fplfs&psc=1&smid=ATVPDKIKX0DER 

  14. PDFW2 PDF: BF Skinner “Walden Two” 1948  http://www.iakovlev.org/zip/skinner.pdf  

  15. Altus et al.,2009 Deborah E Altus Edward K Morris. B. F. Skinner's Utopian Vision: Behind and Beyond Walden Two. Behav Anal. 2009 Fall;32(2):319-35. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2778813/ 

  16. Rakoswaldentwo Rakos RF. Review of Living Walden Two: B. F. Skinner's Behaviorist Utopia and Experimental Communities. Behav Anal. 2006 Spring; 29(1): 153–157.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2223170/

  17. Lasrsson et al,2011 Larsson, E. V., & Wright, S. (2011). O. Ivar Lovaas (1927–2010). The Behavior Analyst, 34(1), 111–114. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3089401/ 

  18. Lovaas The Autism History Project. Ole Ivar Lovaas. University of Oregon. https://blogs.uoregon.edu/autismhistoryproject/people/lovaas-ivar-1927-2010/ 

  19. Lovaas87 Ivar Lovaas. “Behavioral Treatment and Normal Educational and Intellectual Functioning in Young Autistic Children “Journal of Consulting and Clinical Psychology. Vol. 55, No. 1, 3-9. 1987. https://earlyautismservices.com/wp-content/uploads/2018/02/lovaas-1987.pdf

  20. SCREAMSlapslove “Screams, Slaps, and Love” May 7, 1965. Life Magazine. http://neurodiversity.com/library_screams_1965.pdf

  21. WKIMISRAEL Wikipedia contributors. (2024, September 28). Matthew Israel. In Wikipedia, The Free Encyclopedia. Retrieved 03:29, October 4, 2024. https://en.wikipedia.org/w/index.php?title=Matthew_Israel&oldid=1248314782 

  22. WKIWaldenTwo Wikipedia contributors. (2024, July 30). Walden Two. In Wikipedia, The Free Encyclopedia. Retrieved 21:23, August 18, 2024, from https://en.wikipedia.org/w/index.php?title=Walden_Two&oldid=1237533292  

  23. KulhmannWaldenTwo Hilke Kuhlmann “Living Walden Two: B. F. Skinner's Behaviorist Utopia and Experimental Communities” May 31, 2005. University of Illinois Press. https://www.amazon.com/Living-Walden-Two-Behaviorist-Experimental/dp/0252029623 

  24. KINKADEwaldentwoexp Kathleen Kinkade. “A Walden Two Experiment; The First Five Years of Twin Oaks Community”. 1972. Published by Twin Oaks Community. https://www.amazon.com/Walden-Experiment-First-Years-Community/dp/0688050204  

  25. ALTUSkathleenkinkade Altus D. (2009). Visionary and Activist: Kathleen Kinkade (1930–2008). The Behavior Analyst, 32(1), 255–258. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2686990/ 

  26. UTOPIAbritannicaW3.2 Chris Coates “Walden 3.2” October 19, 2013. Communes Britannica https://blog.utopia-britannica.org.uk/487 

  27. TWINOAKShome Twin Oaks Intentional Community Home. https://www.twinoaks.org/ 

  28. TWINOAKSwaldentwo Twin Oaks Community. Culture: Walden Two. Page 1. “Walden Two & Twin Oaks” https://www.twinoaks.org/culture-government-65/walden-two-community 

  29. LAKEVILLAGE Lake Village Farm Cooperative Homepage. https://www.lakevillagehomestead.org/the-farm 

  30. SUNFLOWERpooch “Our History”. People's Owned and Operated Collective Housing (POOCH). https://www.peopleshousing.org/our-history.html 

  31. LOSHORCONES Los Horcones Community Homepage. https://www.loshorcones.org/index.php?option=com_content&view=article&id=2&Itemid=2 

  32. CRIMSONW2 Writer Unattributed. “New Walden II will Open in the Fall” March 9, 1969. https://www.thecrimson.com/article/1968/3/9/new-walden-ii-will-open-in/

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