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| International Symposium - Technology for Technology's Sake: Technical Advances to Increase the Knowledge and Use of Behavioral Principles |
| Sunday, May 25, 2008 |
| 3:00 PM–4:20 PM |
| Astoria |
| Area: TBA/EDC; Domain: Theory |
| Chair: Patrick S. Williams (University of Houston, Downtown) |
| CE Instructor: Christine Hoffner Barthold, Ph.D. |
| Abstract: Behavior analysts have new and powerful tools by which they can teach and assess behavioral principles and applications through computer-based technologies. This symposium will focus on the forms of innovative use of technology for teaching behavior analysis, such as graphics, multimedia, distance learning, and computer-based assessment of textual behavior. Along with conceptual suggestions for presenting behavior analytic content using technology, data will be presented that show evidence of the effectiveness of using computer-based technology to increase understanding and usage of behavior analytic principles by individuals in higher education as well as practitioners in the community. |
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| 2D or Not 2D: Is That the question? |
| MICHAEL KEENAN (University of Ulster) |
| Abstract: How do you convey to students that sense of wonderment that lies at the heart of doing science? How should we share with students the tremendous achievements of our discipline? Questions like these are an inevitable part of a teacher’s predicament at the frontline in a classroom. In this presentation, I will argue that our scientific community has given little attention to the need for innovative resources that can help the teacher. I will look at the role of the scientific image within science generally and I will show there is a sparcity of scientific images that are the hallmark of behaviour analysis. I suggest constructive ways that the ‘image problem’ of behaviour analysis can be addressed. Using 2D and 3D graphics I will show how to make the notion of the behavioural stream come alive in the form of an interactive diagram for stimulating discussion of applied and philosophical issues. |
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| Teaching Students about Behavioral Dynamics with Multimedia. |
| BRADY J. PHELPS (South Dakota State University), Mandy Orth (South Dakota State University), Brandon Rauch (South Dakota State University) |
| Abstract: Our subject matter is a dynamic process that leaves a record of its occurrences and of on-going changes. Verbal descriptions are inadequate to illustrate the complexity and richness of the dynamics of even very basic behavioral processes. Multimedia demonstrations will be presented to offer more absorbing means to display behavior and behavior change. |
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| Using Distance Learning to Increase Use of Best Practice with Providers Working with Children with Autism. |
| CHRISTINE HOFFNER BARTHOLD (University of Delaware) |
| Abstract: With the increase of children with autism spectrum disorders and disabilities in general in childcare settings, providers are requesting more information about effective support techniques. Although distance learning is considered to be a promising, cost-effective option for training, there is little data to support whether distance learning translates into usage of best practice by care providers and positive outcomes for the children with disabilities that they serve. This project examined the impact of distance learning technology on teacher use of best practice training as well as effects on socio-communicative responding on the part of children with autism. Web-based training modules were used to teach basic behavioral principles and applications for children with autism to childcare providers in university-affiliated preschool/after-school programs. Data were collected on providers’ use of behavioral techniques with children with autism as a result of distance learning, and whether use of these techniques resulted in increased social and communication skills for children with autism. |
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| Assessing Student Textual Behavior. |
| DARLENE E. CRONE-TODD (Salem State College) |
| Abstract: To teach behavior analysis is also to assess student behavior. The interactive nature of computer-based programs allows for ongoing assessment of complex textual behavior, as well as post-assessment for future testable questions related to teaching effectiveness. Data presented will focus on textual behavior generated by students, assessing the complexity of the task and behavior, and on using these tools for effective teaching. |
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