Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


34th Annual Convention; Chicago, IL; 2008

Event Details

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Symposium #73
CE Offered: BACB
The Educational Gap: One Bridge Built
Saturday, May 24, 2008
3:30 PM–4:50 PM
Area: DEV/EDC; Domain: Applied Research
Chair: R. Douglas Greer (Columbia University Teachers College)
CE Instructor: R. Douglas Greer, Ph.D.

We present four papers describing publicly-funded regular education classes based entirely on teaching as applied behavior analysis for grades 1, 2 and 3 (CABAS Accelerated Independent Learner Model for regular education). We identify the components of the model and the outcomes according to standardized tests and direct measures of achievement of educational standards. Paper 1 describes the outcomes for children in the class that has received the model for 2 years (mean grade equivalent 4.43, 84th percentile nationally). The outcomes for this class are presented by percentage of students in the class according to demographics: 23% English as second language (performed 3 years above grade level), 23% autism diagnoses (grade level to 2 years above grade level), 35% minorities (4 years above grade level), free lunch 42% (4 years above grade level), and 23% middle and upper middle class with none of the other demographic classifications (6 years above grade level). The second and third papers catalogue the tactics and curricula, verbal developmental interventions for different grade levels. The fourth paper catalogues components that resulted in academically successful inclusion for children with autism.

Post Second Grade Outcomes of the CABAS® Accelerated Independent Learner Model.
R. DOUGLAS GREER (Columbia University Teachers College), Denise O'Sullivan (Columbia University Teachers College)
Abstract: We present the grade equivalences and national percentiles of the Terra Nova Achievement Test scores for 2nd grade students in a regular education Accelerated Independent Learner class. The class as a whole performed at the 4th grade level. Inclusion students with autism performed at the third grade level, English as second language students performed at the 5th grade, low SES students and ethnic students performed at the 6th grade level, and upper middle class students performed at the 8th grade level. We also present the students’ mastery of educational standards, acquisition of naming as a developmental cusp, observational learning capabilities, and the numbers of learn units.
Tactics, Developmental Protocols and Curricula Used in the First and Second Grade Class.
KARLA WEIGAND (Columbia University Teachers College), Darcy M. Walsh (Columbia University Teachers College), Joan A. Broto (Columbia University Teachers College), Mika Fas (Columbia University Teachers College), Elisabeth L. Kracher (Columbia University Teachers College)
Abstract: We describe the research-based tactics used in the first and second grades according to the most common tactics and the tactics used for learning problems by various children. We also describe the functional curricular components and the structural components built around international educational standards. Finally we describe the developmental protocols used to induce new learning and verbal capabilities that allowed the children to learn what they could not before and how to learn in ways they could not before.
Continuing to Accelerate Independent Learning in the Third Grade.
KIMBERLY M. LAKE (Columbia University Teachers College), Marisa Savard (Columbia University Teachers College), Anusha Subramanyam (Columbia University Teachers College)
Abstract: We describe the tactics, verbal development protocols, and curricula that were used as we continued the children in the third grade. In this year we emphasize writing and learning by exposure building on the students' naming capabilities.
The Identification of Components of Successful Inclusion for Children with Autism.
JANET C. SOLORZANO-CORREIA (Columbia University Teachers College), Karla A. Mondello (Columbia University Teachers College)
Abstract: We shall describe the verbal developmental capabilities, observational learning capabilities, and academic prerequisites that were associated with the successful inclusion of the students with autism in the Accelerated Independent Learner classroom. The children were prepared for the inclusion class by receiving instruction in a CABAS self-contained class for one or more years (i.e., preschool and kindergarten). Some developmental capabilities were induced prior to inclusion while some were done during inclusion. All of the children had strong reading, math, or reading and math that they were taught prior to their inclusion. The effectiveness of scientific protocols to induce certain verbal developmental capabilities appears to predict some aspects of effective inclusion.



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