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.


33rd Annual Convention; San Diego, CA; 2007

Event Details

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Symposium #217
Designing Comprehensive Academic Programs: Advances in Behavioral Education
Sunday, May 27, 2007
1:30 PM–2:50 PM
Cunningham C
Area: EDC; Domain: Applied Research
Discussant: Kimberly Nix Berens (Center for Advanced Learning, Inc.)

The current symposium will illustrate how an interdisciplinary approach to academic remediation can result in the design of more comprehensive programs. Using the science of behavior as a guide, related technologies such as Curriculum-Based Measurement and Direct Instruction can be used in combination with more behavioral methods, such as Precision Teaching, to more fully address the learning needs of a variety of students. The first presentation will illustrate how Curriculum-Based Measurement can be used to address long-term learning goals in the context of component skill buidling through Precision Teaching. the second presentation will exemplify how Direct Instruction and standard charting practices can be integrated during expressive writing instruction. The final presentation will show how concept instruction can be added to Precision Teaching strategies as a means of providing more comprehension math instruction. Presentations will be discussed in relation to areas for future research.

Integrating Behavioral Education and Curriculum Based Measurement.
CYNTHIA CARDENAS-COBB (Center for Advanced Learning, Inc.), Maria T. Stevenson (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.)
Abstract: An overview of Curriculum Based Measurement with respect to how it has been utilized mostly in special education as a tool to monitor student progress, guide curriculum and instructional decisions. Specifically, the benefits of such an assessment tool for general education in conjunction with behavioral practices, Precision Teaching and Direct Instruction to enhance overall academic performance. A data based discussion will demonstrate the applicability of these teaching practices in a learning center model.
The Evolution of a Corrective Writing Program.
KENDRA L. RICKARD (University of Nevada, Reno & Center for Advanced Learning, Inc.), Kimberly Nix Berens (Center for Advanced Learning, Inc.)
Abstract: Traditional approaches to writing instruction involve sentence diagramming and teaching rules for grammar usage outside of the context of the writing process. However, recent advances in writing instruction suggests that a more effective approach entails a combination of instructional techniques utilized in the process of writing itself. The current presentation will cover the evolution of an instructional process utilized in a learning center to teach students writing skills. Specifically, the three phases of instruction in teaching writing as well as the methods of measurement and assessment will be discussed in detail. Clinical data collected from students enrolled at the learning center will be shown. Future directions for research will be discussed.
Targeting Concept Learning in a Precision Teaching Program to Promote Generalization.
KERRI L. KAELIN (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.)
Abstract: A traditional Precision Teaching program combines masterful performance with standard measurement. Additionally, Direct Instruction focuses on the form of the response and the stimulus, in particular, concept learning and curriculum sequence. However, Direct Instruction does not measure concept learning. At a learning center, academic programs unite mastery and measurement of Precision Teaching with Direct Instruction’s curriculum sequence and concept learning. Specifically, student performance during the instruction of novel math concepts was measured and evaluated with respect to mastery using the Standard Celeration Chart. A discussion regarding the implication of the results with respect to aggregate clinical data will be provided as well as potential directions for future research and investigation.



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